A Picture of Strength: Preschool Competencies Mediate the Effects of Early Behavior Problems on Later Academic and Social Adjustment for Head Start Children

Autor/inn/en	McWayne, Christine; Cheung, Katherine
Titel	A Picture of Strength: Preschool Competencies Mediate the Effects of Early Behavior Problems on Later Academic and Social Adjustment for Head Start Children
Quelle	In: Journal of Applied Developmental Psychology, 30 (2009) 3, S.273-285 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2008.12.014
Schlagwörter	Behavior Problems; Structural Equation Models; Disadvantaged Youth; Student Adjustment; Social Adjustment; Grade 1; Preschool Children; African Americans; Educational Research; Educational Policy + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Afroamerikaner; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik
Abstract	In the current study, the authors tested the hypothesis that the relationship between early behavior problems and later academic and social outcomes is mediated by children's evidence of strengths during the transition to school. A locally representative and predominantly African American sample of 162 Head Start children was assessed at the end of children's Head Start experience and again at the end of their first grade year. Findings based on structural equation modeling revealed that both the partial and full mediation models better explained the data than the direct effects model, suggesting that the influence of preschool behavior problems is more fully understood in the context of children's concomitant strengths. The authors conclude with a discussion of the practical and policy implications of these findings and how they extend prior research on the relationship between early problem behavior and later school adjustment. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10