Differential Impact of a Universal Prevention Program on Academic Self-Efficacy: The Moderating Role of Baseline Self-Control

Autor/inn/en	Musci, Rashelle J.; Voegtline, Kristin; Raghunathan, Radhika; Ialongo, Nicholas S.; Johnson, Sara B.
Titel	Differential Impact of a Universal Prevention Program on Academic Self-Efficacy: The Moderating Role of Baseline Self-Control
Quelle	In: Prevention Science, 23 (2022) 4, S.513-522 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Musci, Rashelle J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-4986
DOI	10.1007/s11121-021-01315-7
Schlagwörter	Prevention; Self Efficacy; Self Control; Program Effectiveness; African Americans; Longitudinal Studies; Elementary School Students; Academic Achievement; High School Students + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung; Afroamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Self-control (SC) plays a critical role in development across the life course; poor SC is a common antecedent of outcomes with high public health and societal burden including lower educational and occupational attainment, problem substance use, depression, obesity, and antisocial behavior. Further, SC is associated with academic self-efficacy and academic success; therefore, optimizing SC in early childhood could have long-term health and educational implications. However, it remains unknown whether the impact of early childhood prevention programs varies by baseline levels of SC, and whether better SC in early childhood leads to better self-efficacy in adolescence. This study leverages a sample of predominately low-/middle-income Black participants (n = 678) who were part of a randomized universal preventive trial in first grade (1993-1995). Teacher-reported SC was measured at baseline. Utilizing a three-step latent transition analysis, transitions between SC classes and academic self-efficacy trajectories were explored. Intervention status was explored as a predictor of the transition. Results suggest that teacher-rated SC in early childhood predicts academic self-efficacy up to 11 years later. Moderation analyses suggest that there are individual differences in prevention program effectiveness by baseline behavioral regulation skills. Implications for school-based universal prevention programming having an impact on low risk children and methods for exploring moderation within a prevention context are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01