通过改善幼儿期母亲积极行为支持,家庭检查对青少年学龄期课外参与的间接影响

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Social Development Pub Date : 2021-02-01 Epub Date: 2020-07-15 DOI:10.1111/sode.12474
Julia S Feldman, Yiyao Zhou, Chelsea Weaver Krug, Melvin N Wilson, Daniel S Shaw
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引用次数: 4

摘要

学龄时期的课外活动对儿童随后的社会情感发展具有广泛的潜在益处,特别是对低收入青少年而言。然而,缺乏旨在增加低收入青年学龄课外活动参与的干预措施的研究。因此,本研究的目的是测试一个简短的,以家庭为中心的干预低收入家庭,家庭检查,对儿童学龄课外参与的附带效应,通过改善母亲的积极行为支持在儿童早期。样本(n = 630, 50%女性,50%白人,28%黑人/非裔美国人)代表了早期步骤多站点研究的家庭亚样本。在2岁时,家庭被随机分配到家庭检查或妇女,婴儿和儿童营养补充服务。母子二人组在儿童2岁和3岁时参与观察到的互动任务,这些任务随后被编码以评估积极的行为支持。主要照顾者在7.5岁、8.5岁和9.5岁时报告了儿童学龄课外活动的参与情况。结果表明,干预状态与儿童学龄课外参与之间不存在直接关系,但干预组对2 ~ 3岁儿童积极行为支持变化与儿童学龄课外参与之间存在显著的间接关系。研究结果对设计儿童早期预防干预措施的意义进行了讨论,这些干预措施可以促进学龄儿童的课外参与,特别是对于有适应不良后果风险的儿童。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Indirect Effects of the Family Check-Up on Youth Extracurricular Involvement at School-Age through Improvements in Maternal Positive Behavior Support in Early Childhood.

Extracurricular involvement in the school-age years has widespread potential benefits for children's subsequent socioemotional development, especially for low-income youth. However, there is a dearth of research on interventions aimed at increasing school-age extracurricular involvement in low-income youth. Thus, the present study aimed to test the collateral effect of a brief, family-focused intervention for low-income families, the Family Check-Up, on children's school-age extracurricular involvement via improvements in maternal Positive Behavior Support in early childhood. The sample (n = 630, 50% female, 50% White, 28% Black/African American) represented a subsample of families from the Early Steps Multisite Study. At age 2, families were randomly assigned to the Family Check-Up or Women, Infants, and Children Nutritional Supplement Services as usual. Mother-child dyads participated in observed interaction tasks at child ages 2 and 3 that were subsequently coded to assess positive behavior support. Primary caregivers reported on children's school-age extracurricular involvement at ages 7.5, 8.5, and 9.5. Results indicated that although there was not a direct path between intervention status and children's school-age extracurricular involvement, a significant indirect path emerged from intervention group to changes in positive behavior support between ages 2 to 3 to children's school-age extracurricular involvement. The results are discussed in terms of implications for designing preventive interventions in early childhood that promote extracurricular involvement at school-age, particularly for children at risk for maladaptive outcomes.

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来源期刊
Social Development
Social Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
0.00%
发文量
74
期刊介绍: Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.
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