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ERIC Number: ED520748
Record Type: Non-Journal
Publication Date: 2010
Pages: 79
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-3965-1
ISSN: N/A
Risk and Resiliency in the Preschool Classroom: Examining the Effects of Problem Behaviors and Adaptive Learning Behaviors in Children's Early Achievement
Dominguez, Maria Ximena
ProQuest LLC, Ph.D. Dissertation, University of Miami
Problem behaviors early in the preschool year have been negatively linked to a variety of school readiness outcomes, including language, literacy and mathematics, both at the end of preschool and later on as children transition to elementary school. In order to inform preschool intervention efforts, the current study extends this research by examining the unique influence of internalizing and externalizing behaviors on children's growth in academic skills throughout the preschool year. Additionally, in order to identify mechanisms that may explain the associations between problem behaviors and academic growth, the potential mediating role of specific learning behaviors--competence motivation, attention/persistence and attitude toward learning--were examined. A sample of 275 four-year-old children enrolled in a large, urban Head Start program in the Southeast United States participated in the study. Teachers completed ecologically valid measures of children's problem behaviors at the beginning of the year and children's learning behaviors mid-year. Data on children's academic achievement were collected at three time points (fall, winter and spring) by independent direct assessors. A series of latent growth models were conducted to examine children's growth in listening comprehension, alphabet knowledge, vocabulary, and mathematics across the preschool year. Results indicated that children made significant progress in all academic domains. Internalizing and externalizing behaviors were negatively associated with baseline academic scores, yet positively associated with rates of growth in some academic domains over time. Furthermore, children's attention skills and persistence were found to be important mediators of growth in alphabet knowledge and mathematics. Children with behavior problems were less likely to attend and persist during learning tasks and therefore, had difficulty learning important alphabet and mathematics skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A