Examining the Bidirectional Relations Between Language and Behavior in Head Start Children

被引：4
作者：
Gigi An, Zhe [1 ]
Zeng, Songtian [2 ]
Chen, Ching-, I [3 ]
Zhao, Hongxia [4 ]
机构：
[1] Univ Wisconsin, Madison, WI USA
[2] Univ Massachusetts, Boston, MA 02125 USA
[3] Kennesaw State Univ, Kennesaw, GA 30144 USA
[4] New Mexico State Univ, Las Cruces, NM 88003 USA
来源：
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION | 2021年 / 40卷 / 04期
关键词：
Language; vocabulary; behavior; social emotional development; preschool; Head Start; EARLY-CHILDHOOD; PRESCHOOL-CHILDREN; EMOTIONAL DEVELOPMENT; MATERNAL DEPRESSION; GENDER-DIFFERENCES; SELF-REGULATION; ACHIEVEMENT; POVERTY; FAMILY; SKILLS;
D O I：
10.1177/0271121420945022
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
The purpose of this study is to examine the bidirectional relationship between children's language development and challenging behaviors as well as the moderating roles of gender and race/ethnicity. We conducted a number of structural equation modeling analyses with a national representative sample (N= 2,462) of Head Start children from the 2014 Head Start Family and Child Experiences Survey. Results suggest that there is no bidirectional relationship between vocabulary development and challenging behavior in the full sample. However, gender, race/ethnicity, and the interaction between the two moderate associations between language and behavior.
引用
收藏
页码：192 / 203
页数：12
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