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政大典藏 > College of Social Science > Graduate Institute of Social Administration and Social Work > Periodical Articles > Item 140.119/75528

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/75528

Title:	Factors Influencing Classroom Behavioral Engagement During the First Year at School
Authors:	Yang, Pei-Jung;Lamb, M.E. 楊佩榮
Contributors:	社工所
Date:	2014-10
Issue Date:	2015-06-02 17:11:10 (UTC+8)
Abstract:	The present study examined child and school factors that might foster classroom behavioral engagement during the first year at school in a sample of 67 typically developing British 4-year-olds. The children were followed for 9 months from the summer before enrollment through the first 7 months of school. Our findings showed that effortful control and attachment security facilitated engagement, whereas impulsivity adversely affected engagement. The children`s classroom engagement was further supported by close relationships with the teachers, but those who had more conflicts with the teachers or had developed avoidant feelings toward school tended to be more disengaged in the classroom. This study suggests that features of the child and environment collectively affect the early development of behavioral engagement at school, with some features possibly playing a more significant role at some than other phases during school transition. Limitations, implications, and suggestions for future research are discussed.
Relation:	Applied Developmental Science, 18(4), 189-200
Data Type:	article
DOI link:	http://dx.doi.org/10.1080/10888691.2014.924710
DOI:	10.1080/10888691.2014.924710
Appears in Collections:	[Graduate Institute of Social Administration and Social Work] Periodical Articles

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