dc.contributor.author | Huang, Runke | |
dc.contributor.author | Siraj, Iram | |
dc.date.accessioned | 2023-11-08T12:57:06Z | |
dc.date.available | 2023-11-08T12:57:06Z | |
dc.date.created | 2023-03-02T15:59:48Z | |
dc.date.issued | 2023-02 | |
dc.identifier.citation | Huang, R. & Siraj, I. (2023) Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach. Child Development, 94(4), 1002-1016 | en_US |
dc.identifier.issn | 0009-3920 | |
dc.identifier.uri | https://hdl.handle.net/11250/3101421 | |
dc.description.abstract | Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social–emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn from 96 preschool classrooms and 547 children (3–5 years old) in China in 2020. Multilevel latent profile analysis identified three profiles (entitled low-, average- and high-level development at the individual level), and two classes (entitled average and below-, average and above) at the classroom level. Multinominal logistic regression analyses revealed that instructional quality in math, science, and diversity, and the interactional quality in supporting children's learning and critical thinking, predicted children's profiles. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Wiley Periodicals LLC on behalf of Society for Research in Child Development. | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | barnehagebarn | en_US |
dc.subject | kinesiske barn | en_US |
dc.subject | utdanningsvitenskap | en_US |
dc.title | Profiles of Chinese preschoolers' academic and social–emotional development in relation to classroom quality: A multilevel latent profile approach | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2023 The Authors | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.pagenumber | 1002-1016 | en_US |
dc.source.volume | 94 | en_US |
dc.source.journal | Child Development | en_US |
dc.source.issue | 4 | en_US |
dc.identifier.doi | 10.1111/cdev.13916 | |
dc.identifier.cristin | 2130859 | |
dc.relation.project | Norges forskningsråd: 275576 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |