Does preschool intervention affect children's perceived competence?

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Abstract

This study investigates the effects of the federally funded Child-Parent Center (CPC) preschool program on children's perceived school competence in Grade 6. A total of 757 low-income Black children participated in this Head Start-type program at 3 and 4 years of age. One hundred thirty (130) eligible children from similar socio-economic circumstances served as the comparison group and entered school in kindergarten with no preschool experience. Multiple-regression analysis indicated that participation in preschool intervention was significantly associated with more positive perceptions of school competence. This finding, however, was not duplicated when the model was estimated using a two-stage estimation of treatment effects. Estimated effects of preschool participation on reading and math achievement in Grade 6 were consistently significant and meaningful across all methods of analysis. Findings support the positive direct effects of preschool intervention on school achievement rather than on perceived school competence.

Original languageEnglish (US)
Pages (from-to)211-230
Number of pages20
JournalJournal of Applied Developmental Psychology
Volume16
Issue number2
DOIs
StatePublished - Jan 1 1995

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