School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence
•We investigated STRSq, emotional and behavioral outcomes in children who stutter.•Rejected by classmates, but not who stutters are in conflict with the teacher’s.•Children who stutter showed high levels in Hyperactivity and low academic outcomes.•Findings suggest to teachers the need to meditate on...
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| Veröffentlicht in: | Children and youth services review 2020-09, Vol.116, p.105226, Article 105226 |
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| creator | Berchiatti, Martina Badenes-Ribera, Laura Ferrer, Antonio Longobardi, Claudio Giovanna Maria Gastaldi, Francesca |
| description | •We investigated STRSq, emotional and behavioral outcomes in children who stutter.•Rejected by classmates, but not who stutters are in conflict with the teacher’s.•Children who stutter showed high levels in Hyperactivity and low academic outcomes.•Findings suggest to teachers the need to meditate on school well-being.•Teachers need to improve their social inclusion in the classmates group.
The aim of this study was to investigate the quality of the student-teacher relationship, peer relationship, emotional and behavioral outcomes and academic performance in school adjustment of children who stutter.
The convenience sample consisted of 536 children – 62 affected by stuttering and 474 in the control group – and 36 prevalent teachers from six primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Teacher evaluations were also used to assess their perception of their relationships with the student (Student-Teacher Relationship Scale), children’ behavior (Strengths and Difficulties Questionnaire), and children’s academic competence. Chi-squared tests, t tests, bivariate correlations, and Multivariate Analysis of Variances (MANOVAs) controlling for the students’ social status in the peer group were used to analyze the data.
The chi-squared test showed that children who stutter were more unpopular and rejected by peers than expected. The results of several MANOVA 2 (presence of stuttering in children) × 5 (students’ social status in the peer group) tests performed on study variables showed greater difficulty on the teacher’s part to establish a relationship based on affective closeness with mainstream students that are unpopular and rejected by classmates, but not with children who stutters. Children who stutter also showed high levels in Hyperactivity and low academic outcomes.
Findings suggest to teachers the need to meditate on school well-being of children who stutter in order improve their social inclusion in the classmates group, and provide researchers with an in-depth knowledge about the effect of stuttering on children’s school adjustment. |
| doi_str_mv | 10.1016/j.childyouth.2020.105226 |
| format | Article |
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The aim of this study was to investigate the quality of the student-teacher relationship, peer relationship, emotional and behavioral outcomes and academic performance in school adjustment of children who stutter.
The convenience sample consisted of 536 children – 62 affected by stuttering and 474 in the control group – and 36 prevalent teachers from six primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Teacher evaluations were also used to assess their perception of their relationships with the student (Student-Teacher Relationship Scale), children’ behavior (Strengths and Difficulties Questionnaire), and children’s academic competence. Chi-squared tests, t tests, bivariate correlations, and Multivariate Analysis of Variances (MANOVAs) controlling for the students’ social status in the peer group were used to analyze the data.
The chi-squared test showed that children who stutter were more unpopular and rejected by peers than expected. The results of several MANOVA 2 (presence of stuttering in children) × 5 (students’ social status in the peer group) tests performed on study variables showed greater difficulty on the teacher’s part to establish a relationship based on affective closeness with mainstream students that are unpopular and rejected by classmates, but not with children who stutters. Children who stutter also showed high levels in Hyperactivity and low academic outcomes.
Findings suggest to teachers the need to meditate on school well-being of children who stutter in order improve their social inclusion in the classmates group, and provide researchers with an in-depth knowledge about the effect of stuttering on children’s school adjustment.</description><identifier>ISSN: 0190-7409</identifier><identifier>EISSN: 1873-7765</identifier><identifier>DOI: 10.1016/j.childyouth.2020.105226</identifier><language>eng</language><publisher>Oxford: Elsevier Ltd</publisher><subject>Academic achievement ; Adjustment ; Behavior ; Behavioral problem ; Chi-square test ; Children ; Children & youth ; Classmates ; Closeness ; Competence ; Hyperactivity ; Multivariate analysis ; Peer nomination ; Peer relationships ; Questionnaires ; School adjustment ; Secondary schools ; Social exclusion ; Social integration ; Social status ; Sociometry ; Student teacher relationship ; Students ; Stuttering ; Teacher evaluations ; Teachers ; Well being</subject><ispartof>Children and youth services review, 2020-09, Vol.116, p.105226, Article 105226</ispartof><rights>2020 Elsevier Ltd</rights><rights>Copyright Elsevier Science Ltd. Sep 2020</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c346t-99c819d4199ac8cbd1009d5dc098dc69242c3f9120ba40e5bae3cdef28fe8b513</citedby><cites>FETCH-LOGICAL-c346t-99c819d4199ac8cbd1009d5dc098dc69242c3f9120ba40e5bae3cdef28fe8b513</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0190740920305338$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,30976,33751,65306</link.rule.ids></links><search><creatorcontrib>Berchiatti, Martina</creatorcontrib><creatorcontrib>Badenes-Ribera, Laura</creatorcontrib><creatorcontrib>Ferrer, Antonio</creatorcontrib><creatorcontrib>Longobardi, Claudio</creatorcontrib><creatorcontrib>Giovanna Maria Gastaldi, Francesca</creatorcontrib><title>School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence</title><title>Children and youth services review</title><description>•We investigated STRSq, emotional and behavioral outcomes in children who stutter.•Rejected by classmates, but not who stutters are in conflict with the teacher’s.•Children who stutter showed high levels in Hyperactivity and low academic outcomes.•Findings suggest to teachers the need to meditate on school well-being.•Teachers need to improve their social inclusion in the classmates group.
The aim of this study was to investigate the quality of the student-teacher relationship, peer relationship, emotional and behavioral outcomes and academic performance in school adjustment of children who stutter.
The convenience sample consisted of 536 children – 62 affected by stuttering and 474 in the control group – and 36 prevalent teachers from six primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Teacher evaluations were also used to assess their perception of their relationships with the student (Student-Teacher Relationship Scale), children’ behavior (Strengths and Difficulties Questionnaire), and children’s academic competence. Chi-squared tests, t tests, bivariate correlations, and Multivariate Analysis of Variances (MANOVAs) controlling for the students’ social status in the peer group were used to analyze the data.
The chi-squared test showed that children who stutter were more unpopular and rejected by peers than expected. The results of several MANOVA 2 (presence of stuttering in children) × 5 (students’ social status in the peer group) tests performed on study variables showed greater difficulty on the teacher’s part to establish a relationship based on affective closeness with mainstream students that are unpopular and rejected by classmates, but not with children who stutters. Children who stutter also showed high levels in Hyperactivity and low academic outcomes.
Findings suggest to teachers the need to meditate on school well-being of children who stutter in order improve their social inclusion in the classmates group, and provide researchers with an in-depth knowledge about the effect of stuttering on children’s school adjustment.</description><subject>Academic achievement</subject><subject>Adjustment</subject><subject>Behavior</subject><subject>Behavioral problem</subject><subject>Chi-square test</subject><subject>Children</subject><subject>Children & youth</subject><subject>Classmates</subject><subject>Closeness</subject><subject>Competence</subject><subject>Hyperactivity</subject><subject>Multivariate analysis</subject><subject>Peer nomination</subject><subject>Peer relationships</subject><subject>Questionnaires</subject><subject>School adjustment</subject><subject>Secondary schools</subject><subject>Social exclusion</subject><subject>Social integration</subject><subject>Social status</subject><subject>Sociometry</subject><subject>Student teacher relationship</subject><subject>Students</subject><subject>Stuttering</subject><subject>Teacher evaluations</subject><subject>Teachers</subject><subject>Well being</subject><issn>0190-7409</issn><issn>1873-7765</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>BHHNA</sourceid><recordid>eNqFUc1O3DAQtlArsd32HSxxJVvbiZOYW0EUkJB6gJ4tZzxRHGXjYDugvfEaPfNmfZJm2aqVuHAazXw_o08fIZSzDWe8_NpvoHOD3fk5dRvBxP4shSiPyIrXVZ5VVSk_kBXjimVVwdQx-RRjzxiTpRQr8nIHnfcDNbafY9rimKgb6atlwJE-dZ7GNKeE4Yzed0gfZjO4tKO-pWlZF8wumiyhgQ4DDTiY5PwYOzed0gnfnOIpNaP9Z__7-VekBozFrYNXpMHOPDofzEDBbydMOAJ-Jh9bM0T88neuyc_vl_cX19ntj6ubi2-3GeRFmTKloObKFlwpAzU0ljOmrLTAVG2hVKIQkLeKC9aYgqFsDOZgsRV1i3Ujeb4mJwffKfiHGWPSvZ_DuLzUopCcVyIv5MKqDywIPsaArZ6C25qw05zpfSW61_8r0ftK9KGSRXp-kOKS4tFh0BHcPqF1ASFp6937Jn8ADhufuQ</recordid><startdate>202009</startdate><enddate>202009</enddate><creator>Berchiatti, Martina</creator><creator>Badenes-Ribera, Laura</creator><creator>Ferrer, Antonio</creator><creator>Longobardi, Claudio</creator><creator>Giovanna Maria Gastaldi, Francesca</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7U3</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope></search><sort><creationdate>202009</creationdate><title>School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence</title><author>Berchiatti, Martina ; Badenes-Ribera, Laura ; Ferrer, Antonio ; Longobardi, Claudio ; Giovanna Maria Gastaldi, Francesca</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c346t-99c819d4199ac8cbd1009d5dc098dc69242c3f9120ba40e5bae3cdef28fe8b513</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Academic achievement</topic><topic>Adjustment</topic><topic>Behavior</topic><topic>Behavioral problem</topic><topic>Chi-square test</topic><topic>Children</topic><topic>Children & youth</topic><topic>Classmates</topic><topic>Closeness</topic><topic>Competence</topic><topic>Hyperactivity</topic><topic>Multivariate analysis</topic><topic>Peer nomination</topic><topic>Peer relationships</topic><topic>Questionnaires</topic><topic>School adjustment</topic><topic>Secondary schools</topic><topic>Social exclusion</topic><topic>Social integration</topic><topic>Social status</topic><topic>Sociometry</topic><topic>Student teacher relationship</topic><topic>Students</topic><topic>Stuttering</topic><topic>Teacher evaluations</topic><topic>Teachers</topic><topic>Well being</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Berchiatti, Martina</creatorcontrib><creatorcontrib>Badenes-Ribera, Laura</creatorcontrib><creatorcontrib>Ferrer, Antonio</creatorcontrib><creatorcontrib>Longobardi, Claudio</creatorcontrib><creatorcontrib>Giovanna Maria Gastaldi, Francesca</creatorcontrib><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Children and youth services review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Berchiatti, Martina</au><au>Badenes-Ribera, Laura</au><au>Ferrer, Antonio</au><au>Longobardi, Claudio</au><au>Giovanna Maria Gastaldi, Francesca</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence</atitle><jtitle>Children and youth services review</jtitle><date>2020-09</date><risdate>2020</risdate><volume>116</volume><spage>105226</spage><pages>105226-</pages><artnum>105226</artnum><issn>0190-7409</issn><eissn>1873-7765</eissn><abstract>•We investigated STRSq, emotional and behavioral outcomes in children who stutter.•Rejected by classmates, but not who stutters are in conflict with the teacher’s.•Children who stutter showed high levels in Hyperactivity and low academic outcomes.•Findings suggest to teachers the need to meditate on school well-being.•Teachers need to improve their social inclusion in the classmates group.
The aim of this study was to investigate the quality of the student-teacher relationship, peer relationship, emotional and behavioral outcomes and academic performance in school adjustment of children who stutter.
The convenience sample consisted of 536 children – 62 affected by stuttering and 474 in the control group – and 36 prevalent teachers from six primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Teacher evaluations were also used to assess their perception of their relationships with the student (Student-Teacher Relationship Scale), children’ behavior (Strengths and Difficulties Questionnaire), and children’s academic competence. Chi-squared tests, t tests, bivariate correlations, and Multivariate Analysis of Variances (MANOVAs) controlling for the students’ social status in the peer group were used to analyze the data.
The chi-squared test showed that children who stutter were more unpopular and rejected by peers than expected. The results of several MANOVA 2 (presence of stuttering in children) × 5 (students’ social status in the peer group) tests performed on study variables showed greater difficulty on the teacher’s part to establish a relationship based on affective closeness with mainstream students that are unpopular and rejected by classmates, but not with children who stutters. Children who stutter also showed high levels in Hyperactivity and low academic outcomes.
Findings suggest to teachers the need to meditate on school well-being of children who stutter in order improve their social inclusion in the classmates group, and provide researchers with an in-depth knowledge about the effect of stuttering on children’s school adjustment.</abstract><cop>Oxford</cop><pub>Elsevier Ltd</pub><doi>10.1016/j.childyouth.2020.105226</doi></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Elsevier ScienceDirect Journals; Sociological Abstracts |
| subjects | Academic achievement Adjustment Behavior Behavioral problem Chi-square test Children Children & youth Classmates Closeness Competence Hyperactivity Multivariate analysis Peer nomination Peer relationships Questionnaires School adjustment Secondary schools Social exclusion Social integration Social status Sociometry Student teacher relationship Students Stuttering Teacher evaluations Teachers Well being |
| title | School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence |
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