Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years
Background The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate. Aim This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performa...
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| Veröffentlicht in: | British journal of educational psychology 2008-03, Vol.78 (1), p.127-147 |
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| container_title | British journal of educational psychology |
| container_volume | 78 |
| creator | Giannopulu, I. Escolano, S. Cusin, F. Citeau, H. Dellatolas, G. |
| description | Background
The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate.
Aim
This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France.
Samples and method
Behavioural data relating to two large samples of preschool (N = 475) and first grade (N = 465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four‐factor structure (‘hyperactivity’, ‘inattention’, ‘conduct problems’ and ‘unsociability’) that was similar in both age groups. Cognitive tests were used for each age group.
Results
Teachers' reporting of ‘inattention’ was associated with significantly lower performances in all tests in both the preschool and first grade samples. ‘Hyperactivity’ or ‘conduct problems’ were not consistently associated with the test results, when the effect of ‘inattention’ was taken into account. Preschool ‘inattention’, but not ‘hyperactivity’ or ‘conduct/sociability problems’, was related to poor performances at reading tasks in first grade.
Conclusion
These findings question the pathological significance of teachers' report of ‘hyperactivity’ in young children without associated attention problems. |
| doi_str_mv | 10.1348/000709907X204372 |
| format | Article |
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The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate.
Aim
This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France.
Samples and method
Behavioural data relating to two large samples of preschool (N = 475) and first grade (N = 465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four‐factor structure (‘hyperactivity’, ‘inattention’, ‘conduct problems’ and ‘unsociability’) that was similar in both age groups. Cognitive tests were used for each age group.
Results
Teachers' reporting of ‘inattention’ was associated with significantly lower performances in all tests in both the preschool and first grade samples. ‘Hyperactivity’ or ‘conduct problems’ were not consistently associated with the test results, when the effect of ‘inattention’ was taken into account. Preschool ‘inattention’, but not ‘hyperactivity’ or ‘conduct/sociability problems’, was related to poor performances at reading tasks in first grade.
Conclusion
These findings question the pathological significance of teachers' report of ‘hyperactivity’ in young children without associated attention problems.</description><identifier>ISSN: 0007-0998</identifier><identifier>EISSN: 2044-8279</identifier><identifier>DOI: 10.1348/000709907X204372</identifier><identifier>PMID: 17535517</identifier><identifier>CODEN: BJESAE</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Academic Achievement ; Achievement ; Age Differences ; Antisocial Behavior ; Attention Deficit Disorders ; Attention deficits ; Behavior Problems ; Behavioural problems ; Biological and medical sciences ; Child ; Child Behavior Disorders ; Child, Preschool ; Cognition ; Cognitive Ability ; Cognitive Tests ; Correlation ; Cross-Sectional Studies ; Educational psychology ; Elementary School Students ; Factor Structure ; Faculty ; Female ; Foreign Countries ; France ; Fundamental and applied biological sciences. Psychology ; Grade 1 ; Humans ; Hyperactivity ; Low Achievement ; Male ; Mandatory Reporting ; Preschool Children ; Preschools ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Questionnaires ; Reading Achievement ; Student Behavior ; Surveys and Questionnaires ; Test Results ; Young Children</subject><ispartof>British journal of educational psychology, 2008-03, Vol.78 (1), p.127-147</ispartof><rights>2008 The British Psychological Society</rights><rights>2008 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4636-5e403a44eb6d0565893569cefc91713bc9240c325471b7c348a5198ad7a2e8d63</citedby><cites>FETCH-LOGICAL-c4636-5e403a44eb6d0565893569cefc91713bc9240c325471b7c348a5198ad7a2e8d63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1348%2F000709907X204372$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1348%2F000709907X204372$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,31000,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ784381$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=20136073$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/17535517$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Giannopulu, I.</creatorcontrib><creatorcontrib>Escolano, S.</creatorcontrib><creatorcontrib>Cusin, F.</creatorcontrib><creatorcontrib>Citeau, H.</creatorcontrib><creatorcontrib>Dellatolas, G.</creatorcontrib><title>Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years</title><title>British journal of educational psychology</title><addtitle>Br J Educ Psychol</addtitle><description>Background
The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate.
Aim
This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France.
Samples and method
Behavioural data relating to two large samples of preschool (N = 475) and first grade (N = 465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four‐factor structure (‘hyperactivity’, ‘inattention’, ‘conduct problems’ and ‘unsociability’) that was similar in both age groups. Cognitive tests were used for each age group.
Results
Teachers' reporting of ‘inattention’ was associated with significantly lower performances in all tests in both the preschool and first grade samples. ‘Hyperactivity’ or ‘conduct problems’ were not consistently associated with the test results, when the effect of ‘inattention’ was taken into account. Preschool ‘inattention’, but not ‘hyperactivity’ or ‘conduct/sociability problems’, was related to poor performances at reading tasks in first grade.
Conclusion
These findings question the pathological significance of teachers' report of ‘hyperactivity’ in young children without associated attention problems.</description><subject>Academic Achievement</subject><subject>Achievement</subject><subject>Age Differences</subject><subject>Antisocial Behavior</subject><subject>Attention Deficit Disorders</subject><subject>Attention deficits</subject><subject>Behavior Problems</subject><subject>Behavioural problems</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Behavior Disorders</subject><subject>Child, Preschool</subject><subject>Cognition</subject><subject>Cognitive Ability</subject><subject>Cognitive Tests</subject><subject>Correlation</subject><subject>Cross-Sectional Studies</subject><subject>Educational psychology</subject><subject>Elementary School Students</subject><subject>Factor Structure</subject><subject>Faculty</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>France</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Grade 1</subject><subject>Humans</subject><subject>Hyperactivity</subject><subject>Low Achievement</subject><subject>Male</subject><subject>Mandatory Reporting</subject><subject>Preschool Children</subject><subject>Preschools</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Questionnaires</subject><subject>Reading Achievement</subject><subject>Student Behavior</subject><subject>Surveys and Questionnaires</subject><subject>Test Results</subject><subject>Young Children</subject><issn>0007-0998</issn><issn>2044-8279</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkUtvEzEUhS0EomlhzwIhb6CrAT_nepZQJYVS8RDhsbM8njuJyzyCnRTy73GUKEhsuvK1zneujs4l5AlnL7lU5hVjDFhVMfghmJIg7pFJHlRhBFT3yWQnF1k3J-Q0pZv81SDVQ3LCQUutOUzIzRydX2JM5zTiaozrMCzo2NIal-42jJvoOrqKY91hn6gbGurHxRDW4RYL512DffB0hbEdY-8Gj4mGgfpl6JqIA3ULbKgugG7RxfSIPGhdl_Dx4T0jX2fT-cXb4vrj5buL19eFV6UsC42KSacU1mXDdKlNJXVZeWx9xYHL2ldCMS-FVsBr8LkGp3llXANOoGlKeUZe7Pfm3L82mNa2D8lj17kBx02ywIQB0OZOUIPQhgmeQbYHfRxTitjaVQy9i1vLmd0dwv5_iGx5dti9qXts_hkOzWfg-QFwybuujbm-kI6cYFyWDGTmnu45jMEf5ekVGCXNLprey79Dh9s7c9k3V9NPUuxKKva-kNb45-hz8actQYK23z9cWjObzb98Nt_se_kXERG28g</recordid><startdate>200803</startdate><enddate>200803</enddate><creator>Giannopulu, I.</creator><creator>Escolano, S.</creator><creator>Cusin, F.</creator><creator>Citeau, H.</creator><creator>Dellatolas, G.</creator><general>Blackwell Publishing Ltd</general><general>British Psychological Society</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope></search><sort><creationdate>200803</creationdate><title>Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years</title><author>Giannopulu, I. ; Escolano, S. ; Cusin, F. ; Citeau, H. ; Dellatolas, G.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4636-5e403a44eb6d0565893569cefc91713bc9240c325471b7c348a5198ad7a2e8d63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Academic Achievement</topic><topic>Achievement</topic><topic>Age Differences</topic><topic>Antisocial Behavior</topic><topic>Attention Deficit Disorders</topic><topic>Attention deficits</topic><topic>Behavior Problems</topic><topic>Behavioural problems</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Behavior Disorders</topic><topic>Child, Preschool</topic><topic>Cognition</topic><topic>Cognitive Ability</topic><topic>Cognitive Tests</topic><topic>Correlation</topic><topic>Cross-Sectional Studies</topic><topic>Educational psychology</topic><topic>Elementary School Students</topic><topic>Factor Structure</topic><topic>Faculty</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>France</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Grade 1</topic><topic>Humans</topic><topic>Hyperactivity</topic><topic>Low Achievement</topic><topic>Male</topic><topic>Mandatory Reporting</topic><topic>Preschool Children</topic><topic>Preschools</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Questionnaires</topic><topic>Reading Achievement</topic><topic>Student Behavior</topic><topic>Surveys and Questionnaires</topic><topic>Test Results</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Giannopulu, I.</creatorcontrib><creatorcontrib>Escolano, S.</creatorcontrib><creatorcontrib>Cusin, F.</creatorcontrib><creatorcontrib>Citeau, H.</creatorcontrib><creatorcontrib>Dellatolas, G.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>MEDLINE - Academic</collection><jtitle>British journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Giannopulu, I.</au><au>Escolano, S.</au><au>Cusin, F.</au><au>Citeau, H.</au><au>Dellatolas, G.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ784381</ericid><atitle>Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years</atitle><jtitle>British journal of educational psychology</jtitle><addtitle>Br J Educ Psychol</addtitle><date>2008-03</date><risdate>2008</risdate><volume>78</volume><issue>1</issue><spage>127</spage><epage>147</epage><pages>127-147</pages><issn>0007-0998</issn><eissn>2044-8279</eissn><coden>BJESAE</coden><abstract>Background
The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate.
Aim
This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France.
Samples and method
Behavioural data relating to two large samples of preschool (N = 475) and first grade (N = 465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four‐factor structure (‘hyperactivity’, ‘inattention’, ‘conduct problems’ and ‘unsociability’) that was similar in both age groups. Cognitive tests were used for each age group.
Results
Teachers' reporting of ‘inattention’ was associated with significantly lower performances in all tests in both the preschool and first grade samples. ‘Hyperactivity’ or ‘conduct problems’ were not consistently associated with the test results, when the effect of ‘inattention’ was taken into account. Preschool ‘inattention’, but not ‘hyperactivity’ or ‘conduct/sociability problems’, was related to poor performances at reading tasks in first grade.
Conclusion
These findings question the pathological significance of teachers' report of ‘hyperactivity’ in young children without associated attention problems.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>17535517</pmid><doi>10.1348/000709907X204372</doi><tpages>21</tpages></addata></record> |
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| identifier | ISSN: 0007-0998 |
| ispartof | British journal of educational psychology, 2008-03, Vol.78 (1), p.127-147 |
| issn | 0007-0998 2044-8279 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_70287758 |
| source | MEDLINE; Access via Wiley Online Library; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Academic Achievement Achievement Age Differences Antisocial Behavior Attention Deficit Disorders Attention deficits Behavior Problems Behavioural problems Biological and medical sciences Child Child Behavior Disorders Child, Preschool Cognition Cognitive Ability Cognitive Tests Correlation Cross-Sectional Studies Educational psychology Elementary School Students Factor Structure Faculty Female Foreign Countries France Fundamental and applied biological sciences. Psychology Grade 1 Humans Hyperactivity Low Achievement Male Mandatory Reporting Preschool Children Preschools Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Questionnaires Reading Achievement Student Behavior Surveys and Questionnaires Test Results Young Children |
| title | Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years |
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