Dataset Information

Child Conduct Problems across Home and School Contexts: A Person-Centered Approach.

ABSTRACT: To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project (N = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.

SUBMITTER: Sulik MJ

PROVIDER: S-EPMC5926240 | biostudies-literature | 2017 Mar

REPOSITORIES: biostudies-literature

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Child Conduct Problems across Home and School Contexts: A Person-Centered Approach.

Sulik Michael J MJ Blair Clancy C Greenberg Mark M

Journal of psychopathology and behavioral assessment 20160906 1

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project (<i>N</i> = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes ...[more]

PMID: 29720784

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Project description:This study aimed to determine the relationship between self-determined motivation and time-related academic behavior (T-AB) of Korean primary school students, using a person-centered approach, and identified differences in the fear of negative evaluation (FNE) and level of achievement to explore the characteristics of each profile. This study is unique, as previous studies on this topic have used a variable-centered approach. To this end, the current study involved a latent profile analysis of 451 fifth and sixth graders (male: 48.3%, female: 51.7%) in three primary schools located in medium- and small-sized cities in the G province of Korea. First, the analysis resulted in four profiles of self-determined motivation: "low motivation" (3.3%), "controlled regulation" (43.5%), "external regulation dependent" (12.4%), and "autonomous" (40.9%). Second, three profiles were derived for T-AB: "low approach" (6.9%), "timely engagement-approach" (55.2%), and "procrastination-approach" (37.9%). Third, this study examined the relationship between the profiles of self-determined motivation and T-AB through a chi-squared test. "Low approach" represented the largest proportion in the "low motivation" profile of self-determined motivation; "procrastination-approach" represented the largest proportion in the "controlled regulation" and "external regulation dependent" profiles; and "timely engagement-approach" represented the largest proportion in the "autonomous" profile. Fourth, analysis of variance was performed (ANOVA) to understand the differences in the FNE and level of achievement of each derived type. Among the self-determined motivation profiles, "low motivation" was associated with the highest level of FNE, and "autonomous" had the highest level of achievement. Furthermore, among profiles of T-AB, "low approach" was associated with the highest level of FNE, and "timely engagement-approach" had the highest level of achievement. However, the interaction effect between self-determined motivation and T-AB profiles showed significant differences only for FNE that were highest in the "low motivation" profile of self-determined motivation and in the "low approach" profile of T-AB, and lowest in the "autonomous" and "timely engagement-approach" profiles. Lastly, the positive types of motivation and academic behavior in primary school students and some important educational implications are presented.

Dataset Information

Child Conduct Problems across Home and School Contexts: A Person-Centered Approach.

Publications

Child Conduct Problems across Home and School Contexts: A Person-Centered Approach.

Similar Datasets

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