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Prospective associations between children's preschool emotional and behavioral problems and kindergarten classroom engagement, and the role of gender

journal contribution
posted on 09.11.2020, 00:00 by AK Searle, MG Sawyer, Lauren Miller-Lewis, PA Baghurst
This 1-year prospective study aimed to examine associations between children's preschool emotional and behavioral problems and their kindergarten classroom engagement, and to identify any gender differences in this association. In preschool, parents and teachers completed questionnaires assessing aspects of children's (n = 575) emotional and behavioral problems. Teachers rated children's engagement levels 1 year later in kindergarten. Compared with girls, boys showed higher levels of preschool hyperactivity/ inattention and conduct problems, and lower kindergarten engagement. Regression analyses revealed that boys' higher hyperactivity/inattention levels almost completely accounted for their engagement disadvantage. However, the lack of interactions suggested that emotional/behavioral problems were related to engagement similarly for boys and girls. Preschool emotional and behavioral problems appear to be important correlates of kindergarten engagement and may be worthwhile targets for early intervention. Though girls and boys may benefit similarly from interventions, boys are disadvantaged from preschool onward and may benefit from greater support. © 2014 by The University of Chicago. All rights reserved.

Funding

Other

History

Volume

114

Issue

3

Start Page

380

End Page

405

eISSN

1554-8279

ISSN

0013-5984

Publisher

University of Chicago Press

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

University of Adelaide

Era Eligible

Yes

Journal

Elementary School Journal

Exports