Classroom-Level Adversity: Associations with Children's Internalizing and Externalizing Behaviors across Elementary School

Autor/inn/en	Abry, Tashia; Bryce, Crystal I.; Swanson, Jodi; Bradley, Robert H.; Fabes, Richard A.; Corwyn, Robert F.
Titel	Classroom-Level Adversity: Associations with Children's Internalizing and Externalizing Behaviors across Elementary School
Quelle	In: Developmental Psychology, 53 (2017) 3, S.497-510 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000268
Schlagwörter	Elementary School Students; Student Behavior; Antisocial Behavior; Self Destructive Behavior; Student Characteristics; Classroom Environment; Gender Differences; Grade 1; Grade 3; Grade 5; Elementary School Teachers; Mothers; Context Effect; Socioeconomic Status; Social Adjustment; National Surveys; Check Lists; Schools and Staffing Survey (NCES); Child Behavior Checklist + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Self destrucive behaviour; Selbstzerstörung; Klassenklima; Unterrichtsklima; Geschlechterkonflikt; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mother; Mutter; Socio-economic status; Sozioökonomischer Status; Soziale Anpassung; Checkliste
Abstract	Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals' social-behavioral functioning are few. The present study examined concurrent and longitudinal relations between adversity factors facing the collective classroom student group and levels of children's internalizing and externalizing behaviors across the elementary school years, and whether the pattern of relations differed for girls and boys. First-, third-, and fifth-grade teachers reported on the extent to which adversity-related factors (e.g., home/family life, academic readiness, social readiness, English proficiency, tardiness/absenteeism, student mobility, health) presented a challenge in their classrooms (i.e., "classroom-level adversity" [CLA]). Mothers reported on their child's internalizing and externalizing behavior at each grade. Autoregressive, lagged panel models controlled for prior levels of internalizing and externalizing behavior, mothers' education, family income-to-needs, and class size. For all children at each grade, CLA was concurrently and positively associated with externalizing behavior. For first-grade girls, but not boys, CLA was also concurrently and positively associated with internalizing behavior. Indirect effects suggested CLA influenced later internalizing and externalizing behavior through its influence on maladjustment in a given year. Discussion highlights possible methods of intervention to reduce CLA or the negative consequences associated with being in a higher-adversity classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01