Literaturnachweis - Detailanzeige
| Autor/inn/en | Papachristou, Efstathios; Flouri, Eirini; Joshi, Heather; Midouhas, Emily; Lewis, Glyn |
|---|---|
| Titel | Ability-Grouping and Problem Behavior Trajectories in Childhood and Adolescence: Results from a U.K. Population-Based Sample |
| Quelle | In: Child Development, 93 (2022) 2, S.341-358 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Papachristou, Efstathios) ORCID (Flouri, Eirini) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13674 |
| Schlagwörter | Foreign Countries; Ability Grouping; Behavior Problems; Children; Adolescents; Hyperactivity; Emotional Problems; United Kingdom |
| Abstract | Ability-grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between-class and within-class ability-grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years. Children in low within-class ability groups showed more hyperactivity and emotional problems across the study period compared to non-grouped children, after adjustments for the different types of ability grouping and confounding. Additionally, children in the middle within-class ability groups showed more, and those in the top within-class groups less, hyperactivity compared to non-grouped children, after adjustment. Children in lower within-class groups should be monitored closely to ensure that their well-being is not compromised. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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