The Relations between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School

Autor/inn/en	Ackerman, Brian P.; Brown, Eleanor D.; Izard, Carroll E.
Titel	The Relations between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School
Quelle	In: Developmental Psychology, 40 (2004) 3, S.367-377 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Elementary School Students; Poverty; Behavior Problems; Student Behavior; High Risk Students; Context Effect; Disadvantaged Environment; Economically Disadvantaged; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Armut; Student behaviour; Schülerverhalten; Problemschüler; Benachteiligter Jugendlicher
Abstract	Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several factors, but only for recent intervals (3rd and 5th grades), and the factors differed for externalizing behavior, internalizing behavior, and academic competence. The 3rd interval of risk added little to the outcomes, and most factors did not show persistence effects. The results highlight the need for caution in expecting and interpreting effects for persistent adversity. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10