Interaction Processes as a Mediating Factor between Children's Externalized Behaviour Difficulties and Engagement in Preschool

Autor/inn/en	Sjöman, Madeleine; Granlund, Mats; Almqvist, Lena
Titel	Interaction Processes as a Mediating Factor between Children's Externalized Behaviour Difficulties and Engagement in Preschool
Quelle	In: Early Child Development and Care, 186 (2016) 10, S.1649-1663 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1121251
Schlagwörter	Behavior Problems; Learner Engagement; Hyperactivity; Teacher Student Relationship; Interaction; Preschool Children; Correlation; Foreign Countries; Preschool Teachers; Municipalities; Questionnaires; Child Behavior; Screening Tests; Hierarchical Linear Modeling; Likert Scales; Statistical Analysis; Sweden; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Hyperaktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Magistrat; Fragebogen; Screening-Verfahren; Likert-Skala; Statistische Analyse; Schweden
Abstract	This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18-71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers' responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement. Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01