Do Older Children with Disruptive Behaviour Exhibit Positive Illusory Bias and Should Oral Language Competence Be Considered in Research?

Autor/inn/en	Graham, Linda J.; Sweller, Naomi; Van Bergen, Penny
Titel	Do Older Children with Disruptive Behaviour Exhibit Positive Illusory Bias and Should Oral Language Competence Be Considered in Research?
Quelle	In: Educational Review, 72 (2020) 6, S.752-769 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Linda J.) ORCID (Sweller, Naomi) ORCID (Van Bergen, Penny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1549536
Schlagwörter	Child Behavior; Behavior Problems; Self Concept; Peer Relationship; Parent Attitudes; Teacher Attitudes; Children; Early Adolescents; Expressive Language; Receptive Language; Language Skills; Elementary Secondary Education; Foreign Countries; Special Schools; Elementary Schools; Secondary Schools; Intelligence Tests; Verbal Ability; Vocabulary; Australia; Child Behavior Checklist; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Selbstkonzept; Peer-Beziehungen; Elternverhalten; Lehrerverhalten; Child; Kind; Kinder; Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Ausland; Special school; Sonderschule; Elementary school; Grundschule; Volksschule; Sekundarschule; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Australien
Abstract	Research suggests that children with behavioural difficulties exhibit "positive illusory bias" (PIB), in which they overestimate their competencies leading to a perception of self that is more positive than the perceptions held by their peers, parents or teachers. However, research to date has focused on children of elementary school age and none has examined the potential role of oral language competence. This study investigates whether children aged 9-16 years with a history of disruptive behaviour exhibit PIB when compared to students with no such history, and whether there are differences between groups in expressive and receptive vocabulary. We found significant differences between groups in expressive vocabulary, but minimal differences between children's, parents', and teachers' ratings of child behaviour. Differences were also found in self-descriptions: participants with disruptive behaviour were less likely to describe themselves positively than participants without. Our research finds no evidence of PIB among older children with disruptive behaviour and suggests that language competence should be considered more closely in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01