Contextual Specificity in Classroom Adjustment: Latent Profiles of Primary School Behavior Problems in Trinidad and Tobago

Autor/inn/en	Gerstner, Clara-Christina E.; McDermott, Paul A.; Weiss, Emily M.; Rovine, Michael J.; Worrell, Frank C.; Hall, Tracey E.
Titel	Contextual Specificity in Classroom Adjustment: Latent Profiles of Primary School Behavior Problems in Trinidad and Tobago
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 3, S.219-232 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gerstner, Clara-Christina E.) ORCID (Weiss, Emily M.) ORCID (Worrell, Frank C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2022.2075998
Schlagwörter	Foreign Countries; Elementary School Students; Behavior Problems; Student Adjustment; Profiles; At Risk Students; Peer Relationship; Learning; Teacher Student Relationship; Reading Fluency; Problem Solving; Motivation; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Charakterisierung; Profilanalyse; Peer-Beziehungen; Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen; psychologische; Motivation (psychologisch); Trinidad und Tobago
Abstract	Behavioral problems are commonly observed in primary school children, yet the educational contexts in which children's behaviors occur vary across regions of the world. Thus, culturally adapted and context-specific behavioral assessments are needed to successfully identify and support children at risk for severe behavior problems. This study examines behavior problems in a nationally representative sample (N = 700) of primary school students in Trinidad and Tobago using the Adjustment Scales for Children and Adolescents, a contextually-based assessment that has been adapted and standardized for use with this population. We applied latent profile analysis, a person-centered approach, to identify distinct patterns of behavior problems and contexts in which behaviors occurred. The resultant 6-profile model consisted of two profiles of adjusted children making up 60% of the sample and four profiles of at-risk children with elevated underactive and/or overactive behavior problems associated with different classroom contexts. Profiles were differentially associated with classroom learning behaviors and reading ability. The most vulnerable subgroup of primary school students showed high levels of under- and overactive behaviors in peer, learning, and teacher contexts, deficits in reading fluency, problem-solving, and motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01