Assessments of class climate by primary school children with externalizing behavior problems – An exploratory study

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-06-20 DOI:10.1080/21683603.2023.2194255

Sören Lüdeke, Bodo Przibilla, Friedrich Linderkamp

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引用次数: 0

Abstract

ABSTRACT Children with externalizing behavior problems are likely to show poor school achievements, problems in social interactions with teachers and peers and an elevated school-related stress. Though class climate is a meaningful variable to explain school achievements and aspects of emotional well-being, there are hardly any studies that consider class climate from the perspective of children with externalizing problems. The present study examines the question how children with externalizing problems assess class climate. Furthermore, the study analyzes the possible impact of internalizing comorbidities. The sample of fourth grade primary school children (N = 119) includes 27 students with hyperactive-inattentive and 47 children with dissocial symptoms. Data are analyzed using ANOVAS and hierarchical linear regressions. Externalizing problems coincide with negative assessments of class climate, which are even more negative among students with dissocial symptoms and internalizing comorbidities. While hyperactive-inattentive children primarily focus on a few aspects of class climate (especially unfair teacher decisions), children with dissocial symptoms show more global negative perceptions. The results point to low levels of social participation of children with externalizing problems. Future studies should consider the potential importance of class climate for school-based diagnostics and behavior modification.

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有外化行为问题的小学生对课堂气氛的评估——一项探索性研究

有外化行为问题的儿童可能表现出较差的学习成绩，与老师和同龄人的社会交往问题以及较高的学校相关压力。虽然班级气氛是一个有意义的变量，可以解释学校成绩和情绪健康的各个方面，但几乎没有任何研究从外化问题儿童的角度考虑班级气氛。本研究探讨了外化问题儿童如何评估班级气氛的问题。此外，本研究还分析了内化合并症可能产生的影响。样本为小学四年级儿童(N = 119)，其中有多动-注意力不集中的学生27名，有反社会症状的儿童47名。数据分析采用方差分析和层次线性回归。外化问题与课堂气氛的负面评价相吻合，在有反社会症状和内化合并症的学生中，班级气氛的负面评价更为消极。多动、注意力不集中的儿童主要关注课堂气氛的几个方面(尤其是老师不公平的决定)，而有反社会症状的儿童则表现出更多的整体负面看法。结果表明，有外化问题的儿童的社会参与水平较低。未来的研究应考虑课堂气氛对学校诊断和行为矫正的潜在重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.