Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations / Edwin J. C. G. VAN DEN OORD in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.417-430 Titre : Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations Type de document : Texte imprimé et/ou numérique Auteurs : Edwin J. C. G. VAN DEN OORD, Auteur ; Jan RISPENS, Auteur Année de publication : 1999 Article en page(s) : p.417-430 Langues : Anglais (eng) Mots-clés : Psychosocial adjustment  school effects  sociometry  group processes Index. décimale : PER Périodiques Résumé : We examined differences between school classes with respect to three aspects of psychosocial adjustment at school, namely the extent that children in the class liked to play with each other, the number of teacher-reported behaviour problems, and children's feelings of well-being at school. The sample consisted of 1282 4- to 5-year-olds from 94 school classes and 51 schools, but due to nonresponse actual sample sizes were somewhat smaller for most analyses. Multilevel analyses showed that on average 87% of the variance was at the child level, 11% at the class level, and 3% at the school level. This indicated that a non-negligible amount of variance could not be accounted for by factors at the child level. Furthermore, this variance was mainly associated with differences between classes instead of differences between schools. A set of variables that pertained to sociodemographic characteristics of schools, school facilities, organisational aspects of classrooms, and the teacher did not provide an adequate explanation for the differences in adjustment levels. In contrast to these traditional variables, social network indices yielded substantial correlations, showed consistent trends across the different adjustment measures, and fulfilled the necessary requirement that to explain differences between school classes the predictor variables themselves should differ for classes within the same school. These results suggested that aspects of the interpersonal relations of children in the classroom such as proximity, integration, and the amount of contact could be determinants of differences between school classes in psychosocial adjustment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations [Texte imprimé et/ou numérique] / Edwin J. C. G. VAN DEN OORD, Auteur ; Jan RISPENS, Auteur . - 1999 . - p.417-430. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.417-430 Mots-clés : Psychosocial adjustment  school effects  sociometry  group processes Index. décimale : PER Périodiques Résumé : We examined differences between school classes with respect to three aspects of psychosocial adjustment at school, namely the extent that children in the class liked to play with each other, the number of teacher-reported behaviour problems, and children's feelings of well-being at school. The sample consisted of 1282 4- to 5-year-olds from 94 school classes and 51 schools, but due to nonresponse actual sample sizes were somewhat smaller for most analyses. Multilevel analyses showed that on average 87% of the variance was at the child level, 11% at the class level, and 3% at the school level. This indicated that a non-negligible amount of variance could not be accounted for by factors at the child level. Furthermore, this variance was mainly associated with differences between classes instead of differences between schools. A set of variables that pertained to sociodemographic characteristics of schools, school facilities, organisational aspects of classrooms, and the teacher did not provide an adequate explanation for the differences in adjustment levels. In contrast to these traditional variables, social network indices yielded substantial correlations, showed consistent trends across the different adjustment measures, and fulfilled the necessary requirement that to explain differences between school classes the predictor variables themselves should differ for classes within the same school. These results suggested that aspects of the interpersonal relations of children in the classroom such as proximity, integration, and the amount of contact could be determinants of differences between school classes in psychosocial adjustment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

The Development and Adjustment of 7-year-old Children Adopted in Infancy / Geert Jan J.M. STAMS in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1025-1037 Titre : The Development and Adjustment of 7-year-old Children Adopted in Infancy Type de document : Texte imprimé et/ou numérique Auteurs : Geert Jan J.M. STAMS, Auteur ; Femmie JUFFER, Auteur ; Jan RISPENS, Auteur ; René A. C. HOKSBERGEN, Auteur Année de publication : 2000 Article en page(s) : p.1025-1037 Langues : Anglais (eng) Mots-clés : Adoption  behavior problems  Child Behavior Checklist  follow-up studies  school children  sociometrics Index. décimale : PER Périodiques Résumé : The present study (NO= 159) provides evidence of an increased risk for behavior problems of infant-placed 7-year-old internationally, transracially adopted children in the Netherlands. However, parents reported more behavior problems for adopted boys than for adopted girls. Notably, about 30% of the adopted children were classified as clinical on the CBCL scale for total problems, which is a much larger percentage than the 10% found in the normative population. It was suggested that these results could be explained by the operation of multiple risk factors before and after adoption placement, e.g. the child's genetic disposition, pre-natal and pre-adoption care, or the child's cognitive understanding of adoption in middle childhood. Also, results suggest that maternal sensitive responsiveness in adoptive families declines in the transition from early to middle childhood. In contrast to the home setting, the adopted children showed favorable behavioral and socioemotional adjustment at school, while their academic achievement and intelligence were in the normal range or above average. In particular Korean children had high IQs: 31% of these children obtained an intelligence score above 120. It was suggested that adoptive parents seem to offer their children sufficient or even more than average cognitive stimulation. Furthermore, adopted girls scored higher in optimal ego-control, social competence, and peer group popularity than nonadopted girls from the general population: 30% of the adopted girls were rated as popular by their classmates, which compares favorably to the 13% found in the general school population. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] The Development and Adjustment of 7-year-old Children Adopted in Infancy [Texte imprimé et/ou numérique] / Geert Jan J.M. STAMS, Auteur ; Femmie JUFFER, Auteur ; Jan RISPENS, Auteur ; René A. C. HOKSBERGEN, Auteur . - 2000 . - p.1025-1037. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1025-1037 Mots-clés : Adoption  behavior problems  Child Behavior Checklist  follow-up studies  school children  sociometrics Index. décimale : PER Périodiques Résumé : The present study (NO= 159) provides evidence of an increased risk for behavior problems of infant-placed 7-year-old internationally, transracially adopted children in the Netherlands. However, parents reported more behavior problems for adopted boys than for adopted girls. Notably, about 30% of the adopted children were classified as clinical on the CBCL scale for total problems, which is a much larger percentage than the 10% found in the normative population. It was suggested that these results could be explained by the operation of multiple risk factors before and after adoption placement, e.g. the child's genetic disposition, pre-natal and pre-adoption care, or the child's cognitive understanding of adoption in middle childhood. Also, results suggest that maternal sensitive responsiveness in adoptive families declines in the transition from early to middle childhood. In contrast to the home setting, the adopted children showed favorable behavioral and socioemotional adjustment at school, while their academic achievement and intelligence were in the normal range or above average. In particular Korean children had high IQs: 31% of these children obtained an intelligence score above 120. It was suggested that adoptive parents seem to offer their children sufficient or even more than average cognitive stimulation. Furthermore, adopted girls scored higher in optimal ego-control, social competence, and peer group popularity than nonadopted girls from the general population: 30% of the adopted girls were rated as popular by their classmates, which compares favorably to the 13% found in the general school population. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

---

1 (1 - 2 / 2)