32 recherche sur le mot-clé 'school children'

Emotional and Behavioural Problems in Primary School Children from Nuclear and Extended Families in Korea / Hyejung Jin HWANG in Journal of Child Psychology and Psychiatry, 39-7 (October 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-7 (October 1998) . - p.973-979 Titre : Emotional and Behavioural Problems in Primary School Children from Nuclear and Extended Families in Korea Type de document : Texte imprimé et/ou numérique Auteurs : Hyejung Jin HWANG, Auteur ; Ian ST JAMES-ROBERTS, Auteur Année de publication : 1998 Article en page(s) : p.973-979 Langues : Anglais (eng) Mots-clés : Behaviour problems  conduct disorder  internalising disorder  school children  family structure  home background Index. décimale : PER Périodiques Résumé : The changes occurring within Korean society provide an opportunity for studying the influence of family structure on children's emotional and behavioural problems. Children aged 7–13 years from two Korean cities were assessed for emotional and behavioural problems in school by their teachers, using the Children's Behaviour Questionnaire. In Study 1, 326 children from extended families were compared with demographically matched nuclear family children in the same school classes. In Study 2, a further sample of 204 extended family children was compared with pair-matched nuclear family children, in order to replicate the findings. Children from Study 1 were followed up 2.5 years later. Children from extended families had lower behaviour problems scores and the prevalence of serious problems was lower in extended family children. These differences were most marked in relation to externalising behaviour problems and were stable over the studies and time. Grandparents in extended families may increase children's resiliency by providing sources of attachment, affection, and knowledge, as well as having indirect effects through their support of parents. Consistent with recent ideas about the cognitive bases for behaviour problems, it may be that rules for behaviour derived from traditional cultural beliefs and values are internalised by children from extended families and generalise to prevent behaviour problems in school. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Emotional and Behavioural Problems in Primary School Children from Nuclear and Extended Families in Korea [Texte imprimé et/ou numérique] / Hyejung Jin HWANG, Auteur ; Ian ST JAMES-ROBERTS, Auteur . - 1998 . - p.973-979. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-7 (October 1998) . - p.973-979 Mots-clés : Behaviour problems  conduct disorder  internalising disorder  school children  family structure  home background Index. décimale : PER Périodiques Résumé : The changes occurring within Korean society provide an opportunity for studying the influence of family structure on children's emotional and behavioural problems. Children aged 7–13 years from two Korean cities were assessed for emotional and behavioural problems in school by their teachers, using the Children's Behaviour Questionnaire. In Study 1, 326 children from extended families were compared with demographically matched nuclear family children in the same school classes. In Study 2, a further sample of 204 extended family children was compared with pair-matched nuclear family children, in order to replicate the findings. Children from Study 1 were followed up 2.5 years later. Children from extended families had lower behaviour problems scores and the prevalence of serious problems was lower in extended family children. These differences were most marked in relation to externalising behaviour problems and were stable over the studies and time. Grandparents in extended families may increase children's resiliency by providing sources of attachment, affection, and knowledge, as well as having indirect effects through their support of parents. Consistent with recent ideas about the cognitive bases for behaviour problems, it may be that rules for behaviour derived from traditional cultural beliefs and values are internalised by children from extended families and generalise to prevent behaviour problems in school. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Emotional Disclosure in School Children / Martina REYNOLDS in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.151-159 Titre : Emotional Disclosure in School Children Type de document : Texte imprimé et/ou numérique Auteurs : Martina REYNOLDS, Auteur ; Chris R. BREWIN, Auteur ; Matthew SAXTON, Auteur Année de publication : 2000 Article en page(s) : p.151-159 Langues : Anglais (eng) Mots-clés : Emotional disclosure  school children  diary keeping  stress Index. décimale : PER Périodiques Résumé : Recent research with adults by Pennebaker and his colleagues has found that emotional disclosure through writing about stressful events appears to have significant benefits in terms of psychological and physical health outcomes. This report describes a controlled trial of emotional disclosure, adapted for school children, with the major hypothesis that the repeated description of negative events will have beneficial effects on measures of mental health, attendance, and school performance. The sample consisted of children aged 8–13 years from four schools, a primary and a secondary school both from a suburban and an inner-city area. Children were randomly assigned to one of three conditions: writing about negative events, writing about nonemotional events, and a non-writing control group. Children in all groups were seen four times during a single week and were then followed up after 2 months with measures of health and school performance. The intervention was well received by both schools and children, and the scripts written by the emotional and nonemotional writing groups differed in content in the predicted ways. Contrary to expectation, there was little evidence of a specific effect of emotional disclosure, and several possible reasons for this are discussed. Nevertheless, there was a general reduction in symptom measures, indicating that children may have benefited from their involvement in the study. Although there are several possible explanations for our findings, they indicate that it is both feasible and potentially valuable to give children opportunities to engage in discussion about sources of stress and their reactions to them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Emotional Disclosure in School Children [Texte imprimé et/ou numérique] / Martina REYNOLDS, Auteur ; Chris R. BREWIN, Auteur ; Matthew SAXTON, Auteur . - 2000 . - p.151-159. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.151-159 Mots-clés : Emotional disclosure  school children  diary keeping  stress Index. décimale : PER Périodiques Résumé : Recent research with adults by Pennebaker and his colleagues has found that emotional disclosure through writing about stressful events appears to have significant benefits in terms of psychological and physical health outcomes. This report describes a controlled trial of emotional disclosure, adapted for school children, with the major hypothesis that the repeated description of negative events will have beneficial effects on measures of mental health, attendance, and school performance. The sample consisted of children aged 8–13 years from four schools, a primary and a secondary school both from a suburban and an inner-city area. Children were randomly assigned to one of three conditions: writing about negative events, writing about nonemotional events, and a non-writing control group. Children in all groups were seen four times during a single week and were then followed up after 2 months with measures of health and school performance. The intervention was well received by both schools and children, and the scripts written by the emotional and nonemotional writing groups differed in content in the predicted ways. Contrary to expectation, there was little evidence of a specific effect of emotional disclosure, and several possible reasons for this are discussed. Nevertheless, there was a general reduction in symptom measures, indicating that children may have benefited from their involvement in the study. Although there are several possible explanations for our findings, they indicate that it is both feasible and potentially valuable to give children opportunities to engage in discussion about sources of stress and their reactions to them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children / Sandra K. LOO in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Titre : Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur Année de publication : 1998 Article en page(s) : p.567-575 Langues : Anglais (eng) Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children [Texte imprimé et/ou numérique] / Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur . - 1998 . - p.567-575. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Cognitive benefits of last night's sleep: daily variations in children's sleep behavior are related to working memory fluctuations / Tanja KÖNEN in Journal of Child Psychology and Psychiatry, 56-2 (February 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-2 (February 2015) . - p.171-182 Titre : Cognitive benefits of last night's sleep: daily variations in children's sleep behavior are related to working memory fluctuations Type de document : Texte imprimé et/ou numérique Auteurs : Tanja KÖNEN, Auteur ; Judith DIRK, Auteur ; Florian SCHMIEDEK, Auteur Article en page(s) : p.171-182 Langues : Anglais (eng) Mots-clés : Working memory  sleep  school children  structural equation modeling  longitudinal studies Index. décimale : PER Périodiques Résumé : Background Recent studies have suggested substantial fluctuations of cognitive performance in adults both across and within days, but very little is known about such fluctuations in children. Children's sleep behavior might have an important influence on their daily cognitive resources, but so far this has not been investigated in terms of naturally occurring within-person variations in children's everyday lives. Methods In an ambulatory assessment study, 110 elementary school children (8–11 years old) completed sleep items and working memory tasks on smartphones several times per day in school and at home for 4 weeks. Parents provided general information about the children and their sleep habits. Results We identified substantial fluctuations in the children's daily cognitive performance, self-reported nightly sleep quality, time in bed, and daytime tiredness. All three facets were predictive of performance fluctuations in children's school and daily life. Sleep quality and time in bed were predictive of performance in the morning, and afternoon performance was related to current tiredness. The children with a lower average performance level showed a higher within-person coupling between morning performance and sleep quality. Conclusions Our findings contribute important insights regarding a potential source of performance fluctuations in children. The effect of varying cognitive resources should be investigated further because it might impact children's daily social, emotional, and learning-related functioning. Theories about children's cognitive and educational development should consider fluctuations on micro-longitudinal scales (e.g., day-to-day) to identify possible mechanisms behind long-term changes. En ligne : http://dx.doi.org/10.1111/jcpp.12296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Cognitive benefits of last night's sleep: daily variations in children's sleep behavior are related to working memory fluctuations [Texte imprimé et/ou numérique] / Tanja KÖNEN, Auteur ; Judith DIRK, Auteur ; Florian SCHMIEDEK, Auteur . - p.171-182. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-2 (February 2015) . - p.171-182 Mots-clés : Working memory  sleep  school children  structural equation modeling  longitudinal studies Index. décimale : PER Périodiques Résumé : Background Recent studies have suggested substantial fluctuations of cognitive performance in adults both across and within days, but very little is known about such fluctuations in children. Children's sleep behavior might have an important influence on their daily cognitive resources, but so far this has not been investigated in terms of naturally occurring within-person variations in children's everyday lives. Methods In an ambulatory assessment study, 110 elementary school children (8–11 years old) completed sleep items and working memory tasks on smartphones several times per day in school and at home for 4 weeks. Parents provided general information about the children and their sleep habits. Results We identified substantial fluctuations in the children's daily cognitive performance, self-reported nightly sleep quality, time in bed, and daytime tiredness. All three facets were predictive of performance fluctuations in children's school and daily life. Sleep quality and time in bed were predictive of performance in the morning, and afternoon performance was related to current tiredness. The children with a lower average performance level showed a higher within-person coupling between morning performance and sleep quality. Conclusions Our findings contribute important insights regarding a potential source of performance fluctuations in children. The effect of varying cognitive resources should be investigated further because it might impact children's daily social, emotional, and learning-related functioning. Theories about children's cognitive and educational development should consider fluctuations on micro-longitudinal scales (e.g., day-to-day) to identify possible mechanisms behind long-term changes. En ligne : http://dx.doi.org/10.1111/jcpp.12296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children / George M. REALMUTO in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190 Titre : Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children Type de document : Texte imprimé et/ou numérique Auteurs : George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur Année de publication : 2000 Article en page(s) : p.181-190 Langues : Anglais (eng) Mots-clés : Peer reputation  externalizing behavior problems  internalizing behavior problems  assessment  disruptive behavior  high-risk studies  peer relationships  prediction  school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children [Texte imprimé et/ou numérique] / George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur . - 2000 . - p.181-190. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190 Mots-clés : Peer reputation  externalizing behavior problems  internalizing behavior problems  assessment  disruptive behavior  high-risk studies  peer relationships  prediction  school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Psychotic experiences and future school performance in childhood: a population-based cohort study / Lisa R STEENKAMP in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

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Short Normal Children and Environmental Disadvantage: A Longitudinal Study of Growth and Cognitive Development from 4 to 11 Years / Linda DOWDNEY in Journal of Child Psychology and Psychiatry, 39-7 (October 1998)

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Sociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

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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)

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Awareness of Language in Children Who Have Reading Difficulties: Historical Comparisons in a Longitudinal Study / Peter BRYANT in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)

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