Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade

Autor/inn/en	Weiss, Emily M.; McDermott, Paul A.; Rovine, Michael J.; Oh, Jimin
Titel	Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade
Quelle	In: Early Education and Development, 33 (2022) 6, S.939-957 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weiss, Emily M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1928445
Schlagwörter	Student Behavior; Behavior Problems; Peer Relationship; Interaction; Low Income Students; Preschool Education; Preschool Children; Kindergarten; Grade 1; Teacher Student Relationship; Parent Attitudes; Family Characteristics; Reading Skills; Mathematics Skills; Student Characteristics; Social Emotional Learning; Child Development; Academic Ability; Parent Child Relationship; Woodcock Johnson Tests of Achievement; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Peer-Beziehungen; Interaktion; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Teacher student relationships; Lehrer-Schüler-Beziehung; Elternverhalten; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kindesentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes) with shared trajectories of change, examine subpopulation members' social and academic outcomes in first grade, and identify demographic characteristics that serve as risk or protective factors for membership in different trajectory classes. Analyses reveal four common change trajectories (Progressive Optimal Adjustment, Stable Good Adjustment, Stable Adequate Adjustment, Progressive At-Risk Adjustment), which are differentiated by higher versus lower levels of problem behavior and relative change versus relative stability of the problem behavior trajectory. Classes with greater peer context behavior problems had typically poorer student-teacher relationships, greater parent-observed behavior problems, and lower reading and math skills at the end of first grade. Multiple child and family characteristics were differentially associated with class membership. Practice or Policy: These findings highlight the transition to formal schooling as a critical period in the development of peer context behavior for some--but not all--children, and suggest that children with peer context behavior problems may benefit from targeted academic and social-emotional support before entering first grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01