Assessments of Class Climate by Primary School Children with Externalizing Behavior Problems -- An Exploratory Study

Autor/inn/en	Lüdeke, Sören; Przibilla, Bodo; Linderkamp, Friedrich
Titel	Assessments of Class Climate by Primary School Children with Externalizing Behavior Problems -- An Exploratory Study
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 3, S.298-306 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lüdeke, Sören) ORCID (Przibilla, Bodo) ORCID (Linderkamp, Friedrich)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2023.2194255
Schlagwörter	Elementary School Students; Behavior Problems; Antisocial Behavior; Classroom Environment; Student Attitudes; Evaluation; Grade 4; Attention Deficit Hyperactivity Disorder; Cognitive Processes; Emotional Response; Psychological Patterns; Comorbidity; Foreign Countries; Child Behavior; Germany; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Schülerverhalten; Evaluierung; School year 04; 4. Schuljahr; Schuljahr 04; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Ausland; Deutschland
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01