Literaturnachweis - Detailanzeige
| Autor/inn/en | Hall, Cristin M.; Bierman, Karen L.; Jacobson, Linda N. |
|---|---|
| Titel | Latent Profiles of Students at Social-Emotional Risk: Heterogeneity among Peer-Rejected Students in Early Elementary School |
| Quelle | (2022), (38 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Bierman, Karen L.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Profiles; At Risk Students; Peer Relationship; Peer Acceptance; Elementary School Students; Interpersonal Competence; Behavior Problems; Rating Scales; Prosocial Behavior; Antisocial Behavior; Aggression; Withdrawal (Psychology); Intervention; Behavior Rating Scales; Student Adjustment; Academic Achievement; Social Skills Improvement Rating Systems |
| Abstract | A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1-4, M[subscript age] = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles were characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multi-problem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was non-distinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact. [This paper will be published in "Journal of Emotional and Behavioral Disorders."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
