Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years

I. Giannopulu, S. Escolano, F. Cusin, H. Citeau, G. Dellatolas

Research output: Contribution to journalArticleResearchpeer-review

20 Citations (Scopus)

Abstract

Background. The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate. Aim. This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France. Samples and method. Behavioural data relating to two large samples of preschool (N = 475) and first grade (N = 465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four-factor structure ('hyperactivity', 'inattention', 'conduct problems' and 'unsociability') that was similar in both age groups. Cognitive tests were used for each age group. Results. Teachers' reporting of 'inattention' was associated with significantly lower performances in all tests in both the preschool and first grade samples. 'Hyperactivity' or 'conduct problems' were not consistently associated with the test results, when the effect of 'inattention' was taken into account. Preschool 'inattention', but not 'hyperactivity' or 'conduct/sociability problems', was related to poor performances at reading tasks in first grade. Conclusion. These findings question the pathological significance of teachers' report of 'hyperactivity' in young children without associated attention problems.

Original languageEnglish
Pages (from-to)127-147
Number of pages21
JournalBritish Journal of Educational Psychology
Volume78
Issue number1
DOIs
Publication statusPublished - Mar 2008
Externally publishedYes

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teacher
Age Groups
performance
Preschool Children
age group
school grade
France
teachers' association
Reading
questionnaire
sociability
preschool child
schoolchild
Problem Behavior
Surveys and Questionnaires

Cite this

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abstract = "Background. The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate. Aim. This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France. Samples and method. Behavioural data relating to two large samples of preschool (N = 475) and first grade (N = 465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four-factor structure ('hyperactivity', 'inattention', 'conduct problems' and 'unsociability') that was similar in both age groups. Cognitive tests were used for each age group. Results. Teachers' reporting of 'inattention' was associated with significantly lower performances in all tests in both the preschool and first grade samples. 'Hyperactivity' or 'conduct problems' were not consistently associated with the test results, when the effect of 'inattention' was taken into account. Preschool 'inattention', but not 'hyperactivity' or 'conduct/sociability problems', was related to poor performances at reading tasks in first grade. Conclusion. These findings question the pathological significance of teachers' report of 'hyperactivity' in young children without associated attention problems.",
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Teachers' reporting of behavioural problems and cognitive-academic performances in children aged 5-7 years. / Giannopulu, I.; Escolano, S.; Cusin, F.; Citeau, H.; Dellatolas, G.

In: British Journal of Educational Psychology, Vol. 78, No. 1, 03.2008, p. 127-147.

Research output: Contribution to journalArticleResearchpeer-review

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