مقاله انگلیسی رایگان در مورد مشکلات رفتاری و عاطفی کودکان و روابط با همسالان در مدرسه – الزویر ۲۰۲۲

مقاله انگلیسی رایگان در مورد مشکلات رفتاری و عاطفی کودکان و روابط با همسالان در مدرسه – الزویر ۲۰۲۲

 

مشخصات مقاله
ترجمه عنوان مقاله مشکلات رفتاری و عاطفی کودکان و روابط با همسالان در مدرسه ابتدایی: ارتباط با آموزش والدین در سطح فردی و مدرسه
عنوان انگلیسی مقاله Children’s behavioral and emotional problems and peer relationships across elementary school: Associations with individual- and school-level parental education
نشریه الزویر
انتشار مقاله سال ۲۰۲۲
تعداد صفحات مقاله انگلیسی ۱۹ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
نوع نگارش مقاله
مقاله پژوهشی (Research Article)
مقاله بیس این مقاله بیس نمیباشد
نمایه (index) JCR – Master Journal List – Scopus – Medline
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۶٫۰۹۲ در سال ۲۰۲۰
شاخص H_index ۱۰۲ در سال ۲۰۲۲
شاخص SJR ۱٫۹۴۶ در سال ۲۰۲۰
شناسه ISSN ۰۰۲۲-۴۴۰۵
شاخص Quartile (چارک) Q1 در سال ۲۰۲۰
فرضیه ندارد
مدل مفهومی ندارد
پرسشنامه ندارد
متغیر دارد
رفرنس دارد
رشته های مرتبط علوم تربیتی – روانشناسی
گرایش های مرتبط روانشناسی کودک و نوجوان – مدیریت و برنامه ریزی آموزشی – روانشناسی عمومی
نوع ارائه مقاله
ژورنال
مجله  مجله روانشناسی مدرسه – Journal of School Psychology
دانشگاه Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, the Netherlands
کلمات کلیدی آموزش والدین – مدارس SES – مشکلات عاطفی و رفتاری – روابط همسالان – مدل های رشد نهفته چند سطحی
کلمات کلیدی انگلیسی Parental education – School SES – Emotional and behavioral problems – Peer relationships – Multi-level latent growth models
شناسه دیجیتال – doi
https://doi.org/10.1016/j.jsp.2022.06.005
لینک سایت مرجع https://www.sciencedirect.com/science/article/pii/S0022440522000528
کد محصول e17258
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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فهرست مطالب مقاله:
Abstract
۱ Theoretical perspectives and empirical findings on individual- and school-level parental education and child development
۲ The interplay between individual- and school-level parental education
۳ The present study
۴ Method
۵ Results
۶ Discussion
۷ Conclusion
Ethical information
Funding
Declaration of Competing Interest
Acknowledgements
Appendix A.
Appendix B. Supplementary data
References

بخشی از متن مقاله:

Abstract

     This study examined (a) whether growing up with lower-educated parents and attending lower parental education schools associated with children’s problem development within the behavioral, emotional, and peer relationship domains; and (b) whether the association of lower individual-level parental education with children’s development within these three domains depended upon school-level parental education. To this end, 698 children (Mage = 7.08 in first grade) from 31 mainstream elementary schools were annually followed from first grade to sixth grade. Problems within the behavioral domain included conduct problems, oppositional defiant problems, attention-deficit and hyperactivity problems, and aggression. Problems within the emotional domain included depression and anxiety symptoms. Problems within the peer relationship domain included physical victimization, relational victimization, and peer dislike. Results from multi-level latent growth models showed that, as compared to children of higher-educated parents, children of lower-educated parents generally had higher levels of problems within all three domains in first grade and exhibited a faster growth rate of problems within the behavioral domain from first to sixth grade. Furthermore, as compared to children attending higher parental education schools, children attending lower parental education schools generally had higher levels of problems within the behavioral and emotional domains in first grade and showed a faster growth rate of peer dislike over time. In addition, cross-level interaction analyses showed that in higher parental education schools, children of lower-educated parents showed a faster growth rate of depression symptom levels than children of higher-educated parents. In lower parental education schools, the growth rate of depression symptom levels did not differ between children of higher- and lower-educated parents. Results highlight that addressing the needs of lower parental education schools and children growing up with lower-educated parents may be of primary importance.

۱٫ Theoretical perspectives and empirical findings on individual- and school-level parental education and child development

     Problems within the behavioral domain (e.g., symptoms of conduct problems, oppositional defiant problems, aggression, attention-deficit and hyperactivity problems), problems within the emotional domain (e.g., anxiety and depression symptoms), and problems within the peer relationship domain (e.g., being disliked or bullied by peers) hinder children’s healthy development (Dodge et al., 2008; Obradović et al., 2009; Timmermans et al., 2008; van Lier & Koot, 2010). Stable-high or increasing levels of problems within these domains may independently or in concert contribute to the development of mental health problems. This, in turn, may relate to concurrent and future consequences, such as lower educational achievement, delinquency, substance abuse, and unemployment (Kokko & Pulkkinen, 2000; Lynne-Landsman et al., 2010; McLeod & Kaiser, 2004; Vaillancourt et al., 2013; van Lier et al., 2012; Woodward & Fergusson, 2000).

     Theories, such as the social causation hypothesis, may explain the influence of early adverse contexts on children’s maladaptive development. According to the social causation hypothesis, mental health problems emerge due to environmental adversity, disadvantage, and stress associated with socioeconomic deprivation, including having lower-educated parents in childhood. Indeed, previous studies have provided empirical evidence consistent with this hypothesis (e.g., Hollingshead & Redlich, 1958; Hudson, 1988, Hudson, 2005; McLaughlin et al., 2011, Ritsher, Warner, Johnson and Dohrenwend, 2001).

Conclusion

     The elementary school period, apart from being essential for mastering academic skills, is of profound importance for children’s healthy behavioral, emotional, and peer relationship development. Our results suggest that growing up with lower-educated parents and attending lower parental education schools may independently associate with higher levels of behavioral, emotional, and peer relationship difficulties in first grade and with faster growth rates over time from first to sixth grade. In addition, results suggest that with respect to behavioral problems, anxiety, and peer relationships, attending higher parental education schools may have some beneficial effects for children of lower-educated parents. With respect to depression symptoms, results suggest that children of lower-educated parents may not benefit from attending higher parental education schools to the same extent as children of higher-educated parents. Results highlight the importance of identifying and addressing the needs of lower parental education schools and children growing up with lower-educated parents.

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