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Social interaction and gender as factors affecting the trajectories of children’s engagement and hyperactive behaviour in preschool
Malmö university, Sweden.ORCID iD: 0000-0001-6172-3876
Jönköping university, Sweden. (CHILD)
Jönköping university, Sweden.
Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. Jönköping University, Sweden. (CHIP)ORCID iD: 0000-0001-5904-1390
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2021 (English)In: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 91, no 2, p. 617-637Article in journal (Refereed) Published
Abstract [en]

Social interactions in preschool and a child’s gender are, incross-sectional studies, related to the child’s overall levels of hyperactive behaviour andengagement in preschool activities. However, whether social interaction and gender canpredict children’s engagement and hyperactivity is not thoroughly investigated. This studyaims to investigate the longitudinal influence of gender, child-to-child interaction, andteacher responsiveness on the association between trajectories of children’s levels ofcore engagement and hyperactive behaviour. It was hypothesized that peer-to-childinteraction and teacher responsiveness in preschool settings are related to positivechange in engagement among children with hyperactive behaviour, especially for boys.Sample and methods. Swedish preschool staff completed questionnaires assessingthe variables of interest for children aged 1–5(N = 203). Data were collected on threeoccasions over a two-year period. Latent growth curve (LGC) models were used toexplore whether teacher responsiveness, peer-to-child interaction, and gender predicttrajectories of engagement and hyperactivity.Results. The results revealed that high levels of hyperactivity were associated withlower levels of engagement on the first occasion. Positive peer-to-child interactions andresponsive teachers were significant predictors of an increased level of engagement anddecreased level of hyperactive behaviour, especially for boys.Conclusions. The findings underscore the need to improve social interactions,especially peer-to-child interactions, to improve engagement in children with hyperactivebehaviour, especially boys. Implications for practices and research are discussed.

Place, publisher, year, edition, pages
WILEY , 2021. Vol. 91, no 2, p. 617-637
Keywords [en]
preschool, trajectories, hyperactive behaviour, engagement, peer-to-child interaction, teacher responsiveness
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:mdh:diva-52256DOI: 10.1111/bjep.12383ISI: 000578096200001Scopus ID: 2-s2.0-85092665940OAI: oai:DiVA.org:mdh-52256DiVA, id: diva2:1485381
Available from: 2020-11-02 Created: 2020-11-02 Last updated: 2023-03-08Bibliographically approved

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Almqvist, Lena

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