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Children's Deviant Behavior in Primary Education: Comparing Physical Educator's Implicit Theory With Diagnostic
Maria A Efstratopoulou1, Rianne Janssen1, Johan Simons1
11 Catholic University of Leuven, Belgium.
Journal of Attention Disorders
|June 13, 2012
Summary
Physical educators identify externalizing behaviors like aggression more than internalizing ones in children. This highlights their potential as key informants for understanding student conduct in schools.
Area of Science:
- Child Psychology
- Educational Psychology
- Behavioral Science
Background:
- Understanding children's deviant behavior is crucial for effective educational strategies.
- Physical education teachers observe students in dynamic settings, offering unique insights into behavior.
Purpose of the Study:
- To investigate physical educators' implicit theories of children's deviant behavior in primary education.
- To compare these theories with official diagnostic criteria for behavioral disorders.
Main Methods:
- Sixty physical education (PE) teachers reported observed deviant behaviors during lessons.
- Experts categorized these behaviors alongside official diagnostic criteria based on perceived similarity.
Main Results:
- Hierarchical cluster analysis revealed PE teachers primarily focus on attention problems, disobedience, and aggressiveness.
- Internalizing behaviors, such as anxiety and low energy, were less frequently reported by teachers.
Conclusions:
- Physical education teachers can serve as valuable informants regarding children's behavior in school environments.
- Their observations, though focused on externalizing behaviors, provide a practical perspective on student conduct.
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