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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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[Relationship Between Child Behavior and Emotional Problems and School Based Effort Avoidance]
Hanna Maria Weber1, Peter Büttner2, Stefan Rücker2
1Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen, Grazer Straße 6, 28359 Bremen.
Praxis Der Kinderpsychologie Und Kinderpsychiatrie
|October 29, 2015
Summary
Children with more behavioral problems exhibit greater school-based effort avoidance tendencies. This correlation was particularly notable in children within child care institutions, linking conduct issues and hyperactivity to avoidance behaviors.
Area of Science:
- Child Psychology
- Educational Psychology
- Behavioral Science
Background:
- School-based effort avoidance is a significant concern in child development.
- Understanding its link to problem behaviors is crucial for targeted interventions.
- Children in child care settings may exhibit unique patterns of avoidance and behavioral issues.
Purpose of the Study:
- To investigate the relationship between school-based effort avoidance tendencies and problem behaviors in children aged 9-16.
- To compare these relationships in children with and without child care experience.
- To identify specific problem behaviors associated with effort avoidance.
Main Methods:
- A study involving 367 children aged 9-16.
- Assessment of self-reported school-based effort avoidance tendencies.
- Teacher and social worker ratings of behavioral and emotional problems using the Strengths and Difficulties Questionnaire (SDQ).
Main Results:
- Significant, low correlations were found between teacher-rated problems and effort avoidance.
- Children in child care showed stronger correlations, with conduct problems linked to overall effort avoidance.
- Hyperactivity was associated with a specific aspect of effort avoidance in child care settings.
- In the general school sample, hyperactivity and peer problems correlated with effort avoidance.
Conclusions:
- Increased problem behavior is associated with higher school-based effort avoidance tendencies.
- Child care status appears to moderate the relationship between effort avoidance and specific behavioral issues.
- Findings underscore the need to address effort avoidance in children exhibiting behavioral difficulties, especially in institutional settings.
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