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Dempsey C, Devine R, Fink E, Hughes C. Developmental links between well-being, self-concept and prosocial behaviour in early primary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:425-440. [PMID: 38114272 DOI: 10.1111/bjep.12654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2023] [Revised: 11/17/2023] [Accepted: 12/08/2023] [Indexed: 12/21/2023]
Abstract
BACKGROUND Well-being is a key aspect of children's education, yet measurement issues have limited studies in early primary school. AIMS The current 12-month longitudinal study assesses the temporal stability of child- and parent-reported school well-being and examines developmental links with academic self-concept and parent-rated prosocial behaviour. SAMPLE(S) We tracked a sample of 206 children across the transition from the first (T1) to the second (T2) year of primary school (T1 child Mage = 5.3, SD = .46, 54.3% girls) and gathered ratings of well-being, prosocial behaviour and academic self-concept at both timepoints. METHODS We used cross-lagged analyses to investigate developmental links between these three constructs. RESULTS Parent and child reports of children's well-being showed similar temporal stability and converged over time, such that informants' reports showed a modest but significant correlation at T2. Girls reported greater well-being than boys at both timepoints and received higher parental ratings of well-being than boys at T2. For both girls and boys, associations between the constructs were asymmetric: early well-being predicted later self-concept and prosocial behaviour, but the reciprocal associations were not significant. CONCLUSIONS These findings support the validity of young children's self-reported well-being, highlight the early onset of gender differences in school well-being and demonstrate that early well-being heralds later prosocial behaviour and positive academic self-concepts.
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Affiliation(s)
- Caoimhe Dempsey
- Centre for Family Research, University of Cambridge, Cambridge, UK
| | - Rory Devine
- School of Psychology, University of Birmingham, Birmingham, UK
| | - Elian Fink
- School of Psychology, University of Sussex, Brighton, UK
| | - Claire Hughes
- Centre for Family Research, University of Cambridge, Cambridge, UK
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Rose SE, Barlow CM. The impact of relative age effects on psychosocial development: A systematic review. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:248-281. [PMID: 37592447 DOI: 10.1111/bjep.12630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2020] [Revised: 06/07/2023] [Accepted: 07/20/2023] [Indexed: 08/19/2023]
Abstract
BACKGROUND Within the same school class, it is usual to find children who differ in age by almost a full calendar year. Although associations between being relatively young and poor academic outcomes are well documented, and relatively consistent, the associations between being relatively young and psychosocial outcomes are less clearly documented. AIMS To review research which presents data relating to associations between a child's relative age and their psychosocial development. METHODS A systematic review was conducted and reported in accordance with PRISMA guidelines. RESULTS Fifty-nine papers met the inclusion criteria. The outcomes of the narrative synthesis and three meta-analyses found consistent, but very small, associations with relative age indicating that those who are relatively young are more likely to have more negative behaviour, mental well-being, and social experiences. CONCLUSIONS Although being relatively young is associated with more negative psychosocial outcomes, the magnitude of these associations is consistently small. Furthermore, many of the outcome measures used are likely to be the result of multiple influences, not limited to the effects of relative age. Therefore, the findings are reassuring as they suggest that relative age itself is unlikely to substantially increase an individual's risk of poor psychosocial development.
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Singh S, Kshtriya S, Valk R. Health, Hope, and Harmony: A Systematic Review of the Determinants of Happiness across Cultures and Countries. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3306. [PMID: 36834001 PMCID: PMC9963575 DOI: 10.3390/ijerph20043306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/11/2022] [Revised: 02/03/2023] [Accepted: 02/04/2023] [Indexed: 06/18/2023]
Abstract
The aim of this study was to review the literature on what constitutes happiness across cultures and countries to advance scholarly knowledge on the happiness construct. A systematic review was conducted to examine the determinants of happiness in samples across cultures and countries. Five different databases, including APA PsycNet, EBSCO-Academic, EBSCO-Business, Project MUSE, and Google Scholar, grey literature, and in-text references from relevant review articles were used. A total of 155 articles were included in the review, encompassing studies from over 100 countries and 44 cultures. Myriad determinants of happiness were found that were placed into three broad categories labeled Health, Hope, and Harmony. The predominant happiness determinants were mental, emotional, and physical well-being, a purposeful holistic work-life balance, nurturing social relationships, caring for self and others, and being in harmony with one's culture, traditions, community, religion, and environment. This study engendered an "Integrated Model of the Determinants of Happiness" to provide a universally applicable conceptualization of the happiness construct. By examining studies on determinants of happiness across the globe in the past 90 years, this review uncovered that happiness constitutes multiple determinants that fall under three major categories: 'Health', 'Hope', and 'Harmony'.
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Affiliation(s)
- Sunitha Singh
- Centre for Entrepreneurship and Innovation, American University in Dubai, Dubai 28282, United Arab Emirates
| | - Sowmya Kshtriya
- Department of Psychology, Montclair State University, Montclair, NJ 07043, USA
| | - Reimara Valk
- School of Business and Management, American University in Dubai, Dubai 28282, United Arab Emirates
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Riad R, Allodi MW, Siljehag E, Wikman C, Ford T, Bölte S. How I Feel About My School-Adaptation and Validation of an Educational Well-Being Measure among Young Children in Sweden. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:5075. [PMID: 34064855 PMCID: PMC8151915 DOI: 10.3390/ijerph18105075] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 04/28/2021] [Accepted: 05/05/2021] [Indexed: 11/16/2022]
Abstract
The well-being of children has received increasing attention in recent years. Nevertheless, we lack adequate brief self-report tools that enable us to consider young children's well-being in policy evaluations and educational research. This study describes the adaptation and first validation of the Swedish version of How I Feel About My School (HIFAMS), a subjective well-being questionnaire suitable for children aged 4 to 12 years, which was originally developed in the United Kingdom (UK). Descriptive statistics with analysis of psychometric properties and confirmatory factor analysis (CFA) are based on the perceived well-being of 228 children in preschool and school aged 5 to 8 years old. The CFA endorsed a good fit to a one-factor model, and the scale showed moderate internal consistency (rα = 0.63). The results are largely in line with the findings of the original HIFAMS. We conclude that the Swedish version can be applied in early preschool/school settings and could provide first-hand information about children's well-being from the first years of education until elementary school grades. Practitioners in early education settings might benefit from HIFAMS assessments when seeking to understand children's current well-being to provide support to children with special educational needs or children at risk for mental health issues. Researchers could use the HIFAMS to standardize child well-being evaluations in policy evaluations and interventional studies.
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Affiliation(s)
- Rasmus Riad
- Department of Special Education, Stockholm University, 11419 Stockholm, Sweden
| | | | - Eva Siljehag
- Department of Special Education, Stockholm University, 11419 Stockholm, Sweden
| | - Carina Wikman
- Department of Special Education, Stockholm University, 11419 Stockholm, Sweden
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge CB2 1TN, UK
| | - Sven Bölte
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, 11330 Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, 10239 Stockholm, Sweden
- Curtin Autism Research Group, Curtin School of Allied Health, Curtin University, Perth, WA 6102, Australia
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May F, Ford T, Janssens A, Newlove-Delgado T, Emma Russell A, Salim J, Ukoumunne OC, Hayes R. Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:442-462. [PMID: 32740914 DOI: 10.1111/bjep.12375] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Revised: 07/08/2020] [Indexed: 12/31/2022]
Abstract
BACKGROUND Among children aged 6-16, there is a clear association between attention-deficit/hyperactivity disorder (ADHD) symptoms and academic attainment. We wanted to know whether this association was replicated in younger children. AIMS To explore the relationship between children aged 4-8 with probable ADHD and their academic attainment and school attendance. Secondly, the study aimed to explore their behaviour within school and their reported attitudes towards school. SAMPLE A total of 1,152 children who were taking part in the Supporting Teachers and Children in Schools (STARS) cluster randomized controlled trial. METHODS ADHD status was established by using the Strengths and Difficulties Questionnaire predictive algorithm to identify children with probable ADHD. Using baseline data, random-effects regression models on ADHD status were fitted to attainment, attendance, special educational needs (SEN) provision, and attitudes towards school and classroom behaviour; models that were also fitted to attainment were evaluated again at 9, 18, and 30 months after baseline. RESULTS Children with probable ADHD (n = 47) were more likely than controls (n = 1,105) to have below-expected attainment in literacy (odds ratio (OR) 16.7, 95% CI 6.93-to-40.1), numeracy (OR 11.3, 95% CI 5.34-to-24.1) and to be identified as having SEN (OR-55.2, 95%-CI 22.1-to-137). Their attendance was poorer with more unauthorized absences (rate ratio (RR)-1.91, 95%-CI-1.57-to-2.31). They had more teacher-reported behavioural problems (mean difference (MD) 5.0, 95%-CI 4.6-to-5.4) and less positive attitudes towards school (MD -1.1, 95% CI -0.56 to -1.85). Poorer attainment in literacy and numeracy persisted at all follow-ups. CONCLUSIONS Children aged as young as 4 whose behaviour indicates probable ADHD struggle to cope at school in terms of academic attainment, attendance, classroom behaviour, and attitude towards school when compared to other children. Early identification and intervention to help these children manage in school are needed.
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Affiliation(s)
- Felix May
- Exeter Medical School, University of Exeter, UK
| | - Tamsin Ford
- Department of Psychiatry, Child and Adolescent Psychiatry, Cambridge, UK
| | - Astrid Janssens
- Department of Public Health, University of Southern Denmark, Odense C, Denmark.,University of Exeter Medical School, UK
| | - Tamsin Newlove-Delgado
- Child Mental Health Research Group, Institute of Health Research, College of Medicine and Health, Exeter, UK
| | - Abigail Emma Russell
- Centre for Academic Mental Health, Population Health Sciences, University of Bristol Medical School, UK
| | - Javid Salim
- Exeter Medical School, University of Exeter, UK
| | | | - Rachel Hayes
- Child Mental Health Research Group, Institute of Health Research, College of Medicine and Health, Exeter, UK
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Schnorrbusch C, Fabiano GA, Aloe AM, Toro Rodriguez RC. Attention Deficit Hyperactivity Disorder and Relative Age: A Meta-Analysis. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1717368] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
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Markota M, McKean AJ, Romanowicz M, Schak KM, Croarkin PE, Vande Voort JL. Rehospitalization to a child and adolescent psychiatry unit: Role of trauma and bullying. Gen Hosp Psychiatry 2018; 55:10-14. [PMID: 30193205 DOI: 10.1016/j.genhosppsych.2018.08.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/05/2018] [Revised: 08/28/2018] [Accepted: 08/30/2018] [Indexed: 10/28/2022]
Abstract
OBJECTIVE Psychiatric rehospitalizations results in a significant burden to patients, families, and health care systems. Understanding psychiatric rehospitalizations offers an opportunity to identify weaknesses in current systems of care. The objective of this study was to test the hypothesis that a history of trauma or ongoing bullying increases the risk of psychiatric rehospitalization. METHOD Retrospective cohort study of 366 individual patients (71% female) admitted to a pediatric psychiatry unit between 1/1/2015 and 12/31/2015. The primary outcome measure was rehospitalization to the same psychiatric hospital unit within one year of first discharge. Trauma was defined as having a history of Post-Traumatic Stress Disorder, Reactive Attachment Disorder, or a filed Suspected Abuse and Neglect of a Child report by the end of first hospitalization. Ongoing bullying was identified by medical record review. RESULTS History of trauma (Odds Ratio (OR) = 3.2, 95% Confidence Interval (CI) = 1.8-5.6, p < 0.0001) and ongoing bullying (OR = 2.2, CI = 1.2-3.9, p = 0.009) were significantly associated with increased rates of rehospitalizations. We controlled for the following covariates: Patient Health Questionnaire-9 Modified (PHQ-9M) score, gender, age, relative age, initial length of stay, disrupted family system, and sexual orientation/identity. CONCLUSION History of trauma or ongoing bullying are important risk factors for pediatric psychiatric rehospitalization.
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Affiliation(s)
- Matej Markota
- Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA
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Age level vs grade level for the diagnosis of ADHD and neurodevelopmental disorders. Eur Child Adolesc Psychiatry 2018; 27:1171-1180. [PMID: 29876753 DOI: 10.1007/s00787-018-1180-6] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2018] [Accepted: 06/04/2018] [Indexed: 12/19/2022]
Abstract
A number of worldwide studies have demonstrated that children born later in the school year are more likely to receive an ADHD diagnosis than their same school-year peers. There is, however, variation in findings between countries. We aimed to confirm whether relative age is associated with ADHD diagnosis, with or without comorbidities, and to investigate whether relative age is associated with ADHD type and severity, and if this age relationship is in common with other neurodevelopmental disorder. We used the Lombardy Region's ADHD registry. Data on children aged 6 years and older from September 1, 2011 to December 31, 2017 were considered. We calculated incidence ratios to assess the inter-relations between relative age within the school year, using age at diagnosis of ADHD or of other psychiatric disorder, year of diagnosis, and total number of children born in Lombardy during the corresponding timeframe. Data on ADHD type, severity of diagnosed disorder clinical global impressions-severity scale, and repetition of a school-grade were also considered. 4081 children, 2856 of whom with ADHD, were identified. We confirmed that the cumulative incidence of ADHD diagnosis was greatest for younger children, in particular for boys, for whom the prevalence is greater. The relative age effect was not accounted for by ADHD comorbid disorders, ADHD of combined type or severity. The relative age effect was also observed for children with other neurodevelopmental disorders (without ADHD), with a similar profile as ADHD children: the incidence ratio was 1.78 (95% CI 1.07-2.97; p < 0.0247) for boys diagnosed before age ten. The findings have a potential implication for diagnostic and therapeutic practice, educational advice, and policies, besides to better plan and organize service systems and appropriately inform parents, children, and citizens.
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