Changes in externalizing and internalizing behaviours over a school-year: Differences between 6-year-old boys and girls

Infant and Child Development

Volumn 15, Issue 2, 2006, Pages 123-137

  Hammarberg, Annie ^a   Hagekull, Berit ^a  

^a UPPSALA UNIVERSITY   (Sweden)

Author keywords

Change; Externalizing behaviours; Internalizing behaviours; Sex differences; Teacher ratings

Indexed keywords

EID: 33646514510     PISSN: 15227227     EISSN: 15227219     Source Type: Journal    
DOI: 10.1002/icd.444     Document Type: Article

References (37)

1. Achenbach TM, Edelbrock CM. 1978. The classification of child psychopathology: a review and analysis of empirical efforts. Psychological Bulletin 86: 1275-1301.
2. Behar L, Stringfield S. 1974. A behaviour rating scale for the pre-school child. Developmental Psychology 10: 601-610.
3. Burns GL, Walsh JA, Owen SM. 1995. Twelve month stability of disruptive classroom behaviour as measured by the Sutter-Eyberg Student Behavior Inventory. Journal of Clinical Child Psychology 24: 453-462.
4. Burts DC, Hart CH, Charlesworth R, Fleege PO, Mosely J, Thomasson RH. 1992. Observed activities and stress behaviours of children in developmentally appropriate and inappropriate kindergarten classrooms. Early Childhood Research Quarterly 7: 297-318.
5. Campbell SB. 1994. Hard-to-manage preschool boys: externalising behavior, social competence, and family context at two-year followup. Journal of Abnormal Child Psychology 22: 147-166.
6. Campbell SB, Pierce EW, Moore G, Maracowitz S, Newby K. 1996. Boys' externalizing problems at elementary school age: pathways from early behavior problems, maternal control, and family stress. Development and Psychopathology 8: 701-719.
7. Carpenter CJ, Huston AC, Holt W. 1986. Modification in preschool sex-typed behaviors by participation in adult-structured activities. Sex Roles 14: 603-615.
8. Crick NR, Dodge KA. 1996. Social information processing mechanisms in reactive and proactive aggression. Child Development 67: 993-1002.
9. Crick NR, Grotpeter JK, Bigbee MA. 2002. Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations. Child Development 73: 1134-1142.
10. Ebbeck M. 1984. Equity for boys and girls: some important issues. Early Child Development and Care 18: 119-131.
11. Fabes RA, Shepard SA, Guthrie IK, Martin CL. 1997. Roles of temperamental arousal and gender-segregated play in young children's social adjustment. Developmental Psychology 33: 693-702.
12. Fagot BI. 1977. Consequences of moderate cross-gender behavior in preschool children. Child Development 48: 902-907.
13. Fagot BI. 1984. Teacher and peer reactions to boys' and girls' play styles. Sex Roles 11: 691-702.
14. Fagot BI. 1994. Peer relations and the development of competence in boys and girls. In Leaper C (ed.), Childhood Gender Segregation: Causes and Consequences. New Directions in Child Development 65: 53-66.
15. Fischer M, Rolf JE, Hasazi JE, Cummings L. 1984. Follow-up of a preschool epidemiological sample: cross-age continuities and predictions of later adjustment with internalising and externalising dimensions of behavior. Child Development 55: 137-150.
16. Gervai J, Turner PJ, Hinde RA. 1995. Gender-related behaviour, attitudes, and personality in parents of young children in England and Hungary. International Journal of Behavioral Development 18: 105-126.
17. Gillberg C. 1994. Epidemiologi (Epidemiology). In Barn och ungdomspsykiatri [Child and Youth Psychiatry], Gillberg C, Hellgren L (eds). Natur och Kultur: Stockholm, Sweden; 14-18.
18. Hagekull B, Bohlin G. 1994. Behavioural problems and competences in 4-year olds: dimensions and relationships. International Journal of Behavioural Development 17: 311-327.
19. Hagekull B, Bohlin G. 1995. Day care quality, family and child characteristics and socioemotional development. Early Childhood Research Quarterly 10: 505-526.
20. Hagekull B, Hammarberg A. 2004. The role of teacher perceived control and children's characteristics in interactions between 6-year-olds and their teachers. Scandinavian Journal of Psychology 45: 301-312.
21. Hammarberg A. 2003. Pre-school teachers' perceived control and problem behaviours in children. Acta Universitatis Upsaliensis. Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences 123. Kopieringshuset, Uppsala.
22. Hammarberg A, Hagekull B. 2002. The relation between pre-school teachers' classroom experiences and their perceived control over child behaviour. Early Child Development and Care 172: 625-634.
23. Hwang CP, Broberg AC. 1992. The historical and social context of child care in Sweden. In Child Care in Context: Crosscultural Perspectives, Lamb ME, Sternberg KJ, Hwang CP, Broberg AG (eds). Erlbaum: Hillsdale, NJ; 27-53.
24. Kontos S, Wilcox-Herzog A. 1997. Teachers' interactions with children: why are they so important? Young Children 52: 4-12.
25. La Frenière PJ, Dumas JE, Capuano F, Dubeau D. 1993. Development and validation of the preschool socioaffective profile. Psychological Assessment 4: 442-450.
26. McGuire J, Richman N. 1987. Outcome of behaviour problems in the pre-school setting. Child Care, Health and Development 13: 403-414.
27. Morgan V, Dünn S. 1988. Chameleons in the classroom: visible and invisible children in nursery and infant classrooms. Educational Review 40: 3-12.
28. Oettingen G. 1985. The influence of the kindergarten teacher on sex differences in behavior. International Journal of Behavioral Development 8: 3-13.
29. Pianta RC, Caldwell CB. 1990. Stability of externalizing symptoms from kindergarten to first grade and factors related to instability. Development and Psychopathology 2: 247-258.
30. Ross H, Tesla C, Kenyon B, Lollis S. 1990. Maternal intervention in toddler peer conflict: the socialisation of principles of justice. Developmental Psychology 26: 994-1003.
31. Stephenson J, Linfoot K, Martin A. 2000. Behaviours of concern to teachers in the early years of school. International Journal of Disability, Development and Education 47: 225-235.
32. Rutter MA. 1967. A children's behaviour questionnaire for completion by teachers: preliminary findings. Journal of Child Psychology and Psychiatry 8: 1-11.
33. Underwood MK. 2003. Social Aggression Among Girls. The Guilford Press: New York, London.
34. Verhulst FC, Koot HM, Van der Ende J. 1994. Differential predictive value of parents' and teachers' reports of children's problem behaviors: a longitudinal study. Journal of Abnormal Child Psychology 22: 531-546.
35. Willoughby MT. 2003. Developmental course of ADHD symptomatology during the transition from childhood to adolescence: a review with recommendations. Journal of Child Psychology and Psychiatry 44: 88-106.
36. Winsler A, Wallace GL. 2002. Behavior problems and social skills in preschool children: parent-teacher agreement and relations with classroom observations. Early Education and Development 13: 41-58.
37. Youngstrom E, Wolpaw JM, Kogos JL, Schoff K, Ackerman B, Izard C. 2000. Interpersonal problem solving in preschool and first grade: developmental change and ecological validity. Journal of Clinical Child Psychology 29: 589-602.