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- Frogner, Louise, 1983-, et al.
(författare)
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Stability and Change in Early Social Skills Development in Relation to Early School Performance : A Longitudinal Study of a Swedish Cohort
- 2022
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Ingår i: Early Education and Development. - : Routledge. - 1040-9289 .- 1556-6935. ; 33:1, s. 17-37
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Tidskriftsartikel (refereegranskat)abstract
- Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3-5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both stability and change in social skills. Stable low social skills increased the risk for poor school performance, while stable high social skills increased the chance for good school performance in primary school. With some notable gender differences, both individual and family factors were significant predictors of stable low and stable high paths of social skills during early childhood.Practice or Policy: Whether the goal is to improve children’s social skills or their performance in school, this study provides important clues for prevention. We identified several potential targets for interventions to promote early social skills development, which may in turn promote positive school performance. It is also notable that there seem to be gender differences in which factors are important, indicating the need for gender-differentiated interventions.
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| 2. |
- Fanti, Kostas A., et al.
(författare)
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Worried, sad, and breaking rules? : Understanding the developmental interrelations among symptoms of anxiety, depression, and conduct problems during early childhood
- 2019
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Ingår i: Journal of criminal justice. - : Elsevier. - 0047-2352 .- 1873-6203. ; 62, s. 23-28
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Tidskriftsartikel (refereegranskat)abstract
- Research investigating the developmental interrelations among symptoms of anxiety, depression, and conduct problems in early childhood is lacking. The present study aims to fill this significant knowledge gap. A large Swedish prospective longitudinal data set (SOFIA study) was utilized, in which approximately 2.000 children have been assessed by parents and school staff at four time points, beginning at ages 3–5 and the fourth assessment conducted at ages 8–10. Results showed that symptoms of anxiety and depression were positively related to conduct problems, both cross-sectionally and longitudinally, and among both boys and girls. However, when all other variables were controlled for in the path analysis, a different picture emerged. Cross-sectional unidirectional positive effects from conduct problems to depressive symptoms were identified at each time point, with the effect from conduct problems to depressive symptoms during middle childhood being only significant among girls. Furthermore, conduct problems predicted anxiety symptoms during middle childhood among both boys and girls. Neither depressive nor anxiety symptoms predicted conduct problems. These findings suggest that conduct problems are associated with increased risk for depressive and anxiety symptoms, and may contribute to the development of psychopathological symptoms during childhood.
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| 3. |
- Andershed, Henrik, 1975-, et al.
(författare)
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Initial test of the new risk-need assessment instrument for youths with or at risk for conduct problems : ESTER-assessment
- 2010
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Ingår i: Procedia - Social and Behavioral Sciences. - : Elsevier BV. - 1877-0428. ; 5, s. 488-492
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Tidskriftsartikel (refereegranskat)abstract
- ESTER-assessment is a new assessment instrument for youths (0-18 years), and includes 19 empirically-derived risk and protective factors for conduct problems. This study tests the inter-rater reliability of the five-point rating scale used to assess the 19 factors in ESTER-assessment on 30 institutionalized girls and their file information. Exact agreement between raters varied from 38 to 72 percent on the 19 individual factors, a result much better than chance. Intra-class correlations of the two independent raters on the majority of the 19 individual factors were fair to good. In conclusion, the results lend support to the inter-rater reliability of ESTER-assessment.
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| 4. |
- Bergman, Lars R., et al.
(författare)
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Individual development and adaptation (IDA) : A life-span longitudinal program suited for person-oriented research
- 2018
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Ingår i: Journal for Person-Oriented Research. - : The Scandinavian Society for Person-Oriented Research (SPOR). - 2002-0244 .- 2003-0177. ; 4:2, s. 63-77
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we give a presentation of the longitudinal research program Individual Development and Adaptation (IDA) that can be helpful as a template for researchers considering to launch their own longitudinal studies, and that opens the door to IDA for researchers looking for suitable data to be analyzed within their own project or in collaboration with IDA. We also introduce the holistic-interactionistic theoretical framework of IDA and the associated person-oriented approach – an approach that is especially suited for analyzing the rich IDA data set with its broad coverage of different areas of adjustment and related factors. The paper provides an overview of the essential features of the IDA database, as well as of ongoing and planned IDA research
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| 5. |
- Hellfeldt, Karin, 1985-, et al.
(författare)
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Understanding preschool precursors to early school adjustment
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Positive early school adjustment has been suggested to provide an important base for future school performance. In fact, positive adjustment to school has emerged as one of the key factors for educational performance and lower rates of psychosocial and conduct problems. Thus, it is essential that we come to a better understanding of why some children exhibit positive early school adjustment while others do not. School adjustment is a comprehensive term, describing how children adapt both socially, behaviorally and academically, including aspects such as (i) children’s connectedness to school, i.e., liking school, (ii) children’s school involvement, i.e., school avoidance and task engagement and, (iii) children’s school performance, i.e., academic achievement. This presentation will give the outline for, and some preliminary descriptive results from a research project aimed at advancing knowledge and identifying the various developmental pathways of potential influential factors on school adjustment; early childhood risk and protective factors that are related to early positive and negative school adjustment. Potential risk and protective factors that will be studied include various preschool/school factors, family and parent-child factors, peer factors, and specific individual factors of the child. The study uses data from four waves of the SOFIA-study, an ongoing prospective longitudinal research program including all children born between 2005 and 2007 attending preschools during the spring of 2010 (>2,000 children) in a midsized Swedish municipality. The knowledge produced in this project can be used to develop strategies and interventions to promote early positive school adjustment, and to prevent early negative school adjustment.
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