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Teachers’ perceptions of behavioral problems in Dutch primary education pupils: The role of relative age

Artikel i vetenskaplig tidskrift
Författare Albert H. Wienen
Laura Batstra
Ernst D. Thoutenhoofd
Peter de Jonge
Elisabeth H. Bos
Publicerad i PLoS ONE
Volym 13
Nummer/häfte 10
Sidor 1-10
ISSN 1932-6203
Publiceringsår 2018
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 1-10
Språk en
Länkar https://doi.org/10.1371/journal.pon...
Ämneskategorier Vetenskapsteori med inriktning mot vård- och omsorgsområdet, Annan medicin och hälsovetenskap, Utbildningsvetenskap

Sammanfattning

A growing number of studies suggest that relatively young behavior of pupils gives them a much greater likelihood of being diagnosed with a disorder such as ADHD. This ‘relative age effect’ has also been demonstrated for special educational needs, learning difficulties, being bullied, and so on. The current study investigated the relationship between relative age of pupils in primary education and teachers’ perception of their behavior. The study sample included 1973 pupils, aged between 6 and 12. Six linear mixed models were carried out with birth day in a year as predictor variable and ‘total problem score’, ‘problems with hyperactiv- ity’, ‘behavioral problems’, ‘emotional problems’, ‘problems with peers’ and ‘pro-social behavior’ as dependent variables. Random intercepts were added for school and teacher level. Cluster-mean centering disaggregated between-school effects and within-school effects. We found no associations between relative age of pupils and teacher perceptions of their behavior. Several explanations are postulated to account for these findings which con- tradict prior studies on relative age effects.

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