Teachers' self-reported pedagogical practices toward socially inhibited, hyperactive, and average children
Article first published online: 10 APR 2006
Copyright © 2006 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 43, Issue 5, pages 635–651, May 2006
How to Cite
Thijs, J. T., Koomen, H. M.Y. and Van Der Leij, A. (2006), Teachers' self-reported pedagogical practices toward socially inhibited, hyperactive, and average children. Psychol. Schs., 43: 635–651. doi: 10.1002/pits.20171
- Issue published online: 10 APR 2006
- Article first published online: 10 APR 2006
- Netherlands Organization for Scientific Research. Grant Number: 41121203
This study examined teachers' self-reported pedagogical practices toward socially inhibited, hyperactive, and average kindergartners. A self-report instrument was developed and examined in three samples of kindergartners and their teachers. Principal components analyses were conducted in four datasets pertaining to 1 child per teacher. Two dimensions, Behavior Regulation and Socioemotional Support, emerged, which could be measured with internally consistent scales. Preliminary validity support was obtained for them. Multilevel comparisons revealed that teachers reported more behavior regulation for hyperactive versus inhibited and average children, more socioemotional support for inhibited versus hyperactive and average children, and more socioemotional support for hyperactive versus average children in two samples. Exploratory analyses of the other (i.e., random) sample of children yielded corresponding effects of hyperactivity on behavior regulation, and social inhibition on socioemotional support, but no effect of hyperactivity on socioemotional support. Results are discussed in terms of the saliency of behavior differences. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 635–651, 2006.