Child problem behavior in kindergarten and in primary school: A comparison between configural frequency analysis and logistic regression

Journal article


Publication Details

Author(s): Stemmler MK, Lösel F, Beelmann A, Jaursch S, Zenkert B
Journal: Psychology Science
Publisher: Pabst Science Publishers
Publication year: 2005
Volume: 47
Journal issue: 3/4
Pages range: 467-478
ISSN: 1614-9947


Abstract


This study compares a variable-oriented and a person-oriented analysis of the stability of child problem behavior from kindergarten to primary school. The sample contained 448 children from the Erlangen-Nuremberg Development and Prevention Study (Lösel, Beelmann & Stemmler, 1998). Problem behavior in kindergarten was measured using preschool teachers’ ratings on the Social Behavior Questionnaire (Tremblay et al., 1992).


Indicators of problem behavior in the classroom were derived from a content analysis of the teachers’ remarks in the school report cards of the first grade. Multiple regression and prediction configuration frequency analysis (CFA) were used for the methodological comparison. Male gender and externalizing problems in kindergarten proved to be significant predictors of problem behavior in school. In contrast to multiple regression, prediction CFA revealed significant interaction effects. Girls who did not exhibit beha


vioral problems in kindergarten were significantly under-represented among difficult children at school (antitype). In the group of boys with intensive problems at school, boys with externalizing problems or with both externalizing problems and internalizing problems in kindergarten were significantly more frequent than expected (two types). The exclu-


sion of these two small stable deviant groups from the total sample, led to a substantial reduction in the predictive validity of the variable-oriented analysis. The results are discussed within the context of developmental psychology and methodology.


FAU Authors / FAU Editors

Jaursch, Stefanie Dr.
Lehrstuhl für Psychologische Diagnostik, Methodenlehre und Rechtspsychologie


External institutions
Friedrich-Schiller-Universität Jena


How to cite

APA:
Stemmler, M.K., Lösel, F., Beelmann, A., Jaursch, S., & Zenkert, B. (2005). Child problem behavior in kindergarten and in primary school: A comparison between configural frequency analysis and logistic regression. Psychology Science, 47(3/4), 467-478.

MLA:
Stemmler, Mark Kurt, et al. "Child problem behavior in kindergarten and in primary school: A comparison between configural frequency analysis and logistic regression." Psychology Science 47.3/4 (2005): 467-478.

BibTeX: 

Last updated on 2018-10-08 at 02:53