Giannopulu I, Escolano S, Cusin F, Citeau H, Dellatolas G
Inserm U 780, Epidemiology and Biostatistics, Villejuif, France, INRETS, MSIS, Arcueil, France.
Br J Educ Psychol. 2008 Mar;78(Pt 1):127-47. doi: 10.1348/000709907X204372.
The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate.
This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France. SAMPLES AND METHOD: Behavioural data relating to two large samples of preschool (N=475) and first grade (N=465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four-factor structure ('hyperactivity', 'inattention', 'conduct problems' and 'unsociability') that was similar in both age groups. Cognitive tests were used for each age group.
Teachers' reporting of 'inattention' was associated with significantly lower performances in all tests in both the preschool and first grade samples. 'Hyperactivity' or 'conduct problems' were not consistently associated with the test results, when the effect of 'inattention' was taken into account. Preschool 'inattention', but not 'hyperactivity' or 'conduct/sociability problems', was related to poor performances at reading tasks in first grade.
These findings question the pathological significance of teachers' report of 'hyperactivity' in young children without associated attention problems.
据教师报告有多动、品行问题或注意力不集中情况的幼儿的行为及学业表现存在争议。
本研究调查法国学前儿童和学龄儿童两个大样本中，教师报告的行为困难与学业及认知表现之间的关联。
通过问卷从教师处收集了学前儿童（N = 475）和一年级儿童（N = 465）两个大样本的行为数据。对问卷进行的因子分析揭示了一个四因子结构（“多动”“注意力不集中”“品行问题”和“不合群”），这在两个年龄组中相似。对每个年龄组都使用了认知测试。
在学前和一年级样本中，教师报告的“注意力不集中”与所有测试中的显著较低表现相关。考虑到“注意力不集中”的影响时，“多动”或“品行问题”与测试结果并无一致关联。学前阶段的“注意力不集中”，而非“多动”或“品行/社交问题”，与一年级阅读任务的较差表现相关。
这些发现对教师报告的无相关注意力问题的幼儿“多动”的病理意义提出了质疑。
