Ability-grouping and problem behavior trajectories in childhood and adolescence: Results from a U.K. population-based sample
31st January 2022 : 12:45 - 14:00
Research Group: Quantitative Methods Hub
Speaker: Dr. Steven Papachristou
Location: Online presentation in seminar room D, also available online
Convener: Lars-Erik Malmberg
Online presentation in seminar room D, also available online.
Dr. Steven Papachristou,
Department of Psychology and Human Development,
UCL Institute of Education, University College London (UCL).
Ability-grouping has been studied extensively in relation to children’s academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between- class and within- class ability- grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years. Children in low within- class ability groups showed more hyperactivity and emotional problems across the study period compared to non- grouped children, after adjustments for the different types of ability grouping and confounding. Additionally, children in the middle within- class ability groups showed more, and those in the top within- class groups less, hyperactivity compared to non- grouped children, after adjustment. Children in lower within- class groups should be monitored closely to ensure that their well- being is not compromised.
Read about it in the Guardian,
… and in Child Development (open access)