ArticleThe British journal of educational psychology2021
Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool.
Article in The British journal of educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 18 citations in OpenAlex.
- Internalising problems and engagement among preschool children: trajectories of several functional outcomes in a Swedish longitudinal study.BMC pediatrics · 2026Article
- Relationships Between Frequency of Attendance, Engagement and Independence in Everyday Activities Among Children and Youth With Intellectual and Other Developmental Disabilities: The Association With Comprehension Difficulties.Journal of applied research in intellectual disabilities : JARID · 2026Article
- Article
- Engagement of Preschool-Aged Children in Daily Routines.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
Abstract
BACKGROUND AND
aimsSocial interactions in preschool and a child's gender are, in cross-sectional studies, related to the child's overall levels of hyperactive behaviour and engagement in preschool activities. However, whether social interaction and gender can predict children's engagement and hyperactivity is not thoroughly investigated. This study aims to investigate the longitudinal influence of gender, child-to-child interaction, and teacher responsiveness on the association between trajectories of children's levels of core engagement and hyperactive behaviour. It was hypothesized that peer-to-child interaction and teacher responsiveness in preschool settings are related to positive change in engagement among children with hyperactive behaviour, especially for boys. SAMPLE AND
methodsSwedish preschool staff completed questionnaires assessing the variables of interest for children aged 1-5 (N = 203). Data were collected on three occasions over a two-year period. Latent growth curve (LGC) models were used to explore whether teacher responsiveness, peer-to-child interaction, and gender predict trajectories of engagement and hyperactivity.
resultsThe results revealed that high levels of hyperactivity were associated with lower levels of engagement on the first occasion. Positive peer-to-child interactions and responsive teachers were significant predictors of an increased level of engagement and decreased level of hyperactive behaviour, especially for boys.
conclusionsThe findings underscore the need to improve social interactions, especially peer-to-child interactions, to improve engagement in children with hyperactive behaviour, especially boys. Implications for practices and research are discussed.
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Registered trials
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