Citation

Rydell AM. Scand. J. Psychol. 1993; 34(3): 212-222.

Affiliation

Department of Clinical Psychology, Uppsala University, Sweden.

Copyright

(Copyright © 1993, Scandinavian Psychological Associations, Publisher John Wiley and Sons)

DOI

unavailable

PMID

8378752

Abstract

The stability in the new morbidity-problem domains motor skills, reading/writing ability, behavioral-psychological-social function and concentration ability in school, and the stability of peer status and peer preferences as well as relationships between peer status and problems among boys and girls was studied in a sample of 81 Swedish primary school children. The children were rated by teachers and made peer nominations six months after school start, and in the third grade. There was considerable stability in problems, while the stability in peer status was modest. There were marked gender differences. Boys in contrast to girls improved in motor skills from the first to the third grade, and boys had more concentration problems and multiple problems than girls in both grades 1 and 3. In the first grade low peer acceptance in boys was accompanied by low motor skills. In the third grade, low peer acceptance in boys was accompanied by deficient concentration ability and externalizing problems. For girls, few relationships between low peer acceptance and problems emerged Various explanations for these findings are discussed.

Language: en