Papachristou, E;
Flouri, E;
Joshi, H;
Midouhas, E;
Lewis, G;
(2021)
Ability-grouping and problem behavior trajectories in childhood and adolescence: Results from a U.K. population-based sample.
Child Development
10.1111/cdev.13674.
(In press).
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Abstract
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.
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