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The trajectories of behavioral problems have not been fully elucidated to date, particularly in the Chinese cultural context. This study attempted to delineate the trajectories of internalizing and externalizing problems and their predictors for Chinese children based on a longitudinal study. Three waves of data were collected from parent-reported questionnaires from a survey sample of 520 Chinese parents who had children aged 4 to 7 years. Unconditional and conditional growth mixture modeling was conducted in the study. The results showed that trajectories of internalizing and externalizing problems were heterogeneous in children 4 to 7, including Stable and Low pattern and Decreased pattern. The children’s gender, the number of children, and caregivers’ education levels predicted trajectories of internalizing and externalizing problems. These findings suggest that internalizing and externalizing problems may have different trajectories, and prevention strategies should be implemented based on specific subtypes. Additionally, the findings highlight that many more longitudinal studies should be conducted concerning the internalizing and externalizing problems and to examine their trends.
相似文献Whether teachers maintain their expectation bias for students over time is crucial for understanding self-fulfilling prophecy effects. However, the stability of teacher expectation bias has been largely ignored in the literature. We examined the stability of teacher expectation bias across a sample of teachers and the change trajectories of teacher expectation bias across high-, medium-, and low-expectation teacher groups across all teachers and in the curriculum areas of mathematics, Chinese, and English. Our analyses were based on two-year longitudinal data with four time points from 567 Chinese senior high school students and their 50 teachers. The results showed that across all teachers, teacher expectation bias at the individual student level was dynamic over time. That is, teachers seemed to adjust their initial expectation bias in the first few months but then maintained the adjusted expectation bias afterwards. However, when students moved from Grade 11 to Grade 12 (the last year of high school), teachers seemed to change their expectation bias again. The evidence from HLM analyses further supported these results. That is, all the high- and low-expectation teachers alleviated their initial expectation bias significantly in the first six months and then adhered to their adjusted expectation bias. However, when students moved to the last year of high school, some high- and low-expectation teachers’ expectation biases were volatile again. Nevertheless, most high- and low-expectation teachers (except for Chinese low-expectation teachers) tended to either over-estimate or under-estimate their students across two school years. Further, compared to Chinese and mathematics teachers, English teachers’ biases seemed to be even more stable. Our findings suggested that some teachers consistently over- or under-estimated their students over an extended time period and this could have implications for student outcomes.
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