Moulton, V;
Flouri, E;
Joshi, H;
Sullivan, A;
(2015)
The role of aspirations in young children's emotional and behavioural problems.
British Educational Research Journal
, 41
(6)
pp. 925-946.
10.1002/berj.3188.
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Abstract
Using data from a large UK cohort (n = 11,656), we investigated the determinants of 7-year-old children's aspirations, and the role of these aspirations in emotional and behavioural problems, as reported by both parents and teachers. Aspirations were classified to reflect their occupational status, masculinity/femininity and intrinsic/extrinsic motivation. Children's aspirations had significant antecedents in social disadvantage, parental involvement in learning, parental values and cognitive ability. Children with low occupational aspirations had more emotional problems as reported by both parents and teachers, and more teacher-reported peer problems. In the teacher report, masculine aspirations were also related to hyperactivity. Gender differences in the association between aspirations and emotional and behavioural problems were few and weak. Intrinsic aspirations were related to peer problems, especially in boys. The inverse relation between feminine aspirations and hyperactivity and peer problems was relatively stronger in girls, as was the association between low aspirations and emotional problems.
| Type: | Article |
|---|---|
| Title: | The role of aspirations in young children's emotional and behavioural problems |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/berj.3188 |
| Publisher version: | https://doi.org/10.1002/berj.3188 |
| Language: | English |
| Additional information: | Copyright © 2015 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Education UCL UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10146094 |
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