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Final Assignment Statistics II Year 2.4 Psychology

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  • Course
  • Statistics II (P_BSTATIS_2)
  • Institution
  • Vrije Universiteit Amsterdam (VU)

This is the final assignment for the course Statistics II of the second year of psychology. I received an 8.2 for this assignment. You can use this assignment as an example for your own assignment (copying the assignment or parts of it will lead to an automatic fail) and you can use the rubrics I a...

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Document information

  • July 1, 2021
  • 12
  • 2020/2021
  • Essay
  • Unknown
  • 8-9

Subjects

  • statistics
  • ii
  • school
  • performance
  • redi
  • sdq
  • ses
  • psychology
  • vu
  • vrije
  • university
  • amsterdam
  • 2

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  • Vrije Universiteit Amsterdam (VU)
  • Psychologie
  • Statistics II (P_BSTATIS_2)
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Running head: INTERVENING AGAINST NEGATIVE EFFECTS ON SCHOOL
PERFORMANCE 1




Intervening Against Negative Effects on School Performance in Young Dutch Children

Mandy Roosendaal, 2663488

Statistics II

Diana Lucía Gross, Group 31

Word count: 1400

31-03-2021

, INTERVENING AGAINST NEGATIVE EFFECTS ON SCHOOL PERFORMANCE 2


Intervening Against Negative Effects on School Performance in Young Dutch Children

Lamas (2015) defines school performance (SP) as a measure of abilities that express what

children have learned at school; it is the purpose of education and is positively associated with

career outcomes. Keilow et al. (2019) explain that results from the Strengths and Difficulties

Questionnaire (SDQ) are closely associated with SP. Specifically, externalising problems (e.g.,

hyperactivity and inattention) are negatively associated with SP whereas prosocial behaviour

(e.g., obeying rules and helping others) is positively associated with SP. Increasing prosocial

behaviour may compensate for negative effects of externalising problems on SP.

Von Stumm (2017) states that a large gap exists in SP between children from families

with low or high socioeconomic status (SES). She explains that decreased SP in children with

low SES is independent of IQ. Interventions targeted at increasing SP may increase SP of

children with low SES.

This study aims to investigate the influence of strengths and difficulties and SES on SP in

young Dutch children. A Dutch version of the REDI-intervention will be used which, according

to Bierman and Torres (2016), increases the development of executive function (EF) and,

therefore, increases SP. It is expected that externalizing problems measured by the SDQ

negatively predict SP as indicated by the teacher. This relationship is weaker as prosocial

behaviour scores increase. Another expectation is that children with low SES on average score

lower on SP as indicated by their teacher than children with average or high SES. The effect of

SES will be weaker for children in the intervention group than for children in the control groups.

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