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Hyperactivity and its relationship to personal and social variables
Author
Ng, Beryl Kwee Chen
Supervisor
Ang, Rebecca P.
Abstract
The purpose of this study is to examine the impact of hyperactivity on children's locus of control, self-reliance, self-esteem and social skills. A review of literature indicated that hyperactivity is related to an external locus of control and poor social skills. However, research on hyperactivity, self-reliance and self-esteem seem inconclusive. The same holds true for hyperactivity in relation to gender.
The participants were 401 Primary 3 and Primary 5 pupils from three co-education government neighbourhood schools situated in the western region of Singapore. The sample consisted of 219 boys and 182 girls. Twelve form teachers of the respective classes selected in the study were also asked to provide information on their perception of their class pupils' personal and social characteristics. The Self-Report of Personality for children (SRP-C) and Teacher Rating Scales (TRS) from the Behaviour Assessment System for Children (BASC, Reynolds & Kamphaus, 1992) were used to measure the following variables : hyperactivity, locus of control, self-reliance, self-esteem and social skills.
The main statistical technique used to investigate the hypotheses was t-tests. Another technique, namely correlations, was also employed. The results of correlational analyses and t-tests showed that children at-risk for hyperactivity have an external locus of control compared to children not at-risk for hyperactivity. No significant differences were found in children at-risk for hyperactivity and children not at-risk for hyperactivity on self-reliance and self-esteem. Findings indicate that children at-risk for hyperactivity and children not at-risk for hyperactivity do not differ in terms of their self-reliance and self-esteem. It was also found that children at-risk for hyperactivity have poorer social skills as compared to children not at-risk for hyperactivity. For gender differences, more boys than girls were found to be at-risk for hyperactivity.
The research is limited to a sample from three neighbourhood schools in the western region of the country. While self-reports and teacher-ratings were used, employing observational methods and interviews would enhance the information gathering process and render the results more reliable. Future work involving clinical samples of hyperactive children and children with comorbid hyperactivity and other disabilities, for example, learning disabilities, would enrich the field of knowledge in the condition of hyperactivity.
The participants were 401 Primary 3 and Primary 5 pupils from three co-education government neighbourhood schools situated in the western region of Singapore. The sample consisted of 219 boys and 182 girls. Twelve form teachers of the respective classes selected in the study were also asked to provide information on their perception of their class pupils' personal and social characteristics. The Self-Report of Personality for children (SRP-C) and Teacher Rating Scales (TRS) from the Behaviour Assessment System for Children (BASC, Reynolds & Kamphaus, 1992) were used to measure the following variables : hyperactivity, locus of control, self-reliance, self-esteem and social skills.
The main statistical technique used to investigate the hypotheses was t-tests. Another technique, namely correlations, was also employed. The results of correlational analyses and t-tests showed that children at-risk for hyperactivity have an external locus of control compared to children not at-risk for hyperactivity. No significant differences were found in children at-risk for hyperactivity and children not at-risk for hyperactivity on self-reliance and self-esteem. Findings indicate that children at-risk for hyperactivity and children not at-risk for hyperactivity do not differ in terms of their self-reliance and self-esteem. It was also found that children at-risk for hyperactivity have poorer social skills as compared to children not at-risk for hyperactivity. For gender differences, more boys than girls were found to be at-risk for hyperactivity.
The research is limited to a sample from three neighbourhood schools in the western region of the country. While self-reports and teacher-ratings were used, employing observational methods and interviews would enhance the information gathering process and render the results more reliable. Future work involving clinical samples of hyperactive children and children with comorbid hyperactivity and other disabilities, for example, learning disabilities, would enrich the field of knowledge in the condition of hyperactivity.
Date Issued
2003
Call Number
RJ506.H9 Ng
Date Submitted
2003