To what extent does punishment insensitivity explain the relationship between callous‐unemotional traits and academic performance in secondary school students?

Hwang, Suhlim; Allen, Jennifer L.; Kokosi, Theodora; Bird, Elisabeth

doi:10.1111/bjep.12394

Cited by 8 publications

(1 citation statement)

References 59 publications

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“…Similar to past research highlighting the role of punishment insensitivity in explaining the link between CU traits and low academic achievement (Hwang et al, 2021 ), our results showed that poorer academic engagement was related to higher CU traits and children’s negative responses to discipline. However, the significance of CU traits as a predictor disappeared after controlling for disruptive behavior, instructional methods, and other demographic variables.…”

Section: Discussionsupporting

confidence: 91%

Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study

Cao,

Somerville,

Shou

et al. 2023

Res Child Adolesc Psychopathol

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Atypical responses to teacher rewards, discipline and different forms of instructional methods have been identified as potential contributors to disruptive behavior, low school engagement, and academic underachievement in children with elevated callous-unemotional (CU) traits. To date, research on CU traits in schools has relied on interview or questionnaire methods and has predominantly been conducted in Western countries. Thus, the present study aims to investigate the relationships between CU traits and children’s responses to teacher rewards, discipline and instructional methods in the Chinese preschool context using classroom observation. Eight teachers (7 females, 1 male; M = 37.66 years) and 116 children (56% girls; M = 5.16 years) from two mainstream Chinese preschools participated in the study. Of the 116 eligible children, the behavior of 108 children from four classes were observed during classroom activities. Findings indicated that CU traits were not related to children’s responses to discipline, nor did CU traits moderate the relationship between instructional methods and children’s academic engagement. Higher CU traits predicted a greater frequency of one-to-one teacher-child interaction. Our findings offer initial insights into the potential of early school-based interventions in fostering engagement and prosocial behavior among children with CU traits. However, they also highlight the need for additional support for preschool teachers, who face the challenge of managing these high-risk children who appear to require more individual time and attention.

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Section: Discussionsupporting

confidence: 91%

Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study

Cao,

Somerville,

Shou

et al. 2023

Res Child Adolesc Psychopathol

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Educator Knowledge of Childhood Conduct Problems and Callous-Unemotional Traits

Fleming,

Boulton,

Prasad

et al. 2024

Res Child Adolesc Psychopathol

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Research evaluating mental health literacy (MHL) of adults who support children with mental health difficulties is relatively scarce. To date, no studies have investigated educator knowledge of conduct problems and callous-unemotional (CU) traits. This is a significant gap in the literature since conduct problems are among the most prevalent childhood mental disorders, while CU traits are associated with poor academic, behavioral, and social outcomes in school settings. In the current study, we assessed educators’ knowledge of the characteristics and management of conduct problems and CU traits. Participants were N = 390 preschool and primary/elementary school educators (Mage = 38.62 years, SD = 11.66; 91% woman-identifying; 71% White) who completed a Knowledge Test and survey assessing educator characteristics and various student-educator outcomes. Averaged across items, educators scored 57.1% on the Knowledge Test. We identified gaps in educator knowledge with respect to identifying characteristics associated with distinct domains of externalizing difficulties and evidence-based management strategies. Educators’ years of experience and accreditation status were not associated with knowledge. Paraeducators had significantly lower knowledge scores than teachers and leadership. Unexpectedly, greater knowledge was not associated with better student-teacher relationship quality or more positive perceptions of students with conduct problems. Findings support the need for universal MHL programs focused on conduct problems and CU traits, especially among paraeducators, while also suggesting that more intensive interventions may be required to improve educator-student relationship quality.

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The Influence of Antisocial Behavior and Callous-Unemotional Traits on Trajectories of School Engagement and Achievement in South-Korean Children

Hwang¹,

Waller

Hawes

et al. 2021

J Youth Adolescence

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Poor educational outcomes are common among children with antisocial behavior problems, including among a subgroup of antisocial children with callous-unemotional traits, who show deficits in empathy, guilt, and prosociality. However, few studies have explored the unique contributions of antisocial behavior and callous-unemotional traits to school outcomes and most prior studies have been conducted in Western countries. The current study thus tested associations between callous-unemotional traits, antisocial behavior, and trajectories of school outcomes among South Korean children. Participants aged 10-12 years (N = 218; 52% boys) completed questionnaires assessing antisocial behavior, callous-unemotional traits, verbal ability, and school engagement, and teachers provided children’s Math and Korean grades at three time points during a single academic year. Prospective associations were explored in conditional latent growth curve models. Both antisocial behavior and callous-unemotional traits were related to lower school engagement at the start of the academic year, but the magnitude of the associations was greater for callous-unemotional traits, suggesting a greater adverse effect of callous-unemotional traits on engagement than antisocial behavior. Moreover, children with high levels of callous-unemotional traits showed stable and low levels of school engagement. There were no significant predictive associations between antisocial behavior or callous-unemotional traits and trajectories of academic grades. The findings suggest that interventions aimed at improving educational outcomes among antisocial children should be tailored according to the presence of callous-unemotional traits to target the specific needs of individual students, particularly at the start of the school year.

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To what extent does punishment insensitivity explain the relationship between callous‐unemotional traits and academic performance in secondary school students?

Cited by 8 publications

References 59 publications

Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study

Callous-unemotional Traits and Child Response to Teacher Rewards, Discipline, and Instructional Methods in Chinese Preschools: A Classroom Observation Study

Educator Knowledge of Childhood Conduct Problems and Callous-Unemotional Traits

The Influence of Antisocial Behavior and Callous-Unemotional Traits on Trajectories of School Engagement and Achievement in South-Korean Children

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