Peer problems mediate the relationship between developmental coordination disorder and behavioral problems in school-aged children

Wagner, Mat­thias; Bös, Klaus; Jaščenoka, Julia; Jekauc, Darko; Petermann, Franz

doi:10.1016/j.ridd.2012.05.012

Cited by 58 publications

(50 citation statements)

References 51 publications

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“…Secondary environmental risk factors are defined as interpersonal conflicts with peers, teachers or parents. Corresponding cross-sectional research linking motor coordination problems with psychological distress via secondary environmental risk factors is provided by Wagner et al (2012) who state that the relationship between DCD and internalizing as well as externalizing problems in school-aged children is at least partially mediated by peer problems. When focusing on the second part of the mediation, Mancini et al (2016) assume the negative impact of interpersonal conflicts on psychological distress to be buffered by protective factors which they differentiate between social and personal resources.…”

Section: Introductionmentioning

confidence: 99%

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

2016

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The aim of this paper was to contribute to the elaboration of the Environmental Stress Hypothesis framework by testing eight hypotheses addressing the direct impact of gross motor coordination problems in elementary-school on selected physical, behavioral and psychosocial outcomes in adolescence. Results are based on a longitudinal sample of 940 participants who were (i) recruited as part of a population-based representative survey on health, physical fitness and physical activity in childhood and adolescence, (ii) assessed twice within 6 years, between the ages of 6 and 10 years old as well as between the ages of 12 and 16 years old (Response Rate: 55.9%) and (iii) classified as having gross motor coordination problems (N = 115) or having no gross motor coordination problems (N = 825) at baseline. Motor tests from the Körperkoordinationstest, measures of weight and height, a validated physical activity questionnaire as well as the Strength and Difficulties Questionnaire were conducted. Data were analyzed by use of binary logistic regressions. Results indicated that elementary-school children with gross motor coordination problems show a higher risk of persistent gross motor coordination problems (OR = 7.99, p < 0.001), avoiding organized physical activities (OR = 1.53, p < 0.05), an elevated body mass (OR = 1.78, p < 0.05), bonding with sedentary peers (OR = 1.84, p < 0.01) as well as emotional (OR = 1.73, p < 0.05) and conduct (OR = 1.79, p < 0.05) problems in adolescence in comparison to elementary-school children without gross motor coordination problems. However, elementary-school children with gross motor coordination problems did not show a significantly higher risk of peer problems (OR = 1.35, p = 0.164) or diminished prosocial behavior (OR = 1.90, p = 0.168) in adolescence, respectively in comparison to elementary-school children without gross motor coordination problems. This study is the first to provide population-based longitudinal data ranging from childhood to adolescence in the context of the Environmental Stress Hypothesis which can be considered a substantial methodological progress. In summary, gross motor coordination problems represent a serious issue for a healthy transition from childhood to adolescence which substantiates respective early movement interventions.

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Section: Introductionmentioning

confidence: 99%

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

2016

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“…However, these studies were based on retrospective reports from individuals at low risk for peer victimization and motor problems (i.e., healthcare workers across Sweden [27], Swedish university students [28], and Dutch youths [29]. Based on clinical experience, we hypothesized that poor motor skills and social skills deficits may represent different aspects of shared neurodevelopmental dysfunction [30-32]. In such a case, either or both could serve as risk factors for peer victimization and thereby constitute targets for preventive measures [28,29].…”

Section: Introductionmentioning

confidence: 99%

Childhood clumsiness and peer victimization: a case–control study of psychiatric patients

Bejerot

Humble

2013

BMC Psychiatry

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BackgroundPoor motor and social skills as well as peer victimization are commonly reported in both ADHD and autism spectrum disorder. Positive relationships between poor motor and poor social skills, and between poor social skills and peer victimization, are well documented, but the relationship between poor motor skills and peer victimization has not been studied in psychiatric populations.Method277 patients (133 males, 144 females), mean age 31 years, investigated for ADHD or autism spectrum disorder in adulthood and with normal intelligence, were interviewed about childhood peer victimization and examined for gross motor skills. The parents completed a comprehensive questionnaire on childhood problems, the Five to Fifteen. The Five to Fifteen is a validated questionnaire with 181 statements that covers various symptoms in childhood across eight different domains, one of them targeting motor skills. Regression models were used to evaluate the relationship between motor skills and the risk and duration of peer victimization, adjusted for sex and diagnosis.ResultsVictims were described as more clumsy in childhood than their non-victimized counterparts. A significant independent association was found between reportedly poor childhood gross motor skills and peer victimization (adjusted odds ratio: 2.97 [95% confidence interval: 1.46-6.07], n = 235, p = 0.003). In adulthood, the victimized group performed worse on vertical jumps, a gross motor task, and were lonelier. Other factors that were expected to be associated with peer victimization were not found in this highly selected group.ConclusionPoor gross motor skills constitute a strong and independent risk factor for peer victimization in childhood, regardless of sex, childhood psychiatric care and diagnosis.

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“…Francis & Piek, 2003;Hill & Brown, 2013;Lingam et al, 2012;Skinner & Piek, 2001;Wagner, Bös, Jascenoka, Jekauc, & Petermann, 2012). Previous studies often used DCD samples to investigate the psychosocial consequences of poor motor skills (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies often used DCD samples to investigate the psychosocial consequences of poor motor skills (e.g. For example, Wagner et al (2012) found that peer problems mediate the relationship between motor skills and internalizing problems in children aged 5 to 11 years with DCD. However, there is growing recognition that the relationship between motor skills and psychosocial well-being may not be confined to only those with clinical motor difficulties such as developmental coordination.…”

Section: Introductionmentioning

confidence: 99%

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

Mancini

Rigoli

Roberts

et al. 2017

Infant and Child Development

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Poor motor skills have been associated with a range of interpersonal and intrapersonal difficulties, including poor self‐competence, peer problems, and internalizing problems such as anxiety and depression. The Elaborated Environmental Stress Hypothesis provides a theoretical framework for understating these relationships. Studies have recently begun to evaluate this framework; however, ongoing empirical investigation is required. Currently, the extent to which these relationships may differ across factors such as gender remains unclear. The current study tests an indirect effect of motor skills on internalizing problems via peer problems and perceived self‐competence in a community sample of 164 children (81 males; 83 females) aged 7 to 12 years. A combination of clinician‐administered, self‐report, and parent‐rated measures were used. Regression analysis using PROCESS indicated that the relationship between motor skills and internalizing problems was not moderated by gender. Motor skills did have an indirect effect on internalizing problems via perceived scholastic competence and peer problems. Results provide partial support for part of the Elaborated Environmental Stress Hypothesis; perceived scholastic competence and peer problems are mechanisms through which motor skills are related to internalizing problems in school‐aged children. This study highlights potentially important targets for psychomotor interventions for this age group. Highlights The Environmental Stress Hypothesis suggests that motor skills may have an indirect effect on internalizing problems via factors such as peer problems and perceived self-competence. A community sample of 164 children aged 7–12 years provided measures of motor skills and psychosocial functioning. Motor skills had an indirect effect on internalizing problems via perceived scholastic competence and peer problems. This relationship was not moderated by gender.

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Peer problems mediate the relationship between developmental coordination disorder and behavioral problems in school-aged children

Cited by 58 publications

References 51 publications

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

Childhood clumsiness and peer victimization: a case–control study of psychiatric patients

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

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