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Understanding Externalizing Behavior Problems

This document discusses the classification of externalizing behavior problems (EBPs) versus internalizing behavior problems (IBPs) in students. It notes that EBPs are negative external behaviors reflecting issues in a child's external environment, while IBPs are negative emotions and moods leading to disorders like depression or anxiety. The document reviews different frameworks for categorizing EBPs, such as aggression, property damage, and reputation infringement. It then examines studies finding stronger correlations between teacher-student relationships and EBPs than IBPs. For its meta-analysis, the document focuses on this link between relationships and EBPs, using delinquency, aggression, hyperactivity, and conduct problems as indicators.

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Safia Mohammad
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15 views1 page

Understanding Externalizing Behavior Problems

This document discusses the classification of externalizing behavior problems (EBPs) versus internalizing behavior problems (IBPs) in students. It notes that EBPs are negative external behaviors reflecting issues in a child's external environment, while IBPs are negative emotions and moods leading to disorders like depression or anxiety. The document reviews different frameworks for categorizing EBPs, such as aggression, property damage, and reputation infringement. It then examines studies finding stronger correlations between teacher-student relationships and EBPs than IBPs. For its meta-analysis, the document focuses on this link between relationships and EBPs, using delinquency, aggression, hyperactivity, and conduct problems as indicators.

Uploaded by

Safia Mohammad
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Some researchers maintain that behavior problems should be classified as externalizing behavior

problems (EBPs) vs. internalizing behavior problems (IBPs; Achenbach and Dumenci, 2001).
EBPs are individual reflections regarding an external environment with negative external
behaviors (Liu, 2004). Researchers have adopted different standards for classifying EBPs. For
example, consider two dimensions: openness–concealment and destructive–non-destructive.
Loeber et al. (2000) believe that EBPs should be divided into aggression, agonistic behavior,
property damage, and reputation infringement. Based on individual behaviors, Cai and Zhou
(2006) argued that EBPs should be divided into hyperactivity, aggression, and conduct problems.
In contrast, IBPs are negative moods and emotions that lead to emotional disorder, including
depression, anxiety, withdrawal, and guilt (Zanh–Waxler et al., 2000).
Highlighting these definitions of behavior problems clarifies various concepts' theoretical
boundaries that determine the nature, direction, and veracity of research inquiries. According to
these definitions, EBPs tend to be explicit and more destructive than IBPs. More importantly,
several studies found that the correlation between affective TSRs and EBPs was stronger than
that the correlation between affective TSRs and IBPs (Zhang and Sun, 2011; Gyllborg, 2013).
Therefore, this study used a meta-analysis to explore the link between affective TSRs and
students' EBPs, and excluded IBPs.
Researchers used different indicators of EBPs. For example, Achenbach (1991) developed
the Achenbach child-behavior checklist (CBCL), according to which EBPs included delinquent
behavior and aggressive behavior; Reynolds (2004) developed the Behavior Assessment System
for Children–Teacher Rating Scales for Children (BASC–TRS), in which EBPs include
hyperactivity, aggression, and conduct problems. Thus, in accordance with these previous
studies, this study will consider delinquency, aggression, hyperactivity, and conduct problems as
indicators of EBPs.

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