Abstract
This study aimed to explore the association between teacher’s type D personality (TDP) and children’s hyperactive behaviors, along with the moderation effect of parental TDP and the mediation effect of the teacher–student relationship. In this prospective study, a total of 25,852 children were surveyed from 2014 to 2016 in Longhua District of Shenzhen, China, and followed up 1 year later. At baseline, parents provided data on parental TDP and children’s hyperactive behaviors, while teachers reported on their TDP. At follow-up, parents provided data on children’s hyperactive behaviors again, and teachers described their relationship with each student. Two-level multilevel logistic models were conducted to assess the influence of a teacher’s TDP, parental TDP, and their interaction on children’s hyperactive behaviors. Mediation analysis was used to examine the mediating role of the teacher–student relationship. Results indicated that teachers’ TDP was not a significant predictor of children’s hyperactive behaviors after 1 year in kindergarten. Conversely, maternal and paternal TDP were prospectively and positively associated with children’s subsequent hyperactive behaviors. However, the children with a TDP teacher, a TDP mother, and/or a TDP father had higher risk of hyperactive behaviors than those with either a TDP teacher or a TDP mother or a TDP father. In addition, the teacher–student relationship was not a significant mediator between teacher’s TDP and children’s hyperactive behaviors. Further, researchers may consider the effect of the combination of teacher’s TDP, maternal TDP, and paternal TDP on hyperactive behaviors in children in further studies.
Highlights
Hyperactive behavior is the main clinical manifestation of attention-deficit/hyperactivity disorder (ADHD) (American Psychiatric Association, 2013) and is one of the most common neurobehavioral conditions in early childhood (Gillberg, 2010)
Based on the recommended cutoff value for the DS14, 11.1% of mothers, 9.1% of fathers, and 9.8% of teachers were classified as type D personality (TDP)
After combining maternal TDP, paternal TDP as well as teacher’s TDP, we found that children having just one parent with TDP, those having both TDP father and TDP mother, those having a TDP mother and a TDP teacher, and those having a TDP mother, a TDP father, and a TDP teacher had higher risk of later hyperactive behaviors
Summary
Hyperactive behavior is the main clinical manifestation of attention-deficit/hyperactivity disorder (ADHD) (American Psychiatric Association, 2013) and is one of the most common neurobehavioral conditions in early childhood (Gillberg, 2010). Prinzie et al demonstrated that parents with the personality dimension of low emotional stability tended to exhibit more parenting behaviors of irritability, anger, meanness, and frustration, which was subsequently associated with an increase in symptoms of externalizing behavior problem (including hyperactive behaviors) in their children (Prinzie et al, 2004). Our previous research found that parental type D personality (TDP) was a risk factor for childhood hyperactive behaviors (He et al, 2019). These findings suggested that the caregivers’ personality can make a contribution to the hyperactive behaviors of their offspring
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