The Relationship between Self Control Skills and Behavioral Problems among Special Education Primary Grades in Israel

Abstract

Prior research has demonstrated that poor self-control skills in childhood and adolescence are associated with greater behavioral problems (e.g., anger, attention deficits). However, the current study was the first to investigate these associations among the unique sample of special educated Arab-Israeli children, and individual characteristics (e.g., gender, age) that may influence the relationship between self-control and behavioral problems were explored. Participants (n=125) were first or second graders, and both the child’s parent and teacher completed questionnaires assessing the children’s self-control skills and behavioral problems. Self-control skills (both parent and teacher report) were negatively associated with both parent- and teacher-reported behavioral problems (introversive problems (rs>-.50, p<.01), extroversive problems (rs>-.45, p<.01), and general problems (rs>-.52, p<.01)). Females exhibited higher self-control skills (both parent and teacher report) than males (ps<.05), and both females and first graders exhibited fewer behavioral problems (introversive, extroversive, and general problems) than second graders (ps<.05). Thus, the current study highlights the importance of strong self-control skills as a deterrent for developing behavioral problems, which may inform early intervention efforts in Arab-Israeli primary school students.