Behavioral problems of tutoring behaviors in senior primary school students in Bangkok.

Abstract

Background : Taking time too much for studying of senior primary school students is one of the key components for a children’s mental health that can be expressed by behaviors. This study compared of behaviors of two groups, i.e., children who had tutoring and those without tutoring at senior primary schools in Bangkok.

Objective : To study the children’s behaviors who were studying at senior primary schools. The difference between the children who had and who do not have tutoring behaviors, and factors related to children’s behavioral problems.

Design : A cross - sectional descriptive study.

Setting : School Office of the Basic Education Commission in Bangkok.

Materials and Methods : In total, 422 subjects were senior primary school students in the Bangkok. The study is a descriptive research using purposive sampling. Data collected included: personal information, tutoring behaviors and the strengths and difficulties questionnaire (SDQ). Data analyses were done using Pearson correlation, independent t-test, one way ANOVA and multiple regression analysis.

Results : Result from children and parents found that children have an average score of behavioral problems (total difficulties score) 17.5 and 25.8 accordance. Results from the difference between children who had tutoring behaviors and who do not have tutoring behaviors were not significant of behavioral problems. Prevalence of behavioral problems is similar to normal children’s behavioral problems, so tutoring behaviors is not a one of the key components for a children’s mental health. The factors from children that were significant are: sex (p <0.05) and school records (p <0.05). The factors from parents that were significant are: parental status (p <0.01), parental education (p <0.01) and school records (p <0.01).

Conclusion : Behavioral problems in senior primary school students is similar to behavioral problems of normal children and between the children who had tutoring behaviors and Who do not have tutoring behaviors were not significant. Factors related to behavioral problems are sex, parents’ status, parents’ education and school records.