Cohort Profile: The Quebec Longitudinal Study of Kindergarten Children (QLSKC)

Cohort Profile: The Quebec Longitudinal Study of Kindergarten Children (QLSKC)

Cohort Profile: The Quebec Longitudinal Study of Kindergarten Children (QLSKC)

Cohort Profile: The Quebec Longitudinal Study of Kindergarten Children (QLSKC)s

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Référence bibliographique [11877]

Rouquette, Alexandra, Côté, Sylvana M., Pryor, Laura E., Carbonneau, René, Vitaro, Frank et Tremblay, Richard E. 2012. «Cohort Profile: The Quebec Longitudinal Study of Kindergarten Children (QLSKC) ». International Journal of Epidemiology, vol. 43, no 1, p. 23-33.

Fiche synthèse

1. Objectifs


Intentions :
«The Quebec Longitudinal Study of Kindergarten Children (QLSKC) was originally designed to study the prevalence of behaviour problems during the elementary school years using a developmental perspective. […] Four major aims were defined: (i) to describe children’s developmental trajectories of behaviour problems from entry into kindergarten to adolescence, (ii) to identify kindergarten children at risk of behaviour problems over the course of their elementary school education, (iii) to identify protective factors that enable at-risk children to succeed in school and be socially well-adapted, (iv) to contribute to the development of prevention programmes for at-risk children.» (p. 23)

2. Méthode


Échantillon/Matériau :
«The study is based on a cohort of 3017 children attending kindergarten in French-speaking state schools in the province of Quebec in the 1986–87 and 1987–88 school years. Children aged 6 […] years at baseline were followed until adulthood, thus allowing for data collections during three important developmental stages: childhood, adolescence and early adulthood. […] To date, 12 data collections have been conducted over 24 years (1986–2010), and three generations of participants have been involved in the study (i.e. the study child, his parents and the study child’s first child).» (p. 24)

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé


«Trajectories of externalized (hyperactivity, impulsiveness, aggressiveness) and internalized (anxiety, withdrawal, inattention) symptomatology have been described throughout childhood and linked to both subsequent outcomes and psycho-social and environmental factors. Boys’ and girls’ conduct disorder during adolescence was shown to be associated with elementary school developmental profiles of aggression, opposition, hyperactivity, fearfulness and helpfulness. Girls’ hyperactivity and physical aggression during childhood were shown to be linked with many adjustment problems in early adulthood: nicotine use, psychological and physical aggression in intimate partner relationships, low education, early pregnancy and welfare assistance. The study of the developmental trajectories of hyperactivity and inattention during childhood showed that inattention, rather than hyperactivity, predicted long-term educational attainment. […] The main findings concern the correlates of suicide attempts among those with suicidal ideations (axis I psychopathology, female sex and childhood sexual abuse) and the prevalence of non-fatal suicidal behaviours in adolescent and young adults. One study reported that developmental trajectories of anxiety and disruptiveness (aggression and physical aggression) during elementary school predicted suicide attempts during early adulthood. Anxious-disruptive girls and disruptive boys were more likely than their peers to have made suicide attempts by early adulthood.» (p. 30)