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Assessing Type A behavior in children: A longitudinal exploration of the overlap between Type A behavior and hyperactivity
Author(s) -
Nyberg Lilianne,
Bohlin Gunilla,
Hagekull Berit
Publication year - 2004
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/j.1467-9450.2004.00389.x
Subject(s) - psychology , conceptualization , developmental psychology , type a and type b personality theory , attention deficit hyperactivity disorder , clinical psychology , social psychology , personality , artificial intelligence , computer science
Nyberg, L., Bohlin, G. & Hagekull, B. (2004). Assessing Type A behavior in children: A longitudinal exploration of the overlap between Type A behavior and hyperactivity. Scandinavian Journal of Psychology , 45 , 145–156. Child Type A behavior and its relation to hyperactivity were investigated developmentally using a longitudinal normal sample of 91 children (46 boys and 45 girls) between the ages of 4 and 8–9. In light of the overlap found in several studies between Type A behavior, as measured by the Matthews Youth Test for Health (MYTH) questionnaire, and hyperactivity measured by questionnaires, an attempt was made to measure Type A behavior as distinct from hyperactivity using behavioral observations. The MYTH questionnaire and behavioral observations were used to assess Type A behavior and questionnaire‐based measures and behavioral observations were used to assess hyperactivity. Predictions were made regarding individual stability in phenomena and in measures. The results indicated considerable stability in the respective Type A and hyperactivity measures over time, and further, that behavioral observations make it possible to measure Global Type A behavior and Type A Competitiveness as distinct from hyperactivity, although the status of Type A Impatience at early ages is not yet settled. The MYTH and the observed Type A behavior showed differential relations to external criteria, such as achievement measures and problem behavior. This has implications for future measurement and perhaps conceptualization of Type A behavior in children, and thereby also for studying the developmental aspects of Type A behavior.