Hyperactive Behaviors from Childhood to Adolescence: Prospective Outcomes in a Sample of Spanish Children
Bibliographic record
Abstract
The continuity of hyperactivity problems over time has become a major focus of attention for developmental and clinical psychologists. However, research in diverse ethnical and sociocultural contexts is needed so as to identify to what extent the findings are generalizable beyond the settings in which these studies are usually conducted. This work analyzes a) the development of parent-reported hyperactivity from childhood to adolescence in a sample of Spanish children, and b) the implications of hyperactivity in terms of adolescent psychosocial adjustment and personality traits. Longitudinal data collected from a sample of 138 Spanish children over a six-year interval was analyzed. Results show that although hyperactive behaviors tend to decrease as children grow, childhood hyperactive problems are related to relatively high levels of emotional, behavioral and social maladjustment in adolescence; hyperactive behaviors in childhood are also related to high Neuroticism and low Conscientiousness in adolescence. This prospective study confirms, in a Mediterranean European context, the impact of hyperactive behaviors not only for the development of behavioral problems but also for the configuration of personality traits.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".