Social interactions in preschool and a child's gender are, in cross‐sectional studies, related to the child's overall levels of hyperactive behaviour and engagement in preschool activities. However, whether social interaction and gender can predict children's engagement and hyperactivity is not thoroughly investigated. This study aims to investigate the longitudinal influence of gender, child‐to‐child interaction, and teacher responsiveness on the association between trajectories of children's levels of core engagement and hyperactive behaviour. It was hypothesized that peer‐to‐child interaction and teacher responsiveness in preschool settings are related to positive change in engagement among children with hyperactive behaviour, especially for boys.

中文翻译：

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社会互动和性别作为影响学龄前儿童参与和多动行为轨迹的因素

在横断面研究中，学龄前社会互动和孩子的性别与孩子的多动行为的整体水平和学前活动的参与度有关。然而，社会互动和性别是否可以预测儿童的参与度和多动症尚未得到彻底调查。本研究旨在调查性别、儿童与儿童之间的互动和教师反应对儿童核心参与水平轨迹与多动行为之间关联的纵向影响。据推测，学龄前环境中的同伴互动和教师反应与多动行为儿童（尤其是男孩）的参与度发生积极变化有关。