ERIC Number: ED047334
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Prediction of Social Adjustment Over an Eight Year Period.; Correlates and Long-Range Implications of Classroom Aggression.; Prediction of Academic Achievement of Children Who Display Aggressive-Disruptive Classroom Behavior.
Feldhusen, John F.; And Others
These papers focus on early identification, by classroom teachers, of children who, without planned intervention, are likely to eventually display poor social adjustment, low academic achievement and/or delinquency. The research indicates that there are valid predictors of these outcomes. Classroom teachers of selected elementary grades nominated, for study, aggressive/disruptive children and socially acceptable/productive children. Random samples were drawn. For all the studies, predictors and criteria are made explicit. Significant predictors were found for later social adjustment: (1) classroom behavior traits, (2) arithmetic achievement, (3) response to a sentence completion test, (4) a child's parents' marital relationship, and (5) maternal discipline. Significant factors were also found for academic achievement: (1) teacher ratings of social adjustment, (2) I.Q., (3) sex, (4) scores on a behavioral problems checklist, (5) parents' education level, and (6) classroom behavior. Both poor social adjustment and low academic achievement are correlated with aggressive/disruptive behavior and all three are correlated significantly with eventual delinquent behavior in the community. Early identification and individualized intervention are urged. Remediation and behavior modification are highly recommended. (TL)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Bethesda, MD.
Authoring Institution: Purdue Univ., Lafayette, IN.; Wisconsin State Univ., Eau Claire.
Note: Paper presented at the American Educational Research Association Convention in New York, New York, February 4-7, 1971