An achievement situation describing two children successfully and unsuccessfully performing task in competitive, cooperative, and individualistic reward structures was presented to 400 children across five grade levels. Results showed that different evaluative beliefs about the concepts of ability and reward allocation were associated with each…

First through sixth graders rated behaviors of teachers as they would treat a hypothetical male high or low achiever. Differential treatment was perceived across one-fourth of the teacher behaviors. In some cases, grade level and perceiver characteristics colored perceptions. (Author/RD)

Teacher interactions with second-grade students were coded to investigate sex differences in children's reading and mathematics performance. Results revealed that teachers made more academic contacts with girls in reading and with boys in math and spent relatively more cognitive time with girls in reading and boys in math. (Author/RD)

The classroom as a context affecting memory was investigated using a multiple time-series design. Two undergraduate classes were given quizzes in their regular classroom over a baseline period, were moved to a different room, and finally were returned to their classroom. Moving had a significant deleterious effect. (Author/RD)

Multiple regression analyses were conducted using kindergarten intellectual, academic, and social variables to predict third-grade classroom behavior and achievement. Results indicate that kindergarten social and academic competencies were optimal predictors of later achievement-related behaviors and achievement. A social competence measure of…

The development and validation of three instruments for the multidimensional assessment of a child's classroom behavior are described. The multidimensional nature, internal consistency, and test-retest properties of scales depicting teacher-, peer-, and self-rated behavior are explicated. Principal-components analyses demonstrate the convergent…

Recognition memory for sentences from a classroom lecture was tested as a function of lecture instructions, length of retention interval, and item type. With immediate testing, subjects differentiated original sentences from reworded and inferential statements similar in meaning. Only inferences were recognized as not having been presented after…

Fourth- through sixth-grade classrooms were observed, and a social climate questionnaire and the Test Anxiety Scale for Children were administered. Analysis of variance showed that high-structured classrooms had the most work involvement. Both high child activity and low control by teachers were related to more active deviancy. (Author/RD)

The Prisoner's Dilemma Game and locus of control measures were administered to eighth graders enrolled in an open or closed space school. Open-space students developed cooperative interdependence and made seating choices indicative of anticipated peer interaction most frequently. Interactions involving sex and race were obtained for cooperation…

Two experiments examined the possibility that student expectations regarding teacher competence can be communicated to the teacher and bring about expected behavior. Results showed significant differences in student attitudes, performance, and nonverbal behavior according to expectation. Positive and negative nonverbal student behaviors had…

Undergraduates and graduates indicated their degree of satisfaction with their major department. Two highly correlated factors, General Satisfaction with Major and Satisfaction with Mentorship, were obtained. Factor scores did not differ for class level, grade point average, sex, field of study, or reason for choosing their major. (Author/RD)

Fifth- through twelfth-grade students completed a causal attribution questionnaire and were asked to choose one of three games to play. Students who attributed their own success on achievement tasks to ability, effort, or luck were more likely to prefer to perform tasks that were compatible with such beliefs. (Author/RD)

The effects of a social model on first- and second-grade children's persistence in problem solving were studied using a wire-puzzle task. Both duration of effort and success of the model significantly affected children's persistence,compared with that of a control group. (Author/RD)

Mirror-image animal and nonanimal words of three to six letters were presented to subjects in a reaction time categorization task. A significant interaction of Word Length X Block was found for words presented over all four blocks. A shift from component to holistic processing was found for the repeated words. (Author/RD)

An educational psychology course was taught to four classes of undergraduates according to four treatments that varied in the amount of teacher structuring and student participation. Aptitude, achievement, and attitude measures were administered. Generalized regression analysis indicated significant aptitude-treatment interactions for achievement…