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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ304985
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Comparison of Social Problem Solving of Children from Open and Traditional Classrooms; A Two-Year Longitudinal Study.
Fry, P. S.; Addington, Jean
Journal of Educational Psychology, v76 n2 p318-29 Apr 1984
Two groups of children who had attended open and traditional classrooms, respectively, for three years were compared. Multivariate analyses of repeated measures showed that open-classroom subjects had higher scores in social problem-solving cognitions, self-esteem, and ego strength. (Author/BW)
Descriptors: Classroom Observation Techniques, Interpersonal Competence, Longitudinal Studies, Open Education, Primary Education, Problem Solving, Questionnaires, Self Contained Classrooms, Self Esteem, Social Cognition, Social Development
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Ego Strength
Note: This study was supported in part by a 1979 grant from the Alberta Mental Health Advisory Council, Edmonton.