The goal of this study is to broaden the scope of a conceptual model for child behavior by analyzing constructs relevant to cognition, conation, and affect. Two samples were drawn from school populations. For the first sample, 28 teachers from 8 rural, suburban, and urban schools rated 193 kindergarten children. Each teacher rated up to eight children, half of whom were white, half black. In the second sample, 12 kindergarten teachers from the 6 schools of a small urban community rated the 293 children in their classrooms, using the Classroom Behavior Inventory. Scales measuring the two major dimensions of the circumplex model for social and emotional behavior were supplemented with scales measuring conation/motivation and cognition. Factor analyses of scale scores for the two samples (including a principal factor analysis and varimax rotation) identified major dimensions of classroom behavior. Scales and factors were arranged according to Guttman's order of neighboring. A three-dimensional model was generated with plots of the factor loadings, and a generalized model was developed which integrated previous research on circumplex models. Results are discussed. (RH)