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ERIC Number: EJ826179
Record Type: Journal
Publication Date: 2009-Jan
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors
Farmer, Thomas W.; Irvin, Matthew J.; Sgammato, Adrienne N.; Dadisman, Kimberly; Thompson, Jana H.
Elementary School Journal, v109 n3 p301-321 Jan 2009
This study examined interpersonal competence configurations in a sample of 315 fifth-grade students (170 girls and 145 boys) from 8 elementary schools in the Appalachian region. Teachers completed the Interpersonal Competence Scale-Teacher (ICS-T) for each student. The ICS-T consists of 18 7-point Likert scales to assess academic achievement, aggression, internalizing behavior, popularity, social skills, and athletic ability/attractiveness. Teachers also completed scales pertaining to social adaptation. Students completed peer behavioral assessments, sociometric surveys, and social network surveys. Nearly 40% of students were in high-competence configurations characterized by high teacher ratings on academic, behavioral, and social adjustment. These configurations were associated with high end-of-year grades and standardized achievement test scores and with positive peer relationships. In contrast, 16% of girls and 27% of boys were in high-risk configurations characterized by high teacher ratings of academic, behavioral, and social difficulties. These configurations were associated with low end-of-year grades and standardized test scores and with social and behavioral difficulties that are predictive of later adjustment problems. We also identified moderate-risk configurations that tended to fall between high-competence and high-risk configurations in terms of their relation to academic achievement and peer relations. Implications for interventions are discussed. (Contains 13 tables.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305L030162