Abstract
The purpose of this research was to identify possible behavioral subtypes of low- achieving elementary school children and to examine the extent to which these children experience difficulties in their peer relationships in school. Thirty-three low- achieving second- through fifth-grade students and a matched sample of average- achieving children were identified. A cluster analysis was conducted using peer assessment measures of cooperative, disruptive, aggressive, and shy behavior. Results revealed two distinct subtypes of low-achieving children, an aggressive-disruptive group and a nonaggressive but somewhat shy group. Low-achieving, aggressive-disruptive children were less socially accepted and more rejected than average-achieving children. These children were also rated by teachers as having more difficulty handling problematic social situations than either average-achieving children or low-achieving, nonaggressive children. Low-achieving, nonaggressive children did not differ from average-achieving children in peer sociometric status or in their ability to handle social problem situations. Implications for social skills intervention are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 487-498 |
| Number of pages | 12 |
| Journal | Journal of Applied Developmental Psychology |
| Volume | 11 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1990 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Applied Psychology
- Developmental and Educational Psychology
- Education
Cite this
Behavioral subtypes of low-achieving children : Differences in school social adjustment. / Taylor, Angela R.
In: Journal of Applied Developmental Psychology, Vol. 11, No. 4, 1990, p. 487-498.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Behavioral subtypes of low-achieving children
T2 - Differences in school social adjustment
AU - Taylor, Angela R
PY - 1990
Y1 - 1990
N2 - The purpose of this research was to identify possible behavioral subtypes of low- achieving elementary school children and to examine the extent to which these children experience difficulties in their peer relationships in school. Thirty-three low- achieving second- through fifth-grade students and a matched sample of average- achieving children were identified. A cluster analysis was conducted using peer assessment measures of cooperative, disruptive, aggressive, and shy behavior. Results revealed two distinct subtypes of low-achieving children, an aggressive-disruptive group and a nonaggressive but somewhat shy group. Low-achieving, aggressive-disruptive children were less socially accepted and more rejected than average-achieving children. These children were also rated by teachers as having more difficulty handling problematic social situations than either average-achieving children or low-achieving, nonaggressive children. Low-achieving, nonaggressive children did not differ from average-achieving children in peer sociometric status or in their ability to handle social problem situations. Implications for social skills intervention are discussed.
AB - The purpose of this research was to identify possible behavioral subtypes of low- achieving elementary school children and to examine the extent to which these children experience difficulties in their peer relationships in school. Thirty-three low- achieving second- through fifth-grade students and a matched sample of average- achieving children were identified. A cluster analysis was conducted using peer assessment measures of cooperative, disruptive, aggressive, and shy behavior. Results revealed two distinct subtypes of low-achieving children, an aggressive-disruptive group and a nonaggressive but somewhat shy group. Low-achieving, aggressive-disruptive children were less socially accepted and more rejected than average-achieving children. These children were also rated by teachers as having more difficulty handling problematic social situations than either average-achieving children or low-achieving, nonaggressive children. Low-achieving, nonaggressive children did not differ from average-achieving children in peer sociometric status or in their ability to handle social problem situations. Implications for social skills intervention are discussed.
UR - http://www.scopus.com/inward/record.url?scp=38249017189&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=38249017189&partnerID=8YFLogxK
U2 - 10.1016/0193-3973(90)90022-C
DO - 10.1016/0193-3973(90)90022-C
M3 - Article
AN - SCOPUS:38249017189
VL - 11
SP - 487
EP - 498
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
SN - 0193-3973
IS - 4
ER -