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.
ASJC Scopus subject areas
- Developmental and Educational Psychology