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Autor/inn/en | Farmer, Thomas W.; Irvin, Matthew J.; Sgammato, Adrienne N.; Dadisman, Kimberly; Thompson, Jana H. |
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Titel | Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors |
Quelle | In: Elementary School Journal, 109 (2009) 3, S.301-321 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-5984 |
DOI | 10.1086/592309 |
Schlagwörter | Interpersonal Competence; Grade 5; Elementary Schools; Rural Schools; Social Adjustment; Academic Achievement; Achievement Tests; Grades (Scholastic); Scores; Peer Relationship; Likert Scales; Student Behavior; Gender Differences Interpersonale Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Grundschule; Volksschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Soziale Anpassung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Notenspiegel; Peer-Beziehungen; Likert-Skala; Student behaviour; Schülerverhalten; Geschlechterkonflikt |
Abstract | 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.) (As Provided). |
Anmerkungen | 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |