Academic Success and Classroom Behavior in Secondary Schools

Swift, Marshall S.; Spivack, George
February 1973
Exceptional Children;Feb1973, Vol. 39 Issue 5, p392
Academic Journal
Described herein is the classroom functioning of 602 students attending eight different urban ghetto schools. Measurement of overt classroom behavior and its relation to achievement success or failure is presented and analyzed. A broad range of behaviors are assessed including levels of reasoning ability, verbal productivity, original and independent thinking, anxiety, rapport, obstreperousness, negativism, withdrawal, and expression of inability to cope with achievement demands. Norms for urban students are presented. No differences were found when the urban sample was compared with a surburban middle class sample for levels of reasoning ability, originality, or independence of thought. Students achieving poorly manifested failure with a variety of identifiable behavior patterns. It was concluded that this information is of value to teachers and mental health workers who wish to communicate about and effectively program for students with achievement difficulties at the high school level.


Related Articles

  • Somatic Complaints in Children with Anxiety Disorders and their Unique Prediction of Poorer Academic Performance. Hughes, Alicia A.; Lourea-Waddell, Brittany; Kendall, Philip C. // Child Psychiatry & Human Development;Jun2008, Vol. 39 Issue 2, p211 

    The present study aimed to examine somatic complaints in children with anxiety disorders compared to non-anxious control children and whether somatic complaints predict poorer academic performance. The sample consisted of 108 children and adolescents (aged 8–14 years) assessed by a...

  • BEHAVIOR AND ACADEMICS. Viadero, Debra // Education Week;11/28/2007, Vol. 27 Issue 13, p4 

    The article discusses the link between behavioral problems in school children and academic achievement. It explains that the factors with the most influence on student performance are early reading skills and mathematical ability. Behavioral problems in children such as being withdrawn,...

  • The multidimensional evaluation and treatment of anxiety in children and adolescents: rationale, design, methods and preliminary findings. Salum, Giovanni Abrahão; Isolan, Luciano Rassier; Bosa, Vera Lúcia; Tocchetto, Andrea Goya; Teche, Stefania Pigatto; Schuch, Ilaine; Costa, Jandira Rahmeier; de Abreu Costa, Marianna; Jarros, Rafaela Behs; Mansur, Maria Augusta; Knijnik, Daniela; Silva, Estácio Amaro; Kieling, Christian; Oliveira, Maria Helena; Medeiros, Elza; Bortoluzzi, Andressa; Toazza, Rudineia; Blaya, Carolina; Leistner-Segal, Sandra; de Salles, Jerusa Fumagalli // Revista Brasileira de Psiquiatria;jun2011, Vol. 33 Issue 2, p181 

    Objective: This study aims to describe the design, methods and sample characteristics of the Multidimensional Evaluation and Treatment of Anxiety in Children and Adolescents - the PROTAIA Project. Method.- Students between 10 and 17 years old from all six schools belonging to the catchment area...

  • Teacher Awareness of Anxiety Symptoms in Children. Layne, Ann E.; Bernstein, Gail A.; March, John S. // Child Psychiatry & Human Development;Jun2006, Vol. 36 Issue 4, p383 

    The present study aimed to determine which anxiety symptoms in children are associated with teacher awareness and whether teacher awareness differs according to student age and gender. The Multidimensional Anxiety Scale for Children (MASC) was completed by 453 second through fifth grade students...

  • Relations Between Behavioral Inhibition, Big Five Personality Factors, and Anxiety Disorder Symptoms in Non-Clinical and Clinically Anxious Children. Vreeke, Leonie; Muris, Peter // Child Psychiatry & Human Development;Dec2012, Vol. 43 Issue 6, p884 

    This study examined the relations between behavioral inhibition, Big Five personality traits, and anxiety disorder symptoms in non-clinical children ( n = 147) and clinically anxious children ( n = 45) aged 6-13 years. Parents completed the Behavioral Inhibition Questionnaire-Short Form, the Big...

  • Childhood Anxiety.  // Good Medicine (Australian Consolidated Press);May2004, p15 

    Deals with the signs of anxiety in children. Decline in their performance in school; Complaints of constant tiredness; Feelings of unworthiness; Bet-wetting.

  • Children May Have Delayed Emotional Response to the Columbia Space Shuttle Tragedy.  // Journal of Psychosocial Nursing & Mental Health Services;Apr2003, Vol. 41 Issue 4, p11 

    The article states that children may have delayed emotional response to the Columbia Space Shuttle tragedy. According to neuropsychologist Peter L. Stavinoha, parents should observe their children for behavioral changes that may be related to the incident. Some symptoms of the behavioral changes...

  • Comparing Brief and Extended Wait-Time During Small Group Instruction for Children with Challenging Behavior. Tincani, Matt; Crozier, Shannon // Journal of Behavioral Education;Mar2008, Vol. 17 Issue 1, p79 

    This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased children�s response opportunities,...

  • TRATAMIENTO CONDUCTUAL DE UN CASO DE TRASTORNO DE ANSIEDAD POR SEPARACIÓN EN UNA NIÑA DE 4 AÑOS. María Jurado Solórzano, Ana; Fernández-López, Vanessa // Ansiedad y Estrés;Dec2008, Vol. 14 Issue 2-3, p253 

    Separation anxiety disorder (SAD) is characterised by high and clinically significant levels of anxiety when the child has to be separated from the ones to whom he or she is closely attached. Behavioural techniques are emphasised by several studies as the broadest and most efficient strategies...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics