Touliatos J, Lindholm B W
J Abnorm Child Psychol. 1975;3(2):115-26. doi: 10.1007/BF00919805.
The present study investigated the relationships of children's grade in school, sex, and social class to teachers' ratings on the Behavior Problem Checklist (BPCL). The sample consisted of 1,999 white children from kindergarten through fifth grade who were in regular classes. Three conclusions may be drawn from the study. The first is that grade and the interactions of grade with sex and social class are determinants of scores on the BPCL, but that no particular trends are characteristic of the relationships between these and the dependent variables. The second is that sex and social class are also determinants of scores on the BPCL, with boys and children from the lower social classes having more problems and girls and children from the higher social classes having fewer problems. The third is that the differences between schools and between teachers are responsible for more of the variance on the BPCL than grade, sex, and social class.
本研究调查了儿童的年级、性别和社会阶层与教师对行为问题清单（BPCL）评分之间的关系。样本包括1999名从幼儿园到五年级的白人儿童，他们都在常规班级。该研究可得出三个结论。第一个结论是，年级以及年级与性别和社会阶层的相互作用是BPCL得分的决定因素，但这些因素与因变量之间的关系没有特定的趋势。第二个结论是，性别和社会阶层也是BPCL得分的决定因素，男孩和来自较低社会阶层的儿童问题更多，女孩和来自较高社会阶层的儿童问题较少。第三个结论是，学校之间和教师之间的差异比年级、性别和社会阶层对BPCL方差的影响更大。
