Ledingham J E, Schwartzman A E
J Abnorm Child Psychol. 1984 Mar;12(1):157-68. doi: 10.1007/BF00913467.
The school placement of 122 aggressive, 150 withdrawn, 182 aggressive-withdrawn, and 299 control children was determined 3 years following their original selection. Children identified by peers as aggressive-withdrawn or aggressive were more likely to have failed a grade or to be in a special class than were withdrawn children or controls. Older aggressive-withdrawn subjects and controls, but not aggressive subjects or withdrawn subjects, had higher rates of school failure and special class placement. Fewer boys than girls were in a regular class at the expected grade level. The results underline the importance of childhood aggression as a predictor of later academic adjustment. Implications of these findings for the interpretation of measures of behavioral stability are discussed.
在最初选定122名有攻击性行为的儿童、150名内向退缩的儿童、182名兼具攻击与退缩行为的儿童以及299名对照儿童3年后，确定了他们的学校安置情况。被同伴认定为兼具攻击与退缩行为或有攻击性行为的儿童比内向退缩儿童或对照儿童更有可能留级或进入特殊班级。年龄较大的兼具攻击与退缩行为的儿童和对照儿童，但不包括有攻击性行为的儿童或内向退缩的儿童，留级和进入特殊班级的比例更高。在预期年级就读常规班级的男孩比女孩少。研究结果突显了儿童期攻击行为作为后期学业适应预测指标的重要性。讨论了这些发现对行为稳定性测量解释的影响。
