Stevens R, Pihl R O
J Clin Psychol. 1982 Jul;38(3):540-5. doi: 10.1002/1097-4679(198207)38:3<540::aid-jclp2270380311>3.0.co;2-x.
Investigated the classroom teacher's ability to identify which students are at-risk for future school failure and how students so identified differ from their most able classmates. The intelligence, academic ability, and cognitive and affective competence of 337 Grade Six students, age 11 to 13, were assessed with standard group measures. Two hundred and eighty-four of these students had been identified previously by their teachers as being at-risk for failure to cope with Grade Seven because of a history of problems in school. The remaining 53 had been selected by their teachers as the most able students in their classes. Correlations between the teachers' ratings and standard measures of intelligence, cognitive ability, anxiety, self-concept, and academic achievement were all highly significant, as were correlations between these ratings and grades earned the following year in high school. Discriminant Analysis generated a function that separated the groups with 95.6% accuracy. The at-risk students, although of normal intelligence, were significantly less intellectually, cognitively and academically able, were more anxious, and had lower self-concepts.
研究了任课教师识别哪些学生未来有学业失败风险的能力，以及这些被识别出的学生与最有能力的同学有何不同。采用标准团体测量方法，对337名11至13岁六年级学生的智力、学业能力以及认知和情感能力进行了评估。其中284名学生此前被教师认定因有在校问题史而有无法应对七年级学习的风险。其余53名学生被教师选为班级中最有能力的学生。教师评分与智力、认知能力、焦虑、自我概念和学业成绩的标准测量之间的相关性都非常显著，这些评分与次年高中成绩之间的相关性也很显著。判别分析生成了一个能以95.6%的准确率区分这些组别的函数。有风险的学生虽然智力正常，但在智力、认知和学业能力方面明显较差，焦虑程度更高，自我概念更低。
