Alexander K L, Entwisle D R, Dauber S L
Department of Sociology, Johns Hopkins University, Baltimore, MD 21218.
Child Dev. 1993 Jun;64(3):801-14.
Effects of children's classroom behavior on school performance over a 4-year period are examined for a large, representative panel of beginning first graders. Scales developed from homeroom teachers' ratings of children in the spring of their first, second, and fourth years of school are used to predict spring marks in reading and math and spring scores on verbal and quantitative subtests from the CAT battery. The teachers' ratings cluster in three domains: Interest-Participation (I-P), Cooperation-Compliance (C-C), and Attention Span-Restlessness (A-R). The I-P and A-R ratings, but not C-C ratings, affect test score gains in first grade and marks in all 3 years. Behavior ratings from Year 1 also affect Year 2 and Year 4 performance, with indications that effects are understated over single-year periods. The importance of assessing classroom behavior in a longitudinal framework that allows for lagged and cumulative effects is discussed.
针对一个由大量具有代表性的一年级新生组成的样本，研究了儿童课堂行为在四年期间对学业成绩的影响。利用从班主任在学生入学第一年、第二年和第四年春季对其进行的评分所制定的量表，来预测春季阅读和数学成绩以及CAT测试中言语和定量子测试的春季分数。教师评分集中在三个领域：兴趣参与（I-P）、合作顺从（C-C）和注意力持续时间-多动（A-R）。I-P和A-R评分而非C-C评分会影响一年级的测试成绩提高以及所有三年的成绩。一年级的行为评分也会影响二年级和四年级的表现，有迹象表明在单一年度期间这些影响被低估了。文中讨论了在一个允许滞后和累积效应的纵向框架内评估课堂行为的重要性。
