Breznitz Z, Norman G
School of Education, University of Haifa, Mt. Carmel, Israel.
J Genet Psychol. 1998 Mar;159(1):82-93. doi: 10.1080/00221329809596136.
Eighty students participated in a follow-up study investigating the relationship between the ability to concentrate and academic achievement among low-socioeconomic-status (LSES) and high-socioeconomic-status (HSES) 4th grades. The results indicated that the differences between the ability to concentrate and academic achievement found when the students were in the 1st grade (Norman & Breznitz, 1992) persisted, in part, to the 4th grade. Compared with HSES children, LSES children obtained significantly lower scores on measures of academic achievement and concentration. Additional measures of school behavior included in the present study revealed that LSES children were more likely to be characterized by aggressive-impulsive behavior. This behavior accounted for most of the differences found between HSES and LSES pupils on the academic and concentration measures.
八十名学生参与了一项追踪研究，该研究调查了社会经济地位低（LSES）和社会经济地位高（HSES）的四年级学生注意力集中能力与学业成绩之间的关系。结果表明，一年级学生（诺曼和布雷兹尼茨，1992年）在注意力集中能力和学业成绩方面的差异部分持续到了四年级。与HSES儿童相比，LSES儿童在学业成绩和注意力集中方面的得分显著更低。本研究纳入的学校行为的其他指标显示，LSES儿童更有可能表现出攻击性冲动行为。这种行为是HSES和LSES学生在学业和注意力集中指标上发现的大部分差异的原因。
