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1.
Type A behaviors were observed in a group of 48 preschool children in different free-play and competitive situations. Interrater reliability was assessed on the Matthews Youth Test for Health (MYTH), and the children's and their parents' type A scores were compared. Scores on the MYTH were used to classify children as either type A or type B. Comparisons were made between type A and type B children's play in classroom and in laboratory situations. For the laboratory situations, 24 same-sex type A-type B dyads were formed, and the dyads were observed in free play, followed by car racing, by a tower-building contest, and by an interview. Type A children more frequently showed annoyed facial expressions, gross motor activity, interruptions during classroom free play, and gross motor activity and aggressive play with an inflatable Bobo doll during the laboratory free-play situation. Type A children more often won the car race and the tower-building contest, and they answered a greater number of questions and more frequently answered first during the interviews. These data are consistent with other findings on type A behavior in preschool children and suggest that the behavioral dimensions of type A (competitiveness and impatience-aggression) may emerge as early as the preschool years, particularly in competitive situations. 相似文献
2.
This study examined the construct validity of 1 measure of Type A behavior, the Matthews Youth Test for Health (MYTH), with preschool-age children. Convergent and discriminant validity evidence was obtained based on teacher ratings, intelligence test scores, and reaction time in a visual discrimination task. As predicted, Type A behavior was related to ratings of aggression and impatience, but not to intelligence. An experimental analysis was conducted of the conjoint effect of 2 situational variables, time constraint and incentive, on reaction time. Children classified as Type A or Type B on the basis of the MYTH participated in a visual discrimination task either with or without the presence of a time constraint and an incentive. As predicted, the reaction times of Type B children who worked without a time limit and an incentive were significantly longer than both groups of Type A children and the Type B children who worked with a time limit and an incentive. In summary, support was obtained for the construct validity of the MYTH when used with preschool-age children. 相似文献
3.
Type A behavior in normal and hyperactive children: multisource evidence of overlapping constructs 总被引：1，自引：0，他引：1
1 goal was to identify correlates of the Type A "coronary-prone" Behavior Pattern (TABP) in children. A second was to examine the overlap between hyperactivity and TABP. In Study 1, a diverse set of measures reliably distinguished boys classified as Type A versus Type B on the basis of the MYTH, a teacher rating scale. The MYTH Competition subscale was related to perceived leadership, athleticism, and--when age and IQ were partialed out--to task attention in the classroom. The Impatience-Aggression subscale showed a different and more extensive configuration of correlates, including staff and peer assessments of problematic behaviors as well as classroom observations of noisemaking, verbalization, and social (particularly negative) contact. Hyperactive boys received higher Type A scores than did their comparison peers, a difference attributable to higher scores on the Impatience-Aggression subscale. Study 2, a partial replication conducted with a different group of hyperactive children, yielded a similar configuration of correlates. Discussion focused on the implications of the overlap between TABP and hyperactivity and, more generally, the heterogeneity of children designated Type A. 相似文献
4.
Joel J. Mintzes 《科学教学研究杂志》1982,19(9):789-794
This study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One-hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in-class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two-semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information-transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness. 相似文献
5.
Twin studies of externalizing behavior problems in middle childhood and early adolescence suggest that there is moderate-to-substantial genetic variance and modest-to-moderate shared environmental variance in these behaviors. The present study is novel in three ways: it is a sibling adoption study, it employs both teacher and parent ratings of children's behaviors averaged over five assessments, and it explores aggression and delinquency separately. The sample included 78 adoptive sibling pairs and 94 biologically related sibling pairs in the Colorado Adoption Project. Parents and teachers completed ratings of the children's externalizing behavior problems at ages 7, 9, 10, 11, and 12 years. Boys and adopted children were rated as being somewhat higher in externalizing behavior problems. Sex differences in delinquency were more pronounced in adoptive than in nonadoptive families. Teachers' ratings showed evidence for moderate heritability and no shared environment for aggression and showed modest shared environment for delinquency. Parents' ratings showed evidence for moderate amounts of heritability and shared environment for both aggression and delinquency. 相似文献
6.
This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university
teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true
covariation of observable behaviors underlying these traits. Although many studies have examined the factorial validity of
ratings, results are inconsistent. The present study used a more complete methodology to address some of the limitations of
previous studies. Student ratings of teaching and measurements of actual teaching behaviors were obtained for 32 instructors.
Student ratings were compared to frequency counts of actual teaching behaviors obtained from videotape and to students’ similarity
judgments of teacher characteristics. It was found, first, that the structure of student ratings showed a moderately strong
relation to the structure of actual behaviors, and a somewhat stronger relation to the structure of conceptual associations;
and second, that the effects of systematic distortion were more pronounced for low-inference student ratings than for high-inference
ratings. 相似文献
7.
Berhenke A Miller AL Brown E Seifer R Dickstein S 《Early childhood research quarterly》2011,26(4):430-441
Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. 相似文献
8.
A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was
used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various
motivational dimensions summarized to a total score tentatively called task orientation. In the follow-up assessment one year
later, the testing and teacher ratings were repeated. The cross-sectional correlations between reading, arithmetic, and task
orientation were all high (about +.70). The high correlation between reading and arithmetic decreased significantly when task
orientation was partialed out, and it was further reduced when working memory as assessed by backward digit span was added
to the controlling factors. Also, teacher ratings of cognitive ability and language development accounted for some of the
common variance between reading and arithmetic. The correlation between task orientation and school achievement cannot be
causally interpreted in cross-sectional designs. Some support for a “causal” hypothesis, however, was obtained in crosslagged
correlation analyses indicating that task orientation in Grade 3 may have a causal impact on the level of performance in reading,
and in arithmetic in Grade 4. Most likely, however, there is also a reciprocal relationship. 相似文献
9.
The Role of Overt Aggression, Relational Aggression, and Prosocial Behavior in the Prediction of Children's Future Social Adjustment 总被引：13，自引：1，他引：13
Nicki R. Crick 《Child development》1996,67(5):2317-2327
2 limitations of past research on social adjustment were addressed: (1) the tendency to focus on forms of aggression that are typical of boys (e.g., overt aggression) and to neglect forms that are more typical of girls (e.g., relational aggression) and (2) the tendency to study negative behaviors (e.g., aggression), to the exclusion of positive behaviors (e.g., prosocial acts). Using a longitudinal design ( n = 245; third- through sixth-grade children, 9–12 years old), assessments of children's relational aggression, overt aggression, prosocial behavior, and social adjustment were obtained at 3 points during the academic year. Findings showed that, as has been demonstrated in past research for overt aggression, individual differences in relational aggression were relatively stable over time. Additionally, relational aggression contributed uniquely to the prediction of future social maladjustment, beyond that predicted by overt aggression. Finally, prosocial behavior contributed unique information (beyond that provided by overt and relational aggression) to the prediction of future social adjustment. 相似文献
10.
The Impact of Children's Static versus Dynamic Conceptions of People on Stereotype Formation 总被引：1，自引：0，他引：1
Recent cognitive-developmental research has contributed much to our understanding of children's stereotyping. The present research identified another factor influencing stereotyping — children's theories about the malleability of human attributes. In two studies, 122 sixth graders learned about several different students' behaviors in unknown schools. In Study 1, they judged a school characterized by mostly negative behaviors, and in Study 2 they judged two schools (characterized by either mostly negative or positive behaviors). Across studies, children with a fixed view of personality (relative to those with a more malleable view of personality) made more extreme trait ratings of both the "positive" and "negative" schools, generalized their trait judgments to an unknown student, perceived greater within-school similarity and between-school differences, and showed less desire to interact with students in the "negative" school. Ways in which examining these theories may broaden our understanding of the origins of stereotyping and how to lessen it are discussed. 相似文献
11.
Perceptual similarity among concept members has been viewed as inadequate to motivate concept formation. Instead, it has been argued that intuitive beliefs about the world offer more structured motivation for concepts. Our research explores children's beliefs about the relations between perceptually based similarity among things and their predicted behaviors. We focus on form-function correspondences as fundamental components of very young children's belief systems. Groups of 2- and 4-year-old children were asked to choose which of 2 line-drawn animals evidenced a particular "function," a special behavior. Even the youngest children showed sensitivity to form-function correspondences by selecting the animal whose form afforded the particular function. A second study investigated how form-function correspondences affect the relative influences of perceptual similarity and shared labels over patterns of children's inference. Perceptual similarity, if "motivated" by intuitive beliefs about correspondences between form and function, was found to be sufficient basis for inference and a more robust basis than shared labels when children attributed meaningful functions to novel animal forms. 相似文献
12.
Young children's understanding of the correspondence between a scale model and a larger space is affected by the degree of physical similarity between the 2 spaces. In 4 studies, children between 2.5 and 3.5 years of age watched as a miniature toy was hidden somewhere in a scale model of a room. They were then asked to find an analogous toy that was hidden in the corresponding place in the room itself. The effects of different levels of 3 types of physical similarity were investigated. In general, the children's retrieval scores increased as a function of increasing similarity, although younger children required a higher degree of similarity to appreciate the model-room correspondence than did older children. Some types of similarity were more important than others: The level of similarity between the objects within the 2 spaces and of the overall size of the spaces both had large effects on the children's performance. Similarity presumably affects accessibility, the likelihood that children's representation of one space will provide access to their representation of the other space. 相似文献
13.
OBJECTIVE: The aims of the present study were to investigate (1) whether young children with a known history of maltreatment by caregivers have more problematic peer relationships and classroom behaviors than other children, and (2) if children's behaviors with peers mediated associations between maltreatment and children's problem peer relations. METHOD: Participants included 400 young children (ages 4-8, M age=6.6), and 24 teachers in 22 schools. Six percent of children had a known history of maltreatment. Multiple methods (ratings and nominations) and reporters (children and teachers) were utilized to obtain information on peer relationships. Teachers reported children's physical/verbal aggression, and withdrawn and prosocial behaviors. RESULTS: Young children were able to nominate and rate whom they liked versus disliked in their classes, and their reports were modestly correlated with teacher reports. Regardless of the reporter, maltreated children were significantly more disliked, physically/verbally aggressive, withdrawn, and less prosocial, compared with their classmates. Among all children, physical/verbal aggression, withdrawal, and prosocial behavior were associated independently with some aspect of peer status. Maltreatment had indirect associations with peer likeability and peer rejection via maltreated children's relatively higher levels of physical/verbal aggression and, in some cases, withdrawal and relatively lower prosocial behavior. Maltreatment had an indirect association with teacher-reported peer acceptance via children's withdrawal. CONCLUSIONS: Findings indirectly associate early family experiences with problems in peer relationships, especially lower peer likeability and more rejection, via children's behaviors with peers. The finding that linkages exist even in the very earliest years of school highlights the need for very early home- or school-based efforts focused on improving behavior and relationships of maltreated children and others children with similar profiles. 相似文献
14.
This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed. 相似文献
15.
Lisa K. Boyce Gina A. Cook Lori A. Roggman Mark S. Innocenti Vonda K. Jump James F. Akers 《Early education and development》2004,15(4):371-386
This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed. 相似文献
16.
There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be associated with reading disabilities. Standardized, norm-referenced measures of achievement, phonological processing measures, and curriculum-based measures of reading fluency were used with 40 children in Grades 1 and 2. Comparisons were made to determine which measures, if any, differentiated between children referred for reading disabilities (n = 20) and children who were progressing typically in reading in their general education classroom settings (n = 20). The results indicated significant between-group differences on standardized, norm-referenced measures of reading recognition, word attack, and comprehension; phonological measures of blending nonwords and elision; and reading fluency. Teacher ratings on the Dyslexia Screening Instrument were consistent with teacher beliefs regarding children's progress in reading. All measures were found to correlate significantly with each other. However, correlations were generally in the moderate range, suggesting that the measures used did not measure the same reading skills or, in the case of phonological processing, the underlying abilities believed to be necessary for reading. Given the differences in tasks and the moderate correlations, it is likely that the choice of measures may affect the conclusions reached regarding a student's reading ability. 相似文献
17.
OBJECTIVE: Researchers and policymakers typically assume that within families, individual children are at an equivalent risk of neglectful behaviors. There is evidence that siblings experience differential parental treatment, and some research suggests that parents may maltreat their children to differing degrees. However, because neglect is typically a family-level construct, there may be a high correlation between siblings for this type of parental behavior. Therefore, our objectives were to investigate the extent to which siblings reported similar parental neglectful behaviors, whether sibling correlations for family-level types of neglectful behaviors were greater than those for child-specific forms of neglectful behaviors, whether high-risk groups differed from lower-risk groups in similarity for sibling reports for neglectful behaviors, and factors predicting differences in sibling reports of parental neglectful behaviors. METHOD: We assessed parental neglectful behaviors using child reports for 59 sibling pairs, representing both clinical and community samples. All children completed the Multidimensional Neglectful Behaviors Scale, which measures both child-specific and family-level neglectful parenting behaviors. RESULTS: Sibling intraclass correlations for neglectful behaviors were high and significant, and there were no differences in sibling correlations between clinical and community samples. Furthermore, there were no differences in correlations for family-level and child-specific items. Opposite sex siblings reported greater differences in parental neglectful behaviors, with boys reporting more neglectful behaviors than girls. CONCLUSIONS: Siblings report similar neglectful parenting behaviors, regardless of whether the family is high-risk or not, and whether neglectful behaviors are measured as a family-level or child-specific phenomenon. 相似文献
18.
Externalizing behavior disorders, situational generality, and the type A behavior pattern 总被引：1，自引：0，他引：1
Measures of the Type A Behavior Pattern (TABP) in children have demonstrated good sensitivity but problematic specificity. Using the most popular measure of childhood TABP, a teacher rating scale called the MYTH, we sought to (a) replicate earlier findings of extensive overlap between TABP and externalizing behavior problems, (b) further distinguish between and extend the empirical networks for the positive (Competition) and negative (Impatience-Aggression) components of TABP, and (c) explore cross-situational generality. Normal boys and those with attention-deficit hyperactivity disorder (ADHD) were assessed on multiple instruments in diverse contexts. ADHD boys obtained higher TABP Total and Impatience-Aggression scores than normal boys, and these scores were associated with a wide array of behavior problems and peer difficulties. In contrast, the Competition subscale was related to popularity and athleticism and, inversely, to internalizing problems. Discussion focused on the construct validity of the MYTH, the heterogeneity of boys identified by the MYTH as showing the TABP, and the need for distinguishing research uses of the measure from applications of the TABP concept. 相似文献
19.
Predictors of Behavior Problems in Preschool Children of Inner-City Afro-American and Puerto Rican Adolescent Mothers 总被引：4，自引：0，他引：4
Maternal reports on the Child Behavior Checklist/2-3 (CBCL/2-3) were used to evaluate child, maternal, and environmental predictors of behavior problems in 83 preschool children of disadvantaged adolescent mothers. CBCL/2-3 scores correlated modestly with independent ratings of child difficult behaviors observed in videotaped mother-child play interactions. 13% of children had scores in the clinical range. Significant correlations were consistently found between CBCL/2-3 ratings and maternal depressive symptoms, social supports, and life stress—assessed 3 times during the first year postpartum. In hierarchical regression analyses, maternal depressive symptoms, residence with the adolescent's mother, and perceived emotional support from friends contributed most to the explained variance. A significant ethnicity and child gender interaction term also suggested that African American mothers of male children reported more behavioral problems. Findings evidence the heterogeneity of outcomes for children of disadvantaged adolescent mothers but also demonstrate how correlates of poverty negatively affect their socioemotional development. 相似文献
20.
The goals of the present investigation were to provide basic psychometric information about the use of the Preschool and Kindergarten Behavior Scales (PKBS: Merrill, 1994) with a sample of normally-developing preschool children, to assess agreement between parent and teacher ratings of children on this instrument, and to assess concurrent, criterion-related validity of these instruments in terms of their relations with observations of children's behavior in the classroom. Parents and teachers of 47 preschool children completed the scales and these children were observed naturalistically in the classroom setting. Overall, agreement between parents and teachers was modest (-.09 to .38). Cross-informant correlations were poor (-.09 to .27) for social skills, low (.15 to .36) for internalizing behaviors, and modest (.29 to .38) for externalizing behavior. Both parents and teachers rated boys as having more externalizing behavior problems than girls. Parents perceived their children to have more externalizing, and more overall, behavior problems than did teachers. In general, teacher reports, but not parent reports, were significantly associated with children's independently observed goal-directed activity, sustained attention, inappropriate behavior, peer affiliation, expressed negative affect, and proximity to a teacher in the classroom. Results argue for the clinical utility of the PKBS for teacher-report assessment of child behavior problems and social skills in the preschool years, and suggest the need for cross-contextual assessment. Also, it is clear that children's behavioral and social competence are crucial for optimal functioning in the preschool setting. 相似文献