Clarifying the Relationship between Academic Success and Overt Classroom Behavior

1969 ◽  
Vol 36 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Marshall S. Swift ◽  
George Spivack
Keyword(s):  
Academic Success ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Sixth Grade ◽  
Fifth Grade ◽  
Classroom Behaviors ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
The Relationship

Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of children designated as achievers and underachievers at the fifth grade level. Achievement criteria were subtest scores on a group test and teacher assigned report card marks. The analysis of the relationship between classroom behavior and the achievement criteria indicates that when a child is underachieving, this is evident not only in the grade or test scores he receives but also in his broader functioning in the classroom. In addition to the poor achievement scores they receive, underachievers are clearly different, in terms of maladaptive overt behavior, from their achieving peers. This is particularly true when the achievement criterion is the teacher's judgment of the quality of the child's efforts.

Dimensions of Classroom Behavior for Kindergarten Children

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1163-1174 ◽  
Author(s):  
Jane D. Wallbrown ◽  
Ann W. Engin ◽  
Fred H. Wallbrown ◽  
John Blaha
Keyword(s):  
Classroom Behavior ◽  
Rating Scale ◽  
Two Dimensions ◽  
Principal Factor ◽  
Kindergarten Children ◽  
Behavior Rating ◽  
School Behavior ◽  
Factor Solution ◽  
Behavioral Ratings ◽  
Behavior Rating Scale

The construct validity of the Devereux Elementary School Behavior Rating Scale (Spivack & Swift, 1967) was investigated for a sample of 408 children enrolled in the 15 kindergarten classes of a suburban school system. The 9 teachers completed behavioral ratings for the children in their classes during 1 wk. in May, 1974. A principal-factor solution was obtained on intercorrelations among the 47 behaviors included in the Devereux scale and the factors thus obtained were rotated to Varimax criterion. The results were generally positive in that 9 of the 11 behavioral dimensions described by Spivack and Swift (1967) were evident in the factor structure. Yet, there were enough differences to suggest the possibility of modifying the Devereux score categories somewhat for use with suburban kindergarten children. For example, the three individual items did not remain distinct and two dimensions did not emerge as factors. Also, the items loading the 9 factors were not always exactly the same as those which the authors specified for the corresponding behavioral dimensions.

Students in Rural Settings with High-Risk Classroom Behavior Problems and Teacher-Subscribed Intervention Strategies

1996 ◽  
Vol 15 (1) ◽  
pp. 29-34
Author(s):  
Cleborne D. Maddux ◽  
Marlowe Smaby ◽  
Jane Hovland
Keyword(s):  
Behavior Problems ◽  
Classroom Behavior ◽  
Rating Scale ◽  
Rural Students ◽  
Rural School Districts ◽  
School Behavior ◽  
Behavior Rating Scale ◽  
Rural Settings ◽  
The Mean ◽  
Standard Deviations

Research on the behavior problems of rural students is limited even though the numbers of such students are increasing rapidly. The Devereux Elementary School Behavior Rating Scale II (DESB-II) was administered by teachers to 1801 randomly selected students in their classrooms in grades K-6. These students were enrolled in 17 rural school districts in a large mid-western state. Mean scores and percent of cases with scores two standard deviations or more from the mean were calculated by gender for each grade. Those categories with more than five percent of subjects scoring two standard deviations or more from the mean were identified as representing a particular problem. The researchers identified those teachers who reported the lowest mean incident rates of these behaviors in their classrooms. These teachers were then asked to recommend classroom interventions that were effective for them in dealing with each problem

Teachers' Ratings of Aggression and Students' Own Perceived Status

1983 ◽  
Vol 53 (1) ◽  
pp. 275-278
Author(s):  
Marcia D. Horne ◽  
James E. Powers
Keyword(s):  
Aggressive Behavior ◽  
Significant Interaction ◽  
Rating Scale ◽  
The Self ◽  
Behavior Rating ◽  
School Behavior ◽  
Behavior Rating Scale

The purpose of this study was to investigate the self-perceived status of students ( N = 48) rated by their teachers as high and low in aggressive behavior on an 8-item modified version of the Devereaux School Behavior Rating Scale. In Grades 2, 3, and 4, 4 boys and 4 girls rated low in aggression and 4 boys and 4 girls rated high in aggression by their teachers were randomly selected. A significant interaction of grade by aggression indicated differences in perceived status depending on grade and teachers' ratings of aggression. Students in Grades 2 and 3 who were rated high in aggression perceived themselves as more popular, but those in Grades 4 and 5 so rated perceived themselves as less popular.

An Intervention to Promote Adherence to Glasses Wearing Among Urban Public Elementary School Students: Associations With Classroom Behavior

2020 ◽  
pp. 105984052096364
Author(s):  
Tania M. Haag ◽  
Gabriela Calderon Velazquez ◽  
Tresa Wiggins ◽  
Paul Spin ◽  
Sara B. Johnson ◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Engagement ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Rating Scale ◽  
School Students ◽  
Public Elementary School ◽  
Behavior Rating Scale ◽  
Before And After ◽  
Direct Behavior Rating

Glasses wearing at school remains low even when glasses are provided. This study investigated whether a classroom intervention to promote glasses wearing was associated with increased glasses wearing and improved classroom behavior. A pretest, posttest design was implemented with 44 students in Grades 1–4 at an urban public elementary school. Over 5 weeks, teachers encouraged eyeglass wearing through a classroom tracker, verbal reminders, and incentives. Glasses wearing and student behavior were monitored using the Direct Behavior Rating Scale of academic engagement and behavior for 13 weeks, including 4 weeks before and after the intervention. Glasses wearing increased from 56% to 73% (95% confidence interval [CI] = [0.08, 0.26]) in the first 2 weeks of the intervention, but not after a spring recess. The intervention was associated with significantly improved academic engagement (4.31%, 95% CI [2.17, 6.45]), respect (3.55%, 95% CI [1.77, 5.34]), and disruption (−4.28%, 95% CI [−6.51, −2.06]) compared to baseline. Higher academic engagement and disruption persisted 4 weeks after the intervention ended. A classroom-based glasses tracking and incentive system is associated with improved eyeglass wearing and classroom behavior among elementary students. A longer term randomized trial is needed to confirm these promising results.

A Factorial, Reliability, and Validity Study of the Devereux Elementary School Behavior Rating Scale

1989 ◽  
Vol 64 (2) ◽  
pp. 535-547 ◽  
Author(s):  
David Finkelman ◽  
Michael J. Ferrarese ◽  
Norman Garmezy
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Rating Scale ◽  
Reliability And Validity ◽  
School Behavior ◽  
Peer Ratings ◽  
Behavior Rating Scale ◽  
Structure Reliability ◽  
Poor Comprehension ◽  
And Performance

This investigation explored the factor structure, reliability, and validity of the Devereux Elementary School Behavior Raring Scale, employing a large ( n = 648) sample of children. Factor analysis suggested that the Devereux scale can be described by four factors, which were named Disruptive—Oppositional, Poor Comprehension—Disattention, Cooperative—Initiating, and Performance Anxiety. All four factors showed high internal consistency, and three of the four were stable over a 17-mo. period. Correlations of the four factors with academic achievement, IQ, socioeconomic status, and peer ratings of social competence are presented. All four factors showed significant relations with these variables, with Poor Comprehension—Disattention the strongest of all. Multiple regression analysis indicated that the Poor Comprehension—Disattention factor accounted for significant variance in academic achievement even after IQ was taken into account. Large differences between classroom means on the factor scores suggested that Devereux ratings for individual students may need to be interpreted cautiously.

scholarly journals STRUCTURED AND UNSTRUCTURED TIME AND RISKY BEHAVIOR OF ADOLESCENTS IN CONDITIONS OF SOCIAL CRISIS

TEME ◽  
2021 ◽  
pp. 231
Author(s):  
Biljana Jaredić ◽  
Jelena Minić ◽  
Tatjana Radojević
Keyword(s):  
Academic Success ◽  
Leisure Time ◽  
Risky Behavior ◽  
Rating Scale ◽  
Academic Career ◽  
Test Results ◽  
Social Crisis ◽  
Behavior Rating Scale ◽  
Correlation And Regression Analysis ◽  
Autonomous Province

The main objective of this research is to determine how much adolescents prefer certain types of structured free time and unstructured time (leisure time), as well as their connection with risky behavior of adolescents in social crisis. The sample consists of a number of adolescents (N = 287), 116 or 40.4% of male and 171 or 59.6% of female respondents, age from 18 to 24, average age is 20.44 years (AS = 20.44, SD = 2.75) living in the Autonomous Province of Kosovo and Metohija. Leisure and Leisure Assessment Questionnaire (constructed only for research purpose), Risk Behavior Rating Scale (RBRS), Scaar, 2009 were used in this research. The data was processed through descriptive statistics, correlation and regression analysis and the T-test. Results showed that adolescents mostly prefer internet as an unstructured activity and the least preferred is the theater as the structured one. A negative correlation was obtained between academic success and risky behavior, which indicates that if adolescents achieve better results in academic career, they have less propensity for risky behavior. According to the results, boys are more prone to risky behavior than girls, and risky behavior of adolescents can be predicted with 14% variance (significant predictors are unstructured leisure time and the gender of adolescents). Within our work, our objective is to bring attention to the importance of a structured way of spending leisure time regarding adolescents, with necessary engagement of experts from different areas.

Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning

2010 ◽  
pp. 592-606
Author(s):  
Daria C. Crawley ◽  
Barbara A. Frey
Keyword(s):  
Student Perceptions ◽  
Classroom Behavior ◽  
Negative Impact ◽  
Course Management Systems ◽  
Future Research ◽  
Classroom Behaviors ◽  
Course Management ◽  
Instructional Technologies ◽  
Exploratory Factor Analyses ◽  
The Relationship

This research examines the relative impact of students’ in-class behaviors (i.e., attendance and participation) by assessing student perceptions of the value of instructional technologies, such as eCollege course managementsystems and instructors’ PowerPoint presentations. Theresults of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, onlinecourse management, andeffective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on studentlearning. ANOVA results indicated significant differences in online-course management and perceived impact of electronic presentations on students’ classroom behavior among respondents who used the online-coursemanagement system. Respondents who used multiple onlinecourse management features viewed it more favorably and did not believe that it had a negative impact on classroom behaviors, such as attendance or class participation compared to those who used fewer features. Implications for construct refinement and future research are discussed.

A Study of Emotionally Disturbed Children in Regular and Special Classes

1968 ◽  
Vol 35 (3) ◽  
pp. 197-204 ◽  
Author(s):  
Nicholas A. Vacc
Keyword(s):  
New York ◽  
Emotionally Disturbed ◽  
Rating Scale ◽  
Normal Children ◽  
Behavior Rating Scale ◽  
Overt Behavior ◽  
Wide Range ◽  
Regular Classes ◽  
Emotionally Disturbed Children ◽  
Special Classes

This study was conducted to measure change in achievement and overt behavior of emotionally disturbed children in special and regular classes in Chautauqua County, New York. The social position of emotionally disturbed and normal children in regular classes was also assessed. A comparative description was made on the basis of the analyzed data and the following conclusions were made within the stated limitations of the study. The emotionally disturbed children in the regular classes achieved less well on the Wide Range Achievement Test and the Behavior Rating Scale than did the emotionally disturbed children in special classes. Further, the emotionally disturbed children in the regular classes were less well accepted than the normal children.

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