Teachers with strict standards more frequently refer students with low levels of aggression to special education than do teachers with lax standards. The opposite is true for students with high levels of aggressive behavior. Teacher gender also correlates with decisions on special education referrals. (IAH)

Examined the influence of friends' behaviors and the features of their friendships on 297 adolescents' school adjustment. Found that students whose friends described themselves as more disruptive increased in self-reported disruption over the course of the school year. Girls' self-reported disruption was more influenced by that of their best…

Parents, usually mothers, of adolescents who were participants in clinical programs for counseling were asked to rate their teenager's behavior by use of the Walker Checklist. The results show an increase of behavior problems at adolescence. (DEP)

Assessed the cross-sex similarity of behavioral disturbance dimensions as measured by the Bristol Social Adjustment Guides (BSAG) using a sample of 2,527 Ontario schoolchildren. Results confirmed the cross-sex equivalence in the factor structure and support the use of the BSAG's under- and overreaction scales as indicators of maladjustment. (JAC)

Identifies the educational-, social-, and health-related risk-taking behavior (RTB) for children and adolescents and investigates the presence of gender- and age-related patterns. Reveals that health-related RTB is the most easily identified; educational and social RTB was greater for males while health RTB was greater for females; and involvement…

Student questionnaires and teacher interviews provided data on 123 Chicago third graders to determine the affect of parental rejection on negative attention-seeking classroom behaviors, what particular parent might be more rejecting, and what specific negative attention-seeking behaviors might be overtly demonstrated in the classroom by sex of…

Using a behavior observation schedule, classroom behavior was investigated in relation to pupils' level of anxiety and achievement need, which were hypothesized to be indicative of coping strategies. Subjects were 104 British students (ages 10-11) in formal and informal classrooms. For part one of this study see AA 532 922. (Author/SJL)

Reports on three studies of playground fighting among elementary and middle school age students in Great Britain. Finds that the most common cause of fights were disputes over some aspect of a rule-governed game; teasing; retaliation to an accidental injury; and, to a lesser extent, disputes over space. (CFR)

This study of disciplinary offenders at Texas Tech University was conducted in order to provide information for areas of the campus which deal with various disciplinary activities. The research was limited to those students who had been either suspended or given probation for violating a University regulation. The total sample consisted of 938…

Relations among academic achievement, school bonding, school misbehavior, and cigarette use from eighth to twelfth grade were examined in two national and panel samples of youth from the Monitoring the Future project (N=3,056). A series of competing conceptual models developed a priori was tested using structural equation modeling (SEM). The…

Reports on the results of a questionnaire survey of teachers' attitudes towards 16 selected undesirable behaviors carried out in all of the 79 state primary schools in Malta and Gozo. Ranks the behaviors indicated. Finds that the teacher's sex was a significant moderator of attitudes towards a number of behaviors. (KO)

Analyzed approaches to classroom misbehavior by classroom teachers, and graduate students completing their training in school psychology, using the induction-sensitization model of socialization. Significant differences were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant…

Kindergarten teachers were more likely to discipline when boys were verbally disruptive, but disciplined girls for disruptive aggressive behaviors. Teachers were physical when responding to boys' disruptions and used verbal and nonverbal behaviors when responding to girls' disruptive behaviors. Girls' questions received longer teacher responses.…

Examined effects of participation in school-based helper program on adolescents' self-image, attitudes, and behaviors. Seventh-grade students (n=171) were divided into 2 groups, 1 required to engage in volunteer helping activities. Gender-specific results showed that boys in helper program showed positive changes in self-esteem relative to other…

Investigated the relationship between school-related emotional and behavioral problems and variation in family structure in a sample of eighth graders. Found that among those who exhibited behavioral problems, such problems were two to four times as likely to occur in single-parent or step-families as in intact families and that gender was also a…