Abstract
Teacher ratings of academic behavior were obtained for pupils in first grade. The sample included 686 boys and 580 girls from a suburban county in a southern state. Data were analyzed in a 2 × 4 factorial analysis of variance design with 2 levels of sex and 4 levels of birth order (only children, firstborns, middle children, and lastborns). Results were that only males, and first females were rated higher than middle males; only males, only females, first females, and last females were rated higher than last males.
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