Koppitz emotional indicators as predictors of kindergarten children's learning-related behavior

Abstract

Koppitz Emotional Indicators (EIs) were used to predict the learning-related behavior of kindergarten children ( N = 161, 82 males, 79 females) on the Lock Box and Guide to the Child's Learning Style (GCLS). Three criterion groups (well adjusted, adequately adjusted, possibly maladjusted) were designated by the number of EIs on the children's Human Figure Drawings (HFDs). Scores for the Lock Box and GCLS were subjected to principal components analyses with varimax rotation. The resultant three-factor solution on the Lock Box and four-factor solution on the GCLS were submitted to a direct multiple discriminant analysis. Findings indicated the three EI groups could be differentiated. Univariate F tests showed that EIs significantly predicted scores on the GCLS factors while Lock Box factors were not well predicted. Although findings support the use of EIs as general estimates of learning-related behavior, a classification analysis showed that the diagnostic utility of the EIs was only marginally above chance for kindergarten children who obtained pathological scores on the HFD.