Abstract
Problem behavior of children in school is considered significant in personality development and adaptation to schooling, and the classroom teacher is in a unique position to observe overt, discrete pupil behaviors on a continuing and nonintrusive basis. A list of 72 specific problem behaviors was secured which was the basis of teacher's nominations over a 2-year period (in the fourth and fifth grades). Factor analysis of results from 600 children revealed 5 underlying dimensions of school problem behavior: aggression with independence strivings, active withdrawal, self-enhancement through derogation of others, emotional disturbance with depression, and diffuse hyperactivity. The stability of these variables is reported. Anglo-nonAnglo (Mexican-American, Negro) differences in the frequency of these types of problem behavior, and their relations to achievement, motivation, and other indexes of school functioning, were obtained.
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