Abstract
AbstractThis study clarifies the relationship between children’s social desirability (CSD) response tendencies and their withdrawal from classroom achievement situations by investigating the effects of the child’s expectations of peer response. Data gathered included scores on the Children’s Social Desirability Scale, scores on an expectancy of response scale constructed for this study, and teacher ratings. Subjects were 120 third and fourth grade boys and girls. No differences were found between high and low scoring CSD subjects on expectancy of negative response. Paradoxical relationships between response expectancy, response history, and withdrawal from classroom achievement situations were found for high CSD but not low CSD subjects.
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