Abstract
Classroom environments present children with a complex array of challenges. Many of these challenges are scholastic in nature; less well recognized is the role that classroom interpersonal challenges play in children's school adjustment. During the school years, it appears that a number of connections develop among children's classroom behavior, relationships, and school adjustment. Available evidence suggests that both children's behavior toward classmates and teachers, and the relationships they form with these persons, play an important role in establishing the social, intellectual, and psychological conditions that underlie school adjustment and scholastic progress. Ultimately, it is the combination of these interpersonal factors that appears to be most prognostic of children's school adjustment.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
