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Affective Processes and Academic Achievement.
Peer reviewed Peer reviewed
Feshbach, Norma Deitch; Feshbach, Seymour – Child Development, 1987
Data indicate that for girls, affective dispositional factors (empathy, depressive affectivity, aggression, and self-concept) are intimately linked to cognitive development and academic achievement. (PCB)
Descriptors: Academic Achievement, Affective Behavior, Cognitive Development, Preadolescents
The Social Adaptation of Mainstreamed Mildly Retarded Children.
Peer reviewed Peer reviewed
Taylor, Angela R.; And Others – Child Development, 1987
The social adaptation of mainstreamed mildly retarded children was assessed. Results indicated that mildly retarded children were very much rejected by their peers. In comparison with nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. (PCB)
Descriptors: Elementary Education, Mainstreaming, Mild Mental Retardation, Peer Relationship
Self-System Concomitants of Discrepancies between Children's and Teachers' Evaluations of Academic Competence.
Peer reviewed Peer reviewed
Connell, James P.; Ilardi, Barbara C. – Child Development, 1987
The purpose of this study was to elucidate the psychological concomitants of discrepancies between fourth- to sixth-grade children's perceptions of academic competence and two measures of their competence (teacher ratings and achievement test scores). (PCB)
Descriptors: Academic Ability, Achievement Rating, Achievement Tests, Differences
Opportunities and Constraints: Black-White Differences in the Formation of Interracial Friendships.
Peer reviewed Peer reviewed
Hallinan, Maureen T.; Teixeira, Ruy A. – Child Development, 1987
The effects of classroom climate, organization of instruction, and class racial composition on the interracial friendliness of students in desegregated classrooms were studied. (PCB)
Descriptors: Adolescents, Classroom Environment, Elementary Secondary Education, Friendship