If you need an accessible version of this item please contact JSTOR User Support

Disruptive and Inattentive-Withdrawn Behavior and Achievement among Fourth Graders

Jeremy D. Finn, Gina M. Pannozzo and Kristin E. Voelkl
The Elementary School Journal
Vol. 95, No. 5 (May, 1995), pp. 421-434
Stable URL: http://www.jstor.org/stable/1001656
Page Count: 14
  • Download PDF
  • Cite this Item

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support
Disruptive and Inattentive-Withdrawn Behavior and Achievement among Fourth Graders
Preview not available

Abstract

In this investigation we examined the relation between teachers' ratings of the classroom behavior of 1,013 fourth graders and student achievement. Students were identified whose behavior was frequently inattentive and withdrawn, and others were identified who were disruptive. Norm-referenced and criterion-referenced achievement tests indicated that inattentive-withdrawn behavior was associated with depressed academic performance, at least to the extent that disruptive behavior was. These results have strong implications for research and practice. Disruptive students tend to draw far more attention from teachers, whereas teachers may overlook inattentive students in spite of the potentially profound effects of nonparticipation in class.

Page Thumbnails

  • Thumbnail: Page 
[421]
    [421]
  • Thumbnail: Page 
422
    422
  • Thumbnail: Page 
423
    423
  • Thumbnail: Page 
424
    424
  • Thumbnail: Page 
425
    425
  • Thumbnail: Page 
426
    426
  • Thumbnail: Page 
427
    427
  • Thumbnail: Page 
428
    428
  • Thumbnail: Page 
429
    429
  • Thumbnail: Page 
430
    430
  • Thumbnail: Page 
431
    431
  • Thumbnail: Page 
432
    432
  • Thumbnail: Page 
433
    433
  • Thumbnail: Page 
434
    434