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Affective Processes and Academic Achievement

Norma Deitch Feshbach and Seymour Feshbach
Child Development
Vol. 58, No. 5, Special Issue on Schools and Development (Oct., 1987), pp. 1335-1347
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1130625
Stable URL: http://www.jstor.org/stable/1130625
Page Count: 13
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Affective Processes and Academic Achievement
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Abstract

Achievement, empathy, depressive affectivity, aggression, and self-concept measures were obtained for 8-9- and 10-11-year-olds. Depressive affectivity and aggression were assessed by teacher ratings and self-reports. Empathy was assessed by audiovisual tapes. Measures were readministered to the younger group 2 years later. Achievement scores were highly stable. Significant test-retest correlations were also found for the affective measures. Self-reports were negligibly related to achievement. For girls, strong relations were found between empathy at age 8-9 and achievement in reading and spelling at age 10-11. Teacher ratings of depressive affectivity were inversely related to achievement for boys and girls at age 8-9, but significant at age 10-11 for girls only. Initial ratings of depressive affectivity were predictive of girls' subsequent achievement. A similar pattern was found for teacher ratings of aggression.

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