Teacher-assessed behavioral configurations, peer-assessments, and self-concepts of elementary students with mild disabilities
Teacher-assessed behavioral configurations, peer-assessments, and self-concepts of elementary students with mild disabilities
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DOI：
10.1177/002246699903300201
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发表时间：
1999-06-01
影响因子：
2
通讯作者：
Van Acker, R
中科院分区：
文献类型：
--
作者：
Farmer, TW;Rodkin, PC;Van Acker, R
本研究以59间国小教室的948名学生为样本，以教师对学生人际交往能力的评估为基础，进行了结构分析，以确定不同的行为结构。为男孩和女孩分别确定了七种配置。107名轻度残疾学生的分布进行了检查配置。54%的轻度残疾男孩和64%的轻度残疾女孩的结构可能表明青春期和成年期的适应问题或不良结果。轻度残疾学生的同伴评价和自我认知的差异进行了研究，教师评估的行为配置。结果进行了讨论，在轻度残疾学生的社会干预措施的影响。
Configural analyses were conducted with teacher assessments of students' interpersonal competence to identify distinct behavioral configurations in a sample of 948 students in 59 elementary classrooms. Seven configurations were identified For boys and seven for girls. The distribution of 107 students with mild disabilities was examined across configurations. Fifty-four percent of boys and 64% of girls with mild disabilities were in configurations that may indicate adjustment problems or poor outcomes in adolescence and adulthood. Differences in peer assessments and self-perceptions of students with mild disabilities were examined in relation to teacher-assessed behavioral configurations. Results are discussed in terms of implications for social interventions for students with mild disabilities.