CONCEPTUAL-MODEL FOR NON-INTELLECTUAL BEHAVIOR AND ITS RELATIONSHIP TO EARLY READING-ACHIEVEMENT
CONCEPTUAL-MODEL FOR NON-INTELLECTUAL BEHAVIOR AND ITS RELATIONSHIP TO EARLY READING-ACHIEVEMENT
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DOI：
10.1037/0022-0663.69.5.481
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发表时间：
1977-01-01
影响因子：
4.9
通讯作者：
NICOLL, RC
中科院分区：
文献类型：
--
作者：
LAMBERT, NM;NICOLL, RC
发展儿童非智力行为的三维模型的基本原理，并通过对相关理论和实证工作的回顾来支持这一基本原理。调查对象是4所学校17个班级的一年级学生，他们代表了广泛的社会经济和种族差异。从小学生行为评定量表的聚类分析中得出的维度通过定义适应、人际和内省维度来支持概念模型。即使在性别、社会经济地位和种族地位的影响被控制的情况下，适应和内省维度对一年级和二年级的阅读成绩都有重要的贡献。讨论了对初级阅读教学的启示。（24 ref）（PsycINFO Database Record (c) 2016 APA，版权所有）
Develops a rationale for a 3-dimensional model of nonintellectual behavior of children and supports the rationale with a review of relevant theoretical and empirical work. An investigation was conducted with 1st graders in 17 classrooms in 4 schools representing a wide range of socioeconomic and ethnic variation. Dimensions derived from a cluster analysis of the Pupil Behavior Rating Scale support the conceptual model by defining an adaptation and an interpersonal and an intrapersonal dimension. The adaptation and intrapersonal dimensions made important contributions to both 1st-and 2nd-grade reading performance even when the effects of sex, socioeconomic status, and ethnic status were controlled. Implications for beginning reading instruction are discussed.(24 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)