Predicting School Disciplinary Problems [electronic resource] : The Validity of Peer Nomination Measures / Gary D. Fireman, Suzy Hutcherson and Amy Jo Chilton.
The purpose of this study was to determine how well various peer nomination factors predict to long-term low frequency but highly disruptive elementary age classroom behaviors that result in school disciplinary action. Peer nomination measures to determine six factors (prosocial, social preference,...
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| Format: | Electronic eBook |
| Language: | English |
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2002.
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| Summary: | The purpose of this study was to determine how well various peer nomination factors predict to long-term low frequency but highly disruptive elementary age classroom behaviors that result in school disciplinary action. Peer nomination measures to determine six factors (prosocial, social preference, overt aggression, relational aggression, impulsivity, and social impact) were administered to 838 third through fifth grade students in the spring of 2000 and 344 students were re-assessed in the spring of 2001. In the spring of 2001, the occurrence of four school disciplinary actions (in-school suspension, out-of school suspension, corporal punishment, and placement in disciplinary alternative) was collected on the 838 students assessed in 2000. Consistent with prior research, the peer nomination measures were highly reliable. Using Receiving Operating Characteristics analyses the findings indicated that low prosocial skills, high overt aggression, and high impulsivity were independently strong predictors of school disciplinary actions. These findings were similar across grade and ethnicity. However, the impulsivity factor was a stronger predictor of disciplinary action for girls than for boys. (Author) |
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| Item Description: | ERIC Document Number: ED470416. ERIC Note: Paper presented at the Annual Meeting of the American Psychological Association (110th, Chicago, IL, August 22-25, 2002). |
| Physical Description: | 13 pages. |