Resilience factors that support the classroom functioning of acting out and aggressive students
✍ Scribed by Gale M. Morrison; Laurel Robertson; Meri Harding
- Publisher
- John Wiley and Sons
- Year
- 1998
- Tongue
- English
- Weight
- 54 KB
- Volume
- 35
- Category
- Article
- ISSN
- 0033-3085
No coin nor oath required. For personal study only.
✦ Synopsis
Fifth and sixth grade students from a Latino community who were characterized as aggressive and acting out by their classroom teachers were organized into two groups: those rated by teachers as high on school learning (classroom academic performance) and those rated as low on school learning. Students were compared on self-ratings of resiliency concepts such as academic and social self-concept, social support, school bonding, and perceived parent supervision. Gender differences were also examined. Students who were rated as aggressive by their teachers, but high on school learning, reported more resiliency indicators including more social support functions fulfilled and higher perceived parental supervision compared to their peers, who were rated low on school learning. A discriminant analysis revealed that perceived parental supervision was the key variable in differentiating these groups. Analyses of differences by gender indicated that girls reported greater classroom readiness than boys. Implications for utilizing resiliency constructs for the early intervention of aggressive behavior in students, as well as the need for involving parents and teachers as sources of social support and supervision are discussed.