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Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems
L Werthamer-Larsson1, S Kellam, L Wheeler
1Department of Mental Hygiene, Johns Hopkins University, Baltimore, Maryland.
American Journal of Community Psychology
|August 1, 1991
Summary
Children in low-achieving or poorly behaved first-grade classrooms showed more shy and aggressive behaviors. Classroom environment significantly impacts child behavior, regardless of individual traits.
Area of Science:
- Child Psychology
- Educational Psychology
- Classroom Environment Studies
Background:
- Classroom environments significantly influence early childhood development.
- Understanding the impact of classroom dynamics on behavior is crucial for intervention.
Purpose of the Study:
- To investigate how first-grade classroom achievement and behavior patterns affect children's shy behavior, aggressive behavior, and concentration problems.
- To identify specific classroom environmental factors linked to behavioral challenges in young students.
Main Methods:
- Assessed 609 children across 19 East Baltimore public schools.
- Classroom environments were categorized by achievement and behavior patterns.
- Teacher ratings were used to measure child shy behavior, aggressive behavior, and concentration problems.
Main Results:
- Children in low-achieving classrooms exhibited higher shy and aggressive behaviors.
- Poorly behaved classrooms were associated with increased shy behavior.
- Repeaters in mixed-achieving and poor-behaving environments showed elevated shy and aggressive behaviors, respectively.
Conclusions:
- Classroom achievement and behavior environments are significant predictors of child behavioral outcomes.
- Interventions should consider the broader classroom context to address shy and aggressive behaviors.
- Targeted support for repeaters in specific classroom environments may be beneficial.