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A study of educational achievement of problem children.Conclusions.

A study of educational achievement of problem children.: Conclusions. It seems safe to conclude, tentatively at least, that problem children show no general tendency to low educational achievement. This does not mean that educational adjustment (in the narrow sense of scholastic accomplishment) is never affected by the child's difficulties in other than Intellectual fields. Anyone who has worked with individual case material knows that sometimes there may be a very definite cause and effect relationship between the child's problems and his school failures. There has, perhaps, been too much of a temptation to generalize on the basis of these individual case studies, and to imply that the existence of personality and behavior deviations will necessarily Impair educational achievement. All that we wish to point out, as the outcome of our investigation, is the absence of any such general trend. It still remains true that in certain pupils the failure to rise to normal levels of achievement is the result of emotional maladjustments; but it would appear that the number of these cases is smaller than one might think after reading some of the literature. (PsycInfo Database Record (c) 2022 APA, all rights reserved) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A study of educational achievement of problem children.Conclusions.

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Publisher
Commonwealth Fund
Copyright
Copyright © 1929 American Psychological Association
Pages
62 –64
DOI
10.1037/14930-009
Publisher site
See Chapter on Publisher Site

Abstract

It seems safe to conclude, tentatively at least, that problem children show no general tendency to low educational achievement. This does not mean that educational adjustment (in the narrow sense of scholastic accomplishment) is never affected by the child's difficulties in other than Intellectual fields. Anyone who has worked with individual case material knows that sometimes there may be a very definite cause and effect relationship between the child's problems and his school failures. There has, perhaps, been too much of a temptation to generalize on the basis of these individual case studies, and to imply that the existence of personality and behavior deviations will necessarily Impair educational achievement. All that we wish to point out, as the outcome of our investigation, is the absence of any such general trend. It still remains true that in certain pupils the failure to rise to normal levels of achievement is the result of emotional maladjustments; but it would appear that the number of these cases is smaller than one might think after reading some of the literature. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Published: Jan 25, 2016

Keywords: low educational achievement; educational adjustment; scholastic accomplishment; problem children; behavior deviations; emotional maladjustments

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