Citation

Ledingham JE, Schwartzman AE. J. Abnorm. Child Psychol. 1984; 12(1): 157-168.

Copyright

(Copyright © 1984, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

6715691

Abstract

The school placement of 122 aggressive, 150 withdrawn, 182 aggressive-withdrawn, and 299 control children was determined 3 years following their original selection. Children identified by peers as aggressive-withdrawn or aggressive were more likely to have failed a grade or to be in a special class than were withdrawn children or controls. Older aggressive-withdrawn subjects and controls, but not aggressive subjects or withdrawn subjects, had higher rates of school failure and special class placement. Fewer boys than girls were in a regular class at the expected grade level. The results underline the importance of childhood aggression as a predictor of later academic adjustment. Implications of these findings for the interpretation of measures of behavioral stability are discussed.

Language: en