The Nature and Causes of Maladjustment Among Children of School Age

Burt, Cyril; Howard, Margaret

doi:10.1111/j.2044-8317.1952.tb00110.x

Cited by 12 publications

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“…(1) A series of twenty-two triple choice questions on behaviour traits as measured by the parent's estimate of intensity of behaviour (extreme, moderate, absent), e.g., afraid of the dark when in bed at night-a little uneasy without a light-not at all afraid of the dark. Of these items, fourteen were adapted from the fifty-three triple-choice items used by Cattell and Coan (1957) in their study of personality variables. (2) Fifteen items in which the parent had to record an impression of the frequency of certain kinds of behaviour (for instance, crying, nailbiting, headaches) on an eight-point scale ranging from " Never or less than once a year " to " Every day or nearly every day.…”

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confidence: 99%

A Comparative Study of Children's Behaviour at Home and at School

Mitchell

Shepherd

1966

Brit J of Edu Psychol

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An enquiry carried out among a random sample of children attending local authority schools in Buckinghamshire made it possible to compare information provided by the parents and teachers of over 6,000 children. This revealed that deviant behaviour at home was significantly associated with lack of academic success and also with the manifestation of behavioural disorders in school. There were, however, many children who exhibited disorders of behaviour either only at school or only at home. This suggests that any comprehensive attempt to estimate the distribution of maladjustment in the child population must utilize the information of both teachers and parents.

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confidence: 99%

A Comparative Study of Children's Behaviour at Home and at School

Mitchell

Shepherd

1966

Brit J of Edu Psychol

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“…The intercorrelations among 24 conditions reported for 273 maladjusted children were factored by Burt and Howard (23). No general factor was found, but two environmental and personal deficiency factors were ex tracted.…”

Section: Attitudesmentioning

confidence: 96%

Chapter V: Factor Analysis

Solomon¹,

Rosner²

1954

Review of Educational Research

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THE last report on factor analysis in the REVIEW OF EDUCATIONAL RESEARCH (26) covered the period [1939][1940][1941][1942][1943][1944][1945][1946][1947][1948][1949][1950][1951]. Altho the period covered by the present survey is much shorter, the number of papers reviewed is nearly as great as that for the previous period. This accelerated research activity emphasizes the present interest in the state of the art. Examination of the literature reveals that most of the research is on the mechanics of fac tor analysis as a research technic or its application in some subject area. However, the new research does not overlook the origins of factor analysis, for it also includes some attempts at evaluating the validity of factor analysis as a mathematical model to describe observed human behavioral responses in terms of operationally meaningful human parameters. Validity of Factor AnalysisFactor analysis, as we know it today, emerged as a research technic thru the creation of a mathematical model which attempted to portray the relationships between a response to a test of mental ability and the human factors which produced it. In view of recent emphasis on model building in the behavioral sciences it is interesting to note that the factor analysts were already at work in model building some 50 years ago. The model builders of today have the same goal as the original factor analysts; namely, the creation of a model which both reproduces and explains observed data. Altho there are many factor models which reproduce observed data (and some which do not), it remains an open question as to which models satisfy both conditions. New ModelsThe term radex theory is used by Guttman (84) to describe a new model which attempts both to reproduce and to explain a correlation matrix developed from test scores of mental ability. Two distinct notions are involved in a radex. One is that of a difference in kind between tests, and the other is that of a difference in degree. Each of these notions gives rise to a simple order system; for instance, for all tests of the same kind, say numerical ability, there will be differences in the degree of their com plexity; such a set of test variables of the same kind is called a simplex. Correspondingly, all tests of the same degree of complexity differ among themselves only in the kind of ability they define. Since here a law of order Many articles on various aspects of methodology relate to (a) compari son of methods, (b) new twists on old methods, (c) efficiency of comput ing, and (d) statistical developments arising out of the complex sampling distribution theory one has come to expect in factor analysis. ComparisonsFactorial methods have been compared by a number of investigators. Moursy (112) discussed three types of factorial organization: general and

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“…But there is no denying that many of the problems arise from faulty school organization, inappropriate attitudes in teachers, and underlying these a system of social pressures which makes insufferable demands on both teachers and taught. Wall (1955) and other writers have maintained that much maladjustment can be avoided, and Burt and Howard (1952) have shown that existing maladjustments can sometimes be eradicated, by adapting education to the child's needs.…”

Section: Origin and Outcome Of Difficultiesmentioning

confidence: 99%

Difficulties of the Ordinary Child in Adjusting to Primary School

Moore

1966

Child Psychology Psychiatry

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The Nature and Causes of Maladjustment Among Children of School Age

Cited by 12 publications

References 0 publications

A Comparative Study of Children's Behaviour at Home and at School

A Comparative Study of Children's Behaviour at Home and at School

Chapter V: Factor Analysis

Difficulties of the Ordinary Child in Adjusting to Primary School

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