The Simple Structure of Social Maturity at the Second Grade Level

Conceptual model for nonintellectual behavior and its relationship to early reading achievement.

“…Also, empirical evidence from several factor analytic studies demonstrates the validity of the proposition that school behavioral characteristics in the affective domain can be defined by a three-dimensional system. The findings of Kim, Anderson, and Bashaw (1968), Ross, Lacy, and Parton (1965), and Kohn and Rosman (1973) converge to define remarkably similar classroom behavioral dimensions even when using different rating instruments. Common to all investigations was the appearance of dimensions defining (a) the degree of success in meeting the demands of a classroom activity, typically designated by terms such as adaptation, task orientation, or academic maturity; (b) interpersonal adjustment, often called anger, interpersonal maturity, or acting out; and (c) intrapersonal adjustment, also termed emotional maturity, anxiety, or withdrawal.…”

Outcome and process evaluation of a day care centre.

“…Post-tests were administered to the control, part-, and full-time groups six months later. The following tests and scales were used as pre-and post-tests to assess the effects of attendance on children: Assessment of Children's Language Comprehension Test (Foster, 1973); Stanford Binet; Peabody Picture Vocabulary Test; and the Behavioral Maturity Scale (Kim, 1968).…”