Developmental Trends in the Relation Between Adjustment and Academic Achievement for Elementary School Children in Mixed-Age Classrooms

Abstract

This study explored developmental trends in the relation between standardized measures of students' achievement and teacher ratings of student school adjustment for K-2 students in mixed-age classrooms. Significant developmental differences were found for student adjustment, even in the absence of differences in student achievement across grades. Specifically, teacher ratings of student adjustment were significantly lower for kindergartners compared to second graders. In addition, regression analyses indicated that student age, gender, and achievement were, in general, significantly predictive of teacher ratings of student school adjustment. The applicability of findings to mixed-age, cooperative learning environments is discussed. Future research is recommended to further validate and extend present findings.

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Notes on contributors

Richard J. Ricard

Richard J. Ricard, PhD, received his doctorate in developmental psychology from Harvard University. He currently is Assistant Professor of Psychology at Texas A&M University. His research interests include social and cognitive development, metacognition, and applications to education.

Gale A. Miller

Gale A. Miller, MA, received her master's degree in school psychology from Sam Houston State University. She currently is a doctoral candidate in developmental psychology at Texas A&M University. Her research interests include special education, social and cognitive development, and adolescence.

Robert W. Heffer

Robert W. Heffer, PhD, received his doctorate in clinical child psychology from Louisiana State University. He currently is Assistant Professor of Psychology at Texas A&M University. His research interests include pediatric psychology, interpersonal relationships, and child and family assessment.