Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes.

ABSTRACT: In this paper, we examine common methods for using individual-level data to represent classroom composition by examining exemplary studies that thoughtfully incorporate such measures. Building on these studies, and using data from the Chicago School Readiness Project (CSRP), this paper examines theoretical and analytical implications of a set of different transformations of individual ratings of child externalizing behaviors in order to examine and compare the influence of these representations of classroom composition on Kindergarten internalizing behaviors, social competence, and attention/impulsivity problems. Results indicate that each Kindergarten outcome is influenced by distinct aspects of classroom composition of externalizing behaviors. Kindergarten internalizing behaviors are pos

SUBMITTER: Yudron M 

PROVIDER: S-EPMC5339002 | biostudies-literature | 2014 4th Quarter

REPOSITORIES: biostudies-literature