Behaviour Disturbance and Failure to Learn: A Study of Cause and Effect

Behavioral Aspects of Educational Difficulties

“…Recent work which we have carried out in South Wales suggests that effective help can be given in nursery schools and classes to young children presenting behavior difficulties, in a constructive way and using a variety of strategies (Chazan, Laing, Jones, Harper, & Bolton, 1983). Stott (1978Stott ( , 1981 has also indicated ways of helping children with early learning and emotional problems. He stresses that all the emotional concomitants of learning failure, whether causative or reactive, result in inappropriate learning and problem-solving behaviors--which he terms "learning styles."…”

“…While she does not dispute the view that poor school performance may lead to antisocial behavior in the later school years, her results clearly point to the existence of a group of young children who bring to school behavioral and cognitive disadvantages which affect their self-perceptions, the perceptions of them by others and their reading development. Stott (1981), too, while not denying that experience of failure may produce emotional difficulties, found that children showing maladjustment at the kindergarten stage did significantly less well scholastically, over a period of three years, than the well-adjusted children. He concluded that on the whole it was the initial maladjustment which produced the poor learning.…”

“…The Bullock Report (Department of Educational Science, 1975) refers to evidence that boys retarded in reading are more likely to show anxiety, lack of concentration and irrational fears than others. Stott (1981), in a study of 1,100 children in Guelph, Ontario at 5! years and also 3 years later, found that lethargy (unresponsiveness) as well as hyperactivity were the types of behavior disturbance most closely associated with poor attainment, both in reading and number.…”

Developmental trajectories of self-management skills and adolescent substance use / Desarrollo de habilidades de autocuidado y uso de sustancias en adolescentes

“…A recent study found that students with low self-regulation were more vulnerable to the influence of deviant peers; while those high is self-regulation, with better volitional control of attention and behavior, were less affected by peer deviance (Gardner et al, 2008). It is also likely that the effects of poor self-management skills on problem behavior result from the fact that skill deficits may impede learning opportunities provided through early schooling (Stott, 1981), resulting in poor academic performance. School failure, combined with inefficient problem solving skills, poor selfregulation and inadequate self-monitoring skills can lead to rejection by peers (e.g., Frentz, Gresham, & Elliott, 1991;Kupersmidt & Patterson, 1991).…”

La prédiction de la délinquance

“…À ce jour, un certain nombre d'études longitudinales appuient cette dernière hypothèse (McMichael, 1979;Stott, 1981;Spivack, 1983). Par exemple, Spinack, au terme d'une étude d'envergure, a conclu que, pour les deux sexes, la performance académique dans le jeune âge joue très peu et, lorsqu'elle joue, c'est de manière indirecte, à travers un comportement aberrant prédicteur et/ou une mauvaise conduite ultérieure, susceptible de mener à la délinquance.…”