Reliability and factor structure of the sport anxiety questionnaire in fifth- and sixth-grade children

In a sample of 178 children, the Sport Anxiety Questionnaire showed acceptable internal consistency and homogeneity.     

Depression and reading ability in sixth-grade children

In the last decade, researchers and clinicians have come to agree that preadolescent children can suffer from depressive disorders. In turn, depression seems to be relate to learning problems. In this study, 139 black urban sixth-grade children were tested with the Child Depression Inventory. The results indicated that level of depression was significantly (p<.01) related to current reading level, grade point average, and reading achievement. Two theories are discussed that relate depression and learning, the first concerning the teaching of problem-solving skills and the second the concept of cognitive capacity.     

Vocational role choice in second- and sixth-grade children

In a replication of two investigations reported by Looft (1971a, 1971b), 40 second- and sixth-grade male and female students were interviewed concerning their desired and expected vocational aspirations. In contrast to Looft's findings, no significant sex differences were found for either grade level in (a) the number of different (nonoverlapping) vocations nominated or (b) the number of subjects changing initial vocational role choices. When the issue of traditionality of vocational choice (i.e., vocations socially identified with the sex of the subject) was examined, it was found that half of the sixth-grade females interviewed nominated nontraditional vocations (e.g., basketball player, police officer). It was observed further that males in both the second- and sixth-grade samples overwhelmingly nominated traditional vocations. Contrary to Looft's interpretation, the findings suggest that although goals associated with the women's liberation movement (e.g., changes in sex-role expectations) are not demonstrated clearly in the vocational aspirations or expectations of young children, they may be reflected in the aspirations of adolescent females.     

Use of the anchoring and adjustment heuristic by children

Two studies are discussed in which children's use of the anchoring and adjustment heuristic was considered. Study one is a modification of the classic multiplication task devised by Kahneman and Tversky (1974). Results indicate that children in grades 4, 6, 8 and adults are affected by the order of numbers provided in an addition task. In addition, younger children display the tendency to over adjust, yielding higher estimates. In the second study, third and fifth grade participants and adults were provided anchors and estimated the number of jellybeans in a glass container. A main effect for condition is indicated, with lower anchors leading to lower estimates. Results of both studies are consistent with the an anchoring and adjustment explanation.     

Use of the anchoring and adjustment heuristic by children

Two studies are discussed in which children's use of the anchoring and adjustment heuristic was considered. Study one is a modification of the classic multiplication task devised by Kahneman and Tversky (1974). Results indicate that children in grades 4, 6, 8 and adults are affected by the order of numbers provided in an addition task. In addition, younger children display the tendency to over adjust, yielding higher estimates. In the second study, third and fifth grade participants and adults were provided anchors and estimated the number of jellybeans in a glass container. A main effect for condition is indicated, with lower anchors leading to lower estimates. Results of both studies are consistent with the an anchoring and adjustment explanation.     

Problem solving,recall, and isomorphic transfer among third-grade and sixth-grade children

Analogical reasoning processes were studied in third- and sixth-grade children. One group at each grade level received two analogs of the “farmer's dilemma”, a scheduling problem that requires seven moves for solution, during acquisition. Other groups received one analog or only a transfer task. On each trial the child heard a list of statements representing the exact series of moves necessary to solve the problem, was immediately asked to recall the list, materials representing the problem were then produced, and the child was asked to show how to solve it. A trial was terminated and a new one begun when an error was made on the physical task. Following criterial performance all children were transferred to an isomorphic analog and simply instructed to solve it. Third-graders in the two-analog condition required more trials in acquisition than the other groups, which did not differ from each other. Transfer was better following two analogs, but was unaffected by grade level. Grade level affected recall accuracy, but recall accuracy was not a good predictor of transfer performance. Trial-by-trial analyses suggested that propositions representing the solution are acquired piecemeal, but consolidation of the generalizable problem representation is abrupt.     

Occupational sex-role liberality of third-, fifth-, and seventh-grade females

A multimethod approach was used to assess the liberality of attitudes of third-, fifth-, and seventh-grade females toward sex-role division in adult occupations and activities. Significant differences on responses to an occupational attitude survey were found between grades. Attitudes became more liberal with grade level for some of the survey items, while others remained stable across grades, with grade 7 females being the most liberal. Evidence was found that choosing one's own occupation may not be directly related to responses to a general attitude questionnaire. Career choices of seventh-grade females showed a wider range of possibilities compared to the third and fifth graders.The author would like to thank the parents, children, and staff of Parkwood Elementary and Ankeney Junior High Schools for their help and cooperation in this study; also, Lawrence A. Kurdek, Wright State University, for his advice, encouragement and assistance. Author's address: 7446 Stonecrop Court, Colorado Springs, Colorado 80919.     

Eyberg Child Behavior Inventory (ECBI): Norwegian norms to identify conduct problems in children

This article presents the first Norwegian standardization of an assessment tool specifically designed to measure childhood conduct problems. Norwegian norms for the Eyberg Child Behavior Inventory (ECBI) based on data obtained from a random population sample (N= 4063) of children in the age range of 4 to 12 years are presented. The sample was drawn from rural and urban areas within three Norwegian town districts. Clinical and research advantages of having a properly standardized assessment tool for this specific subclass of childhood psychiatric problems in Norway are discussed.     

Peer and school problems in the lives of urban adolescents: Frequency, difficulty, and relation to adjustment

This study examined the occurrence of problem situations in the peer and school domains and their relation to adjustment among urban adolescents. Students from three urban middle schools (N = 176) serving a predominantly African American population rated 61 problem situations identified in a previous qualitative study and completed measures of adjustment. Ratings of frequency and difficulty confirmed the relevance of these situations for this population. Confirmatory factor analyses suggested that covariation in the frequency and difficulty of problem situations could be represented by separate factors representing peer situations involving friends, other peer situations, and school situations. The number of different problem situations experienced was significantly correlated with physical and relational aggression, delinquency, depression, anxiety, and self-worth. Several of these relations were strongest for peer situations that did not involve friends. There were few gender differences in the strength of these relations.     

Considerations in the use of difference scores to identify learning-disabled children

Although difference scores are widely used in classifying children as learning-disabled, their psychometric properties are often not well understood. Such scores generally contain more error than single test scores. Reliability and standard error of measurement figures for several combinations of ability and achievement measures are presented. The rates and types of errors that occur when such scores are used to classify children as learning-disabled are discussed. Three recommendations for using difference scores are given: (a) combinations of ability and achievement tests that yield difference score reliabilities higher than .80 should be used when classifying children; (b) scores should be reported as a band of scores (± one standard error of measurement) to inform decision-makers regarding the amount of error estimated to be in the score, and (c) the criterion score for classifying the learning disabled should be set after consideration of the rate and types of errors likely to occur.     

Helping contacts between nonprofessional child aides and young children experiencing school adjustment problems

The present studies examine several within-session measures of helping interactions involving nonprofessional child aides and young maladapting school children referred to a preventively oriented school mental health program. The studies' three main criterion measures were: (1) estimates of children's predominant mood state at the beginning, during, and end of a session; (2) judgments about a child's predominant within-session moded of expression; and (3) aides' ratings of session satisfaction. Both predominant mood and mode of expression differed for children with different initial referral problems. Both also related to differential aide judgements about session satisfaction. Aide satisfaction related to structural aspects of the session, including its length and whether it was thought to deal with significant problems.