Abstract
The relationship between behavior and academic achievement was examined in a group of 26 first grade, low achieving children. Results indicated that less successful children are less able to ignore potentially distracting events; that they are more effected by peer-produced stimuli and by unusual events; and that once detaached from task, they have more difficulty in returning to it. The findings support the view that more successful and less successful low achieving children differ in the extent to which they are dependent upon external conditions to maintain attention to task.
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This research was supported by grants to the author from the Funda ção de Amparo à Pesquisa do Estado de São Paulo and Conselho Nacio nal de Desenvolvimento Cientifico e Tecnológico. The author wishes to express appreciation to the staff of the First Grade School of Instituto Espirita Paulo de Tarso at Ribeirho Preto, for their cooperation with this project.
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Marturano, E.M. Classroom behaviors related to academic gains in a group of low achieving children. Child Psych Hum Dev 18, 22–35 (1987). https://doi.org/10.1007/BF00706527
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DOI: https://doi.org/10.1007/BF00706527