Predicting Academic Achievement from Classroom Behaviors

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dc.contributor.authorFlynt, Cynthia J.en
dc.contributor.committeecochairSingh, Kusumen
dc.contributor.committeecochairBodenhorn, Nancy E.en
dc.contributor.committeememberWood, Franken
dc.contributor.committeememberDay-Vines, Norma L.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:16:20Zen
dc.date.adate2008-10-13en
dc.date.available2014-03-14T20:16:20Zen
dc.date.issued2008-08-28en
dc.date.rdate2008-10-13en
dc.date.sdate2008-09-16en
dc.description.abstractThis study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined teacher ratings of student behavior and standardized measures of intelligence in predicting reading and math achievement. The Classroom Behavior Inventory (CBI) was used to measure student classroom behavior. The CBI contains 10 subscales of classroom behaviors: extroversion, introversion, independence, dependence, creativity/curiosity, task orientation, verbal intelligence, hostility, distractibility, and considerateness. Reading and math achievement were measured using reading and math subtests from the Woodcock-Johnson Psychoeducational Battery. The Peabody Picture Vocabulary Test (PPVT) in first grade, and the Weschler Intelligence Scale for Children-Revised (WISC-R) in third grade, were used as standardized measures of intelligence.Results revealed that overall, teacher ratings, as measured by the CBI, were better predictors of reading and math achievement than standardized measures of intelligence in first, third and eighth grades. Students who were rated higher on positive behaviors had overall higher achievement scores than students who were rated higher on negative behaviors. Minor differences in teacher ratings of classroom behavior based on race and gender were observed. Teachers rated White students higher on consideration and independence, while African American students were rated as more dependent and hostile. Males were rated as more hostile, introverted and distracted, while females were rated higher on consideration.en
dc.description.degreePh. D.en
dc.identifier.otheretd-09162008-100711en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09162008-100711/en
dc.identifier.urihttp://hdl.handle.net/10919/28996en
dc.publisherVirginia Techen
dc.relation.haspartDissertation4.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectAcademic Achievementen
dc.subjectClassroom Behavioren
dc.subjectTeacher Perceptionsen
dc.subjectAfrican-Americanen
dc.titlePredicting Academic Achievement from Classroom Behaviorsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en
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