Teachers in rural Hawaii completed the Behavior Problem Checklist for 196 Hawaiian and part-Hawaiian students. Two factors were extracted, reflecting disruptiveness and passive withdrawal. Similar studies in the United States have typically reported three factors; the two obtained in the Hawaii study, and an immaturityinadequacy factor. Failure to find the latter factor was attributed to the cross-cultural nature of the situation. The results were interpreted to indicate that behavior problems reported by teachers vary little from situation to situation and culture to culture, due to the stimulus conditions inherent in the typical school situation.
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