School Maladjustment in Young Children

Abstract

For the purpose of early identification of school adjustment problems, an American quick screening device (AML) and a more detailed classroom adjustment rating scale (CARS) were standardized on a Jerusalem sample of schools. Hebrew versions of the scales (TAMAL and SHILHAV) were administered to 18 first to third-grade teachers, who rated all of their 499 pupils. Factorial and parametric analyses of the Jerusalem data were compared with corresponding findings from Rochester, New York. Structurally, the scales' original factors that is, aggressiveness-acting out (A), moodiness-withdrawal (M), and learning (L) problems were replicated in the Israeli sample. Some factorial item compositions, however, were found to differ meaningfully. Examination of the resulting factor contents pointed to possible cultural differences in the interpretation of the three complexes. Quantitatively, total TAMAL and SHILHAV means resembled those of AML and CARS. However, in separate factors certain differences between the cities were noted. Additional comparisons pertained to the discrepancies between both AML and TAMAL scores, categorized according to behaviour frequencies, and the ratings on the CARS and SHILHAV, judged according to problem magnitudes. Findings hinted at different thresholds of tolerance for particular problematic behaviours. In conclusion, beyond fundamental similarities of schooling standards prevailing in the two cities, the comparisons indicated certain differences attributable to students' school behaviour, teachers' judgements of maladjustment and cultural norms. Finally, schematic profiles of the Jerusalem versus the Rochester young learners could be tentatively sketched.