Multiple Descriptions of Classroom Behavior via Pupil Report

Abstract

Pupil data were gathered regarding classroom frequency of certain theoretically defined categories of behavior. The higher the incidence of particular categories, the more the class was presumed to be committed to a specific theoretical orientation. The four orientations were learning, child growth and development, mental health, and group dynamics. Homogeneous theory-commitment indices were derived and intercorrelated. The learning, mental health, and group dynamics indices were significantly correlated. The highest correlation was between learning and mental health. As far as Ss were concerned, a strong classroom commitment to learning was not associated with a drop in mental health conditions.