Chronically misbehaving adolescents (18 girls, 42 boys) in a special Israeli educational setting were compared with their well-behaved schoolmates (54 girls, 58 boys) on a series of cognitive, social, and personality instruments. Differences between the two groups were apparent on the self-concept and family-relations measures indicating more positive development among the well-behaved pupils. The relationship between misbehavior in school and the various personality constructs is discussed.
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