Affective processes and academic achievement.
Achievement, empathy, depressive affectivity, aggression, and self-concept measures were obtained for 8-9- and 10-11-year-olds. Depressive affectivity and aggression were assessed by teacher ratings and self-reports. Empathy was assessed by audiovisual tapes. Measures were readministered to the younger group 2 years later. Achievement scores were highly stable. Significant test-retest correlations were also found for the affective measures. Self-reports were negligibly related to achievement. For girls, strong relations were found between empathy at age 8-9 and achievement in reading and spelling at age 10-11. Teacher ratings of depressive affectivity were inversely related to achievement for boys and girls at age 8-9, but significant at age 10-11 for girls only. Initial ratings of depressive affectivity were predictive of girls' subsequent achievement. A similar pattern was found for teacher ratings of aggression.
Feshbach
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Department of Education, University of California, Los Angeles 90024.
Feshbach
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D000124:Achievement; D000339:Affect; D000374:Aggression / Q000523:psychology; D001007:Anxiety / Q000523:psychology; D002648:Child; D003863:Depression / Q000523:psychology; D004328:Drive; D004645:Empathy; D005260:Female; D006801:Humans; D008297:Male; D011581:Psychological Tests; D012649:Self Concept