Comparison of Social Problem Solving of Children from Open and Traditional Classrooms; A Two-Year Longitudinal Study.

Fry, P. S.; Addington, Jean

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ304985

Record Type: Journal

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Comparison of Social Problem Solving of Children from Open and Traditional Classrooms; A Two-Year Longitudinal Study.

Fry, P. S.; Addington, Jean

Journal of Educational Psychology, v76 n2 p318-29 Apr 1984

Two groups of children who had attended open and traditional classrooms, respectively, for three years were compared. Multivariate analyses of repeated measures showed that open-classroom subjects had higher scores in social problem-solving cognitions, self-esteem, and ego strength. (Author/BW)

Descriptors: Classroom Observation Techniques, Interpersonal Competence, Longitudinal Studies, Open Education, Primary Education, Problem Solving, Questionnaires, Self Contained Classrooms, Self Esteem, Social Cognition, Social Development

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A