Social interactions and the improvement of academics seem to have a causation relationship in students. According to Katherine Wentzel in the article Does Being Good Make the Grade? Social Behavior and Academic Competence in Middle School, social intelligence does have an effect on the quality of relationships with professionals and in developing opinions of students. As a Behavioral Analyst student, I tend to view all situations in a behavioral perspective, and this article emphasized the behavioral component on success in the classroom. The study was trying to discover if there was a correlation between sociability and GPA. In this study, early adolescent children, specifically 423 6th grade to 7th grade students and 11 teachers from a
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She states “[b]ecause these scores are rarely reported to students, it is unlikely that performance on these tests has a direct impact on responsible behavior in the classroom” (Wentzel 1993, pg. 362). This means the results of the research can be Another weakness in the study is that the IQ scores that created part of each students’ profile is not a predictor of whether responsible behavior will occur in students when other social factors are also considered. As a result, there is not a specific “intellectual factor” that correlates to proper social competence (Wentzel 1993, pg. 362). So the reverse of the findings is not plausible, that proper academic predispositions (high standardized IQ scores) produce prosocial …show more content…
Alternatively, the classroom behaviors of the student can be perceived as negative and non-threatening, but in the classroom they have a negative outcome on the academic performance, even though the majority of his pro-social behaviors. However, the other elements (including the other behaviors of the students, which are a combination of pro-social and anti-social behaviors) of the classroom can also contribute to the lack of academic success for my student. I believe further research in the correlations of academic behaviors and social behaviors needs of students with behavioral and intellectual disabilities needs to be conducted to further validate the results of this
She states “[b]ecause these scores are rarely reported to students, it is unlikely that performance on these tests has a direct impact on responsible behavior in the classroom” (Wentzel 1993, pg. 362). This means the results of the research can be Another weakness in the study is that the IQ scores that created part of each students’ profile is not a predictor of whether responsible behavior will occur in students when other social factors are also considered. As a result, there is not a specific “intellectual factor” that correlates to proper social competence (Wentzel 1993, pg. 362). So the reverse of the findings is not plausible, that proper academic predispositions (high standardized IQ scores) produce prosocial …show more content…
Alternatively, the classroom behaviors of the student can be perceived as negative and non-threatening, but in the classroom they have a negative outcome on the academic performance, even though the majority of his pro-social behaviors. However, the other elements (including the other behaviors of the students, which are a combination of pro-social and anti-social behaviors) of the classroom can also contribute to the lack of academic success for my student. I believe further research in the correlations of academic behaviors and social behaviors needs of students with behavioral and intellectual disabilities needs to be conducted to further validate the results of this