Relationship between classroom behavior and academic achievement

James D. McKinney, Jeanne Mason, Kathi Perkerson, Miriam Clifford

Research output: Contribution to journalArticlepeer-review

95 Scopus citations


To investigate the relationship between classroom behavior patterns and academic achievement, multiple regression procedures were carried out in which the frequencies of 12 behaviors were used to predict the achievement scores of 90 2nd graders. Ss, with an average IQ of 98.69, were observed for 5-min periods on each of 4 days during language arts in the fall of the school year and again in the spring. The final multiple R between fall behavior patterns and fall achievement was .63, and that between spring behavior patterns and spring achievement was .51. The final multiple R for predicting spring achievement from fall behavior was .60. Of particular interest was the finding that the predictive value of combinations of discrete behaviors compared favorably to that obtained from IQ tests (r = .70), and that the addition of behavioral information to test information provided a more accurate prediction of achievement over the school year than that obtained by either alone. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)198-203
Number of pages6
JournalJournal of Educational Psychology
Issue number2
StatePublished - Apr 1 1975


  • classroom behavior, academic achievement, 2nd graders

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Medicine(all)


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