Defense Date
6-30-2004
Graduation Date
Summer 2004
Availability
Immediate Access
Submission Type
dissertation
Degree Name
EdD
Department
Counselor Education and Supervision (ExCES)
School
School of Education
Committee Chair
Joseph F. Maola
Committee Member
Jocelyn Gregoire
Committee Member
Patrick Crawford
Keywords
behavior, behavioral adjustment, early childhood
Abstract
This study investigated and compared the behavioral adjustment of first-grade students that participated in a full-day kindergarten program and first-grade students that participated in a half-day kindergarten program. The researcher also examined gender interactions between the two groups. The study was conducted in two elementary schools in western Pennsylvania. Participants in the study included 10 first-grade teachers. Participants completed a total of ninety-three behavioral questionnaires. Student's t-tests and analysis of variance were used to analyze the data. Results of the study showed no statistically significant difference in overall behavioral adjustment, impulsive acting out behaviors, passive-aggressive behaviors, impulsive overactive behaviors, repressed behaviors, or dependent behaviors between first-grade students that attended a full-day kindergarten program and first-grade students that attended a half-day kindergarten program. Results from the study indicated that first-grade boys attending a full-day kindergarten program displayed more problem behaviors than boys that attended a half-day program and girls that attended both full and half-day programs. No significant gender interactions were found in passive-aggressive, impulsive overactive, repressed, or dependent behaviors between boys and girls in either group.
Format
Language
English
Recommended Citation
Shaffer, D. (2004). A Comparison of the Behavioral Adjustment of First-Grade Students that Attended a Full-Day Kindergarten Program and First-Grade Students that Attended a Half-Day Kindergarten Program (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1176