This article is based on a doctoral dissertation by the first author at the University of Louisville. Appreciation is extended to Drs. Adam Matheny, Robert Meyer, and Lovick Miller for their assistance.
Person, setting, and interaction contributions to nursery school social behavior patterns1
Article first published online: 28 APR 2006
Journal of Personality
Volume 48, Issue 1, pages 24–37, March 1980
How to Cite
Schuster, S. O., Murrel, S. A. and Cook, W. A. (1980), Person, setting, and interaction contributions to nursery school social behavior patterns. Journal of Personality, 48: 24–37. doi: 10.1111/j.1467-6494.1980.tb00963.x
- Issue published online: 28 APR 2006
- Article first published online: 28 APR 2006
- Manuscript received April 22, 1977; revised May 29, 1979.
Within a nursery school environment, 8,930 behavioral observations were taken on 17 preschool children in six settings over a two-month period. Two different data analysis techniques were used. The aggregate analysis showed that person, setting, and interaction all contributed significantly to behavior patterns. The setting was significantly stronger than person. The individual analysis found that subjects' median Person Pattern values were correlated significantly and negatively with IQ and age, suggesting that younger children and those with lower IQ's had more consistent behavior across different settings. This was also true of children who had been at the school more than one year. Implications for predicting behavior were discussed, noting the need to study person and setting relative to one another for particular behaviors in different categories of environments.