Abstract
The study assessed the incidence of selected naturally occurring aptitude-treatment interactions (ATI) in the context of a field experiment in the third grade. Data were analyzed to determine between-class and relative standing, within-class effects, in addition to individual overall analyses. Analyses were also performed separately using classroom observations of teachers and individual children as treatments. Results indicate the degree to which the cognitive performance of classes and individual learners within classes were influenced by the combination of student ability and anxiety aptitudes, and teacher structuring and participation demand behavior. In the 33 sample classes, psychologically meaningful ATI were found that were also consistent with prior research.
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