摘要：The aim of this paper is to examine students’ sociodemographic, pedagogical, and
behavioural characteristics and correlate them to the assessed need for additional
help in learning and behaviour modification. There were 300 students from the first
to the eighth grade of elementary school participating in the research. Form teachers
voluntarily made assessments completing an anonymous questionnaire. Results
indicated that those students who were older and unpopular, with poorer academic
performance and lower socioeconomic status were in greater need of additional help
in learning, regardless of students’ gender. Prosocial and cooperative behavioural
patterns, which are present in students who do not need additional help in learning,
have not been identified in these students. Moreover, the results suggested that students
who needed additional help in behaviour modification regardless of their age and
gender, were those with poorer academic performance, unpopular students, and those
with a lower socioeconomic status. The behaviour of these students corresponds to
aggressive and winning-seeking patterns, as opposed to their peers who do not need
behaviour modification. There is a relatively larger quantity of students who need additional help in learning among those who need additional help in behaviour
modification. Data gained from this research could be useful for planning elements
of school-based preventive programs which have been recommended according to the
obtained indicators.
关键词：behavioural patterns in conflict situations; behavioural problems; learning
difficulties; prosocial and aggressive behaviour; students with disabilities
