Attention to Task and Completion of Work as a Function of Level of Adjustment and Educational Environment

The academic performance and attention to task behaviors of well adjusted, moderately adjusted, and poorly adjusted elementary school age children were compared in an open space and traditional, self-contained classroom. Results indicated that both academic productivity and attention to task were significantly different as a function of the level of adjustment variable. No significant differences were found for either of the two dependent variables as a function of the classroom environment variable nor were either of the interactions significant.