Pearson, Christina Joanne2024-08-152024-08-1519811981https://hdl.handle.net/1828/19255Children are often expected to wait quietly without disturbing their peers in a classroom setting. This task seems to be more difficult for some than for others. Research has found that children who are high fantasizers tend to be less active while waiting than children who are low fantasizers. The generalizability of these findings is questionable since most of the empirical research has been conducted in a clinical setting. The importance of the present study is that it examined the relationship between children's fantasy level and their waiting behavior in the classroom. Twenty-eight Vancouver elementary school boys, between the ages 8 and 9 years, served as subjects for the study. A correla­tional design was used. Fantasy level was determined by three separate indices: teacher ratings, an interview with the child and an analysis of a picture drawn by each child. There were also three separate measures of each child's waiting behavior: a teacher rating, an assessment based on an interview with the child, and direct obser­vation. There was no significant difference in the distribution contrasting each of the fantasy level indices with the teacher rating and interview based assessments of student waiting behavior. The direct observation results were analyzed with analysis of variance. There was no significant result for student inter­view and picture rating indices of fantasy level. Teacher ratings of fantasy level was a significant factor in four of the ten categories of waiting behavior that were observed. The two extreme groups, high and low fantasizers, displayed significantly more controlled quiet behavior while waiting than did the moderate fantasy group. Recommendations for future research and implications of the present study for teachers were discussed.89 pagesAvailable to the World Wide WebThesis