[Opinions of normal citizens on asocial behavior--various aspects, its dimensions and stability]. / Urteile von "Normal-Bürgern" über Asozialität-Aspekte, Dimensionen und Stabilität.

At an interval of six weeks 177 so-called normal citizens were questioned in respect to their opinions on antisociality. They described as antisocial primarily those persons or behaviors, which are detrimental towards others. Criminal behavior was qualified by them as extremely antisocial. Lack of education or false education were given as major causes of antisocial behavior. In part, the opinions given on specific aspects of antisociality show a systematic relationship. The intensity of this systematism disincreased, however, between the first and the second survey. Likewise, there was a significant change of the average level of specific opinions within this interval.

[Antisociality and school failure as judged by elementary school teachers (author's transl)]. / Asozialität und Schulversagen im Urteil von Grundschullehrern.

126 elementary school teachers were interviewed in respect to their concepts of school failure and antisociality. According to their opinions antisociality finds its expression especially in the following behaviour: delinquent and/or destructive actions against others or the state, deliberate disturbance of social peace and order in a society, and criminality. The main causes of school failure are seen in intellectual-emotional development retardation, social isolation, rejection of a child by its parents, insufficient maturity for education hereditary mental retardation and lack of intelligence. The teachers' appraisal of antisociality and school failure are largely influenced by implicit theories, by which "the antisocial" and "the school failure" are regarded as deficit personalities. The teachers are aware of the overrepresentation of children from fringe groups and low social classes among antisocial or educationally failing pupils, they do, however, not realistically recognize the respective causal relations. In difference to other social control agents, their judgements nearly deny that school failure may also be caused by teachers.