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1.
This study compared parents' and teachers' perceptions of behavior disorders in 1,008 white children enrolled in kindergarten through eighth grade. Data included background information and ratings on the Behavior Problem Checklist. For the most part, parents perceived more problems in their children than did teachers. Parents and teachers tended to agree that boys exhibited more deviant behavior than girls and that youngsters from the higher social classes had fewer disorders than those from the lower classes. Parent and teacher judgments were somewhat alike in that both groups tended to observe a pattern in the development of problems that first increased then decreased or first increased then decreased and leveled off across grades. Trends were more gradual for parents and sharper for teachers, or declines were not seen by parents that were seen by teachers. Bivariate correlations between parents' and teachers' evaluations were significant but low or low to moderate. Mother-teacher and father-teacher coefficients differed on Socialized Delinquency but were similar on the other behavioral dimensions. Although significant interactions of parentteacher relationships with sex and grade were infrequent, correlations between ratings by the two groups of informants were higher for boys than for girls; and correlations between parent and teacher judgments were lower for early grades than for later grades. 相似文献
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Walter J. Harris Robert J. Drummond Edward W. Schultz 《Journal of abnormal child psychology》1977,5(1):43-52
This study examined the relationships between teachers' ratings of children's behavior on the Behavior Problem Checklist and children's selfreported personality source traits on ageappropriate Personality Questionnaires. The sample consisted of 254 children from first through eighth grades and 13 teachers in a rural Maine elementary school. Analysis of the data revealed that teachers' ratings and children's self-reports in grades four through six agreed more frequently about problematic behavior than did children's self-reports and teachers self-ratings in grades one through three and seven and eight. In general, the study (1) supported the validity of teacher judgments made with the Behavior Problem Checklist, (2) demonstrated the ckitical need for more than one perspective when identifying and defining maladaptive behaviors potentially indicative of emotional disturbance, and (3) suggested the need to increase the accuracy of teachers' perceptions and evaluations of children's behavior. 相似文献
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M H Anshel 《Perceptual and motor skills》1979,49(3):1009-1010
28 third grade (M = 8.4 yr.) and 28 sixth grade (M = 11.8 yr.) children were administered the Body Coordination Test and Gross Motor Skill Test to assess the relationship between these measures as a function of age, sex, and the subjective ratings (ranks) of their physical education teacher. Scores were significantly correlated (.76) for all as were scores within each grade and sex. The teachers' subjective ranking of younger subjects on their general physical performance was significantly related to scores on both tests but only moderately related to general coordination and unrelated to somatic development. Significant correlations were observed for the older subjects for all ranks on the Gross Motor Skill Test but were only moderately related or unrelated on the Body Coordination Test. These tests may have utility in evaluating motor developmental differences among children. 相似文献
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Jacob O. Sines 《Journal of School Psychology》1988,26(4):413-416
Normative data are reported for a 68-item teacher's form of the Missouri Children's Behavior Checklist (MCBC-T). Sex differences comparable to those found in parents' ratings were found but teachers' average ratings were significantly lower than parents' ratings. The correlations between teachers' and parents' ratings are comparable to those found in the literature and provide evidence for convergent and discriminant validity of the MCBC scales. 相似文献
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The ratings of 458 fourth- and fifth-grade boys were investigated to determine whether or not scores on the Behavior Problem Checklist vary systematically with teacher or student race. Analyses of the data for conduct problems, inadequacyimmaturity, and socialized delinquency indicated that white teachers demonstrate a strong tendency to rate black children as more deviant and white children as less deviant when contrasted with the ratings of black teachers. The ratings of black teachers were found not to vary with student race. No differences among any of the variables were found with regard to personality problems. Possible explanations for the results are discussed, along with implications for the use of the Behavior Problem Checklist in the field. 相似文献
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This study tested the independent and interactive influences of classroom (concentrations of peer prosocial behaviors and victimization), family (household moves, mothers' education), and school (proportion of students receiving income assistance) ecologies on changes in children's social competence (e.g., interpersonal skills, leadership abilities), emotional problems (e.g., anxious, withdrawn behaviors), and behavioral problems (e.g., disruptiveness, aggressiveness) in first grade. Higher classroom concentrations of prosocial behaviors and victimization predicted increases in social competence, and greater school disadvantage predicted decreases. Multiple household moves and greater school disadvantage predicted increases in behavioral problems. Multiple household moves and low levels of mothers' education predicted increases in emotional problems for children in classrooms with few prosocial behaviors. Greater school disadvantage predicted increases in emotional problems for children in classrooms with low prosocial behaviors and high victimization. Policy implications of these findings are considered. 相似文献
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Annette Marie La Greca 《Journal of abnormal child psychology》1981,9(2):167-178
In view of the current interest in children's peer relationships and social skills, and the need for valid assessment procedures for children's peer problems, the intent of the present study was to examine the correspondence between peer ratings of acceptance and teacher ratings of a child's social behavior and likability. The 92 children were males and females from the third, fourth, and fifth grades. Classroom teachers rated each of the children on withdrawn, aggressive, and likable behavior using the Pupil Evaluation Inventory. Peer ratings of the child's acceptance in play and work situations were obtained from same-sex classmates. The teacher rating of likability was the best predictor of peer acceptance scores for males; withdrawn behavior was the best predictor of peer acceptance scores for females. Ratings of withdrawn and aggressive behavior contributed to the prediction of peer acceptance scores for males; for females, only withdrawn behavior contributed to the prediction of peer acceptance. In terms of the clinical utility of teacher ratings for assessing children with peer problems, the use of the withdrawn and/or aggressive ratings scales appeared to offer promise as a means of identifying such children. Implications for the area of children's social skills and directions for future research were discussed. 相似文献
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The RBPC is perhaps the most valid of all currently available teacher rating scales in terms of factor structure and related measures of validity. Clearly, however, additional research on the concurrent and predictive validity of this instrument is needed. The RBPC is adequately reliable in terms of test-retest reliability and interrater reliability when comparing two teachers and two parents. The lack of representative national norms creates a serious problem for the use of the RBPC by school psychologists, but some useful normative information is available and it would be a relatively easy task to develop local norms. 相似文献
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Longitudinal data were used to examine the effects of parental employment status and school climate on children's academic and social development. Hierarchical regression, analyses of covariance, and latent growth modeling were used to assess various aspects of change as a function of work status and school climate with family income and education as control variables. Parental employment was associated with positive changes in social and academic progress even after controlling for prior developmental level, climate, and family income although effects were small and complex. School climate had minimal effect on the outcome variables. Income and education were related to various school outcomes. 相似文献
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The purpose of this study was to investigate the usefulness of the Career Maturity Inventory (CMI) as a measure of vocational maturity. Using longitudinal data collected over three points in time from three large school systems, answers were sought to each part of the following question: Does the mean VDI score differ (a) among three school systems, (b) among four curricula, (c) among three grades, (d) and between males and females? The statistical methodology used was analysis of variance. The findings indicate that scores on the CMI incrementally increase by grade level. However, the rate and level of this increase is influenced by sex, school, and curriculum effects. 相似文献
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Factors in school achievement and social class 总被引:2,自引:0,他引:2
G W Miller 《Journal of educational psychology》1970,61(4):260-269
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Nadine M. Lambert 《Journal of School Psychology》1979,17(1):3-16
This study investigated the contributions of school classification (regular, EMR) and sex and ethnic status to domain scores from the Public School Version of the AAMD Adaptive Behavior Scale. For this investigation data were available from a sample of more than 1,600 regular and EMR subjects approximately equally distributed between the sexes among white, black, and Spanish-background subjects from ages 7 to 13. The results replicated earlier findings that domain scores were valid for differentiating among children of different adaptive behavior levels as inferred from school classification status. Ethnic status was not a unique contributor to Part One domain scores when the effects of classification were accounted for. On the Part Two domains, ethnic status was a significant contributor to some domain scores, but not at all age levels. Similarly, sex made few unique contributions to domain scores on Part One of the Scale, but it was a significant factor on some domains of Part Two at some age levels.the author concluded that the Scale was valid for differentiating among pupils assigned to regular and EMR classes from ages 7 to 12. The failure of sex and ethnic status to make contributions to Part One domain scores suggests that there are common expectancies for personal independence and responsibility between boys and girls from different ethnic groups.From the analysis of the contributions of sex and ethnic status to the Part Two domains, the author inferred that difference in environmental tolerance for affective or emotional responses to the school or community environment was a more reasonable explanation than the inference that girls and boys or children grom different cultural backgrounds were inherently different with respect to these behaviors. The Public School Version of the AAMD Adaptive Behavior Scale is valid for assessing adaptive behavior of children in public school and relatively independent of effects attributable to sex or ethnic status. 相似文献
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Sociometric and attribution (internality and responsibility) ratings of boys performing different kinds of aggression (hostile and instrumental hitting and pushing) and of neutral behavior occurring in two contexts (provoked and unprovoked) were investigated in an analogue fashion. Thirty fifth- and sixth-grade boys viewed and rated 12 brief videotaped scenes of two unfamiliar male peers interacting, presented in one of six random orders. Provoked aggression resulted in less dislike, less worthiness of punishment, and greater attribution to external causes than unprovoked aggression. Instrumental and hostile aggression produced lower liking ratings and were viewed as more deserving of punishment than neutral behavior but did not differ from each other. Results support distinctions between provoked and unprovoked aggression but not between hostile and instrumental aggression, at least in terms of their functional impact on peer judgements. 相似文献
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Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment. 相似文献
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This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Independent evaluators, children, and parents rated child anxiety; parents rated school performance; and children and parents rated social functioning. Measures were completed at preintervention, midintervention, and postintervention. Fixed-effects regression analyses and random-effects regression analyses indicated that decreased anxiety was predictive of improved school performance and social functioning over the course of the intervention. These findings suggest that changes in anxiety influence trajectories of children's scholastic and social functioning. 相似文献