Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics |
| |
Authors: | Roger P. Weissberg Emory L. Cowen Bohdan S. Lotyczewski Mary F. Boike N. Ahvay Orara Peter Stalonas Sharon Sterling Ellis L. Gesten |
| |
Affiliation: | (1) Department of Psychology, Yale University, Box 11 A, 06520 New Haven, Connecticut;(2) University of Rochester, Rochester, USA;(3) University of South Florida, South Florida, USA |
| |
Abstract: | Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the more current cohort were rated as significantly more maladjusted than those from the earlier sample on 8 of 10 adjustment variables. In the recent sample, girls and suburban children evidenced a greater number of school competencies and fewer problem behaviors than boys and urban children, respectively. The implications of these findings for the future use of the teacher rating scales are discussed. |
| |
Keywords: | |
本文献已被 PubMed SpringerLink 等数据库收录! |
|