A multimethod study of problem behavior among Thai and American children in school: teacher reports versus direct observations.
A multimethod study of problem behavior among Thai and American children in school: teacher reports versus direct observations.
复制标题
对泰国和美国儿童在校问题行为的多方法研究：教师报告与直接观察。
DOI：
10.1111/j.1467-8624.1995.tb00879.x
复制
发表时间：
1995
影响因子：
4.6
通讯作者：
Jackson,EW
中科院分区：
文献类型：
--
作者：
Weisz,JR;Chaiyasit,W;Weiss,B;Eastman,KL;Jackson,EW
之前的文献描述泰国儿童异常有礼貌、顺从且行为克制。然而，在最近一项采用教师报告的研究中，据报道泰国儿童比美国儿童表现出更多的行为问题。这一发现可能反映了泰国教师与美国教师观点上与文化相关的差异。为了探索这种可能性，我们使用训练有素的观察员对泰国和美国儿童的学校行为进行直接观察，并获得了针对同一儿童的教师报告。观察结果与之前和现在的教师报告结果恰恰相反：观察者报告的美国儿童的问题行为和偏离任务行为是泰国同龄儿童的两倍。这种模式可能反映了泰国与美国之间的关系。教师风格、社会价值观和实践，甚至孩子气质的差异。研究结果支持了直接行为观察在儿童问题跨国研究中的价值。
Previous literature describes Thai children as unusually polite, deferent, and behaviorally restrained. Yet, in a recent study employing teacher reports, Thai children were reported to show many more behavior problems than American children. Such a finding may reflect culture‐linked differences in the perspective of Thai versus American teachers. To explore this possibility, we used trained observers to conduct direct observations of Thai and American children's school behavior, and we obtained teacher reports on the same children. Observational results were precisely the opposite of previous and present teacher‐report findings: Observers reported twice as much problem behavior and off‐task behavior in American children as in their Thai age‐mates. This pattern may reflect Thai‐U.S. differences in teachers' style, societal values and practices, even child temperament. The findings support the value of direct behavior observation in cross‐national research on child problems.