Agreement between parent and teacher reports on behavioral problems among chinese children
Agreement between parent and teacher reports on behavioral problems among chinese children
复制标题
DOI：
10.1097/00004703-200412000-00004
复制
发表时间：
2004-12-01
影响因子：
2.4
通讯作者：
Roosa, MW
中科院分区：
文献类型：
--
作者：
Deng, SY;Liu, XC;Roosa, MW
研究一直表明，在西方样本中，父母和教师对儿童行为问题的报告之间存在低至中等程度的相关性。关于中国儿童行为问题的家长报告和教师报告之间的一致性，我们知之甚少。作者在中国大陆的2836名6 - 11岁的中国儿童的社区样本中检查了行为和情绪问题的一致性。采用儿童行为量表（CBCL）和教师行为量表（TRF）评定儿童的行为问题。与西方样本中的大多数先前的研究一致，我们的研究结果表明，家长教师的协议是低到中度的注意，外化，和内化的问题。家长-教师的协议是较高的关注和外化的问题比内化的问题，并随着行为问题的增加而减少。儿童的性别、年龄、学习成绩和父亲的年龄与行为问题评分的家长教师一致性相关。
Research has consistently shown low to moderate correlations between parent and teacher reports on children's behavioral problems in Western samples. Little is known about the agreement between parent and teacher reports on behavioral problems among Chinese children. The authors examined the agreement on behavioral and emotional problems in a community sample of 2836 Chinese children aged 6 to 11 years from Mainland China. Children's behavioral problems were assessed by the Child Behavior Checklist (CBCL) and Teacher Report Form (TRF). Consistent with most previous studies in Western samples, our results indicated that parent-teacher agreement was low to moderate for attention, externalizing, and internalizing problems. Parent-teacher agreement was higher for attention and externalizing problems than for internalizing problems and decreased with increased behavioral problems. Child's gender, age, and academic performance and father's age were correlated with parent-teacher agreement on ratings of behavioral problems.