Teacher ratings of children's problem and competence behaviors: normative and parametric characteristics.
Teacher ratings of children's problem and competence behaviors: normative and parametric characteristics.
复制标题
教师对儿童问题和能力行为的评分：规范和参数特征。
DOI：
10.1007/bf00915209
复制
发表时间：
1987
影响因子：
3.1
通讯作者：
Gesten,EL
中科院分区：
文献类型：
--
作者：
Weissberg,RP;Cowen,EL;Lotyczewski,BS;Boike,MF;Orara,NA;Stalonas,P;Sterling,S;Gesten,EL
教师评定的适应差异年轻的小学儿童（a）最近的样本和1974年的队列，（B）城市郊区，男性/女性，和年级水平的亚组进行了检查。采用问题行为量表（课堂适应评定量表）和学校能力量表（卫生资源量表）对5所城市和5所郊区学校的974名小学一至四年级教师进行问卷调查。在10个调整变量中的8个上，来自较新队列的儿童被评定为比来自较早样本的儿童更明显的适应不良。在最近的样本中，女孩和郊区儿童证明了更多的学校能力和更少的问题行为比男孩和城市儿童，分别。这些研究结果的影响，为今后使用的教师评价量表进行了讨论。
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.