Probing the depths of informant discrepancies: contextual influences on divergence and convergence.
Probing the depths of informant discrepancies: contextual influences on divergence and convergence.
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DOI：
10.1080/15374416.2011.533404
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Wright JC
中科院分区：
文献类型：
--
作者：
Hartley AG;Zakriski AL;Wright JC
本研究探讨了如何一个上下文的方法来儿童评估可以澄清的意义，线人的差异，专注于儿童的社会经验和他们的如果...然后对他们的反应。在一个样本的123名儿童（法师=13.30）提到了一个夏季计划的儿童行为问题，家长-教师协议的综合征措施的侵略和撤退是适度的。协议仍然很低，当线人评估儿童的反应，具体的同龄人和成人事件。这些事件的相似性增加了一致性，但没有影响家长和教师之间的协议。与此相反，在家庭和学校遇到的社会事件的儿童模式的相似性预测的综合征的侵略和侵略厌恶事件的线人协议。我们的研究结果强调了线人差异的鲁棒性，并说明了如何将其作为人与环境相互作用的更大马赛克的一部分进行研究。
This research examined how a contextual approach to child assessment can clarify the meaning of informant discrepancies by focusing on children’s social experiences and their if…then reactions to them. In a sample of 123 children (Mage=13.30) referred to a summer program for children with behavior problems, parent-teacher agreement for syndromal measures of aggression and withdrawal was modest. Agreement remained low when informants assessed children’s reactions to specific peer and adult events. The similarity of these events increased consistency within informants, but had no effect on agreement between parents and teachers. In contrast, similarity in the pattern of social events children encountered at home and school predicted informant agreement for syndromal aggression and for aggression to aversive events. Our results underscore the robustness of informant discrepancies and illustrate how they can be studied as part of the larger mosaic of person-environment interactions.