RELATION BETWEEN SELF AND TEACHER REPORTS OF SOCIAL EMOTIONAL ADJUSTMENT

社会情绪调整的自我报告与教师报告之间的关系

• 批准号: 3944793
• 负责人: T SHERMAN
• 金额: --
• 依托单位: NATIONAL INSTITUTE OF MENTAL HEALTH
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/3944793
• 关键词: academic achievement; behavior test; child mental disorders; emotional adjustment; human subject; interpersonal relations; interview; middle childhood (6-11); parent offspring interaction; social adjustment

One hundred and twenty-three children (the entire group of older siblings in the NIMH Childrearing Study, 8-11 years of age were administered the Child Assessment Schedule (CAS), as structured psychiatric interview. In addition, the children's teachers filled out the Achenbach Child Behavior Checklist - School Version. The Achenbach asks the teachers to report on the children's ability to relate to other children, the children's behavior, and the children's academic achievement. The question addressed by this study is the extent to which the children's reports of negative affective states, poor social relationships with family members and/or peers, and problems in school correspond to the child's level of adaptation (academic performance, mood regulation, and social relations with peers and adult authority) in the school setting. A secondary question is the extent to which patterns of adaptation in the school context relate to parental psychopathology.

123名儿童（整个老年组） 在NIMH育儿研究中，8-11岁的兄弟姐妹被 按照结构管理儿童评估计划（CAS） 精神病学访谈 此外，孩子们的老师填补了 Achenbach儿童行为检查表-学校版 Achenbach要求教师报告孩子们的 与其他孩子相处的能力、孩子的行为以及 孩子的学业成绩。 本研究所要解决的问题是， 儿童报告的消极情感状态，不良的社会 与家庭成员和/或同龄人的关系，以及 学校适应儿童的水平（学术） 表现，情绪调节，与同龄人的社会关系， 成人权威）在学校的设置。 第二个问题是 学校环境中的适应模式 与父母的精神病理学有关