Teacher Versus Parent Informant Measurement Invariance of the Strengths and Difficulties Questionnaire | Zendy

Aja Louise Murray | Zendy; Lydia Gabriela Speyer | Zendy; Hildigunnur Anna Hall | Zendy; Sara Valdebenito | Zendy; Claire Hughes | Zendy

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Teacher Versus Parent Informant Measurement Invariance of the Strengths and Difficulties Questionnaire

Author(s) -

Aja Louise Murray,

Lydia Gabriela Speyer,

Hildigunnur Anna Hall,

Sara Valdebenito,

Claire Hughes

Publication year - 2021

Publication title -

journal of pediatric psychology

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.054

H-Index - 121

eISSN - 1465-735X

pISSN - 0146-8693

DOI - 10.1093/jpepsy/jsab062

Subject(s) - strengths and difficulties questionnaire , prosocial behavior , measurement invariance , psychology , mental health , developmental psychology , cohort , metric (unit) , population , clinical psychology , perspective (graphical) , psychiatry , medicine , structural equation modeling , statistics , operations management , mathematics , environmental health , confirmatory factor analysis , artificial intelligence , computer science , economics

Obtaining a multi-informant perspective is important when assessing mental health issues in childhood and adolescence. Obtaining ratings from both parents and teachers also facilitates the evaluation of similarities and contrasts in the nature and severity of symptoms across home and school contexts. However, these informants may differ in their interpretations of observed behaviors, raising questions about the validity of comparing parents' and teachers' ratings.

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