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Concurrent relationships between two behavioral rating scales for teachers: An examination of self‐control, social competence, and school behavioral adjustment
Author(s) -
Merrell Kenneth W.
Publication year - 1989
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198907)26:3<267::aid-pits2310260308>3.0.co;2-x
Subject(s) - psychology , rating scale , concurrent validity , social competence , competence (human resources) , developmental psychology , norm (philosophy) , clinical psychology , population , test validity , social skills , applied psychology , psychometrics , social psychology , social change , demography , sociology , political science , economics , law , internal consistency , economic growth
This investigation describes the uses and concurrent relations of two behavioral rating scales for teachers: The Teacher's Self‐Control Rating Scale (TSCRS) and The Walker‐McConnell Scale of Social Competence and School Adjustment. Both instruments were completed by the regular classroom teachers of 92 students who were referred to multidisciplinary teams because of perceived academic problems. Pearson product‐moment correlations between the two instruments were all statistically significant, indicating moderate to high levels of concurrent validity between the two instruments and significant overlap between the constructs they measure, particularly the constructs of behavioral self‐control and school behavioral adjustment. Comparisons of the study population with instrument norm scores of typical students indicated that the referred group was rated as having significantly lower levels of social‐behavioral competency than the norm groups.