Premium
Peer‐ and self‐rated correlates of a teacher‐rated typology of child adjustment
Author(s) -
Lindstrom, Jr. William A.,
Lease A. Michele,
Kamphaus Randy W.
Publication year - 2007
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/pits.20249
Subject(s) - typology , psychology , developmental psychology , dominance (genetics) , peer acceptance , perception , academic achievement , peer group , clinical psychology , history , biochemistry , chemistry , archaeology , neuroscience , gene
External correlates of a teacher‐rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether the teacher‐rated behavior subtypes could be differentiated and, if so, to create more complete descriptions of each cluster. Self‐perceptions of academic, social, and emotional adjustment as well as peer perceptions of behavioral attributes and social status were found to provide convergent evidence for the typology. Divergent evidence emerged related to internalizing difficulties. Parallels between the teacher‐rated typology and peer‐relations research were drawn. Most notably, peers rated Mildly Disruptive (MD) children as bullying and disruptive, consistent with teacher report. However, peers also rated MD children as “cool” and with high levels of social dominance and social control, consistent with recent reports of popular bullies. © 2007 Wiley Periodicals, Inc.