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Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics
Author(s) -
Weissberg Roger P.,
Cowen Emory L.,
Lotyczewski Bohdan S.,
Boike Mary F.,
Orara N. Ahvay,
Stalonas Peter,
Sterling Sharon,
Gesten Ellis L.
Publication year - 1987
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/bf00915209
Subject(s) - normative , health psychology , psychology , competence (human resources) , public health , developmental psychology , social psychology , normative social influence , parametric statistics , clinical psychology , medicine , political science , statistics , mathematics , nursing , law
Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the more current cohort were rated as significantly more maladjusted than those from the earlier sample on 8 of 10 adjustment variables. In the recent sample, girls and suburban children evidenced a greater number of school competencies and fewer problem behaviors than boys and urban children, respectively. The implications of these findings for the future use of the teacher rating scales are discussed.