Peer- and Self-Rated Correlates of a Teacher-Rated Typology of Child Adjustment

Autor/inn/en	Lindstrom, William A., Jr.; Lease, A. Michele; Kamphaus, Randy W.
Titel	Peer- and Self-Rated Correlates of a Teacher-Rated Typology of Child Adjustment
Quelle	In: Psychology in the Schools, 44 (2007) 6, S.579-599 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20249
Schlagwörter	Emotional Adjustment; Elementary School Students; Social Control; Social Status; Classification; Peer Relationship; Student Adjustment; Correlation; Child Behavior; Self Concept; Academic Achievement; Social Adjustment; Student Behavior; Student Characteristics; Bullying; Antisocial Behavior; Behavior Problems; United States; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Emotionale Anpassung; Soziale Kontrolle; Sozialer Status; Classification system; Klassifikation; Klassifikationssystem; Peer-Beziehungen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Selbstkonzept; Schulleistung; Soziale Anpassung; Student behaviour; Schülerverhalten; Mobbing; USA
Abstract	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. (Contains 5 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10