Comparison of Teacher, Peer, and Self-Ratings of Classroom and Social Behavior of Adolescents-Reference-Cited by-同舟云学术

Comparison of Teacher, Peer, and Self-Ratings of Classroom and Social Behavior of Adolescents

Published:1983-05 Issue:3 Volume:8 Page:153-160
ISSN:0198-7429
Container-title:Behavioral Disorders
language:en
Short-container-title:Behavioral Disorders

Author:

Bailey Donald B.¹,Bender William N.²,Montgomery Diana L.³

Affiliation:

1. Division of Special Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27514

2. Concord College, Athens, West Virgina 24712

3. Graduate Student in Curriculum Instruction, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27514

Abstract

The present study assessed the concurrent validity of three methods of measuring classroom and social behavior — teacher ratings, peer roster ratings, and self-ratings — by comparing these measures with observational data. Results indicated that both the peer roster rating and the teacher rating were effective in measuring time-on-task during various classroom activities. Teacher and peer ratings did not correlate well with observed social behavior. Self-ratings correlated only with time-on-task during lectures, but even in this instance the explained variance was minimal. Implications for screening social and behavior problems were discussed.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/019874298300800301

Reference33 articles.

1. The Relationship between Teachers' Assessment of Students and the Students' Actual Behavior in the Classroom

3. Social Relationships and Verbal Interactions of Learning Disabled Children

4. The Relationship of Teacher Rating Scales to Behavior Observations and Reading Achievement of First-Grade Children

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