Citation

Ledingham JE, Younger A, Schwartzman A, Bergeron G. J. Abnorm. Child Psychol. 1982; 10(3): 363-372.

Copyright

(Copyright © 1982, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

7175043

Abstract

This study examined the relationship among teacher, peer, and self-ratings of children's social behavior. The Pupil Evaluation Inventory was completed by 172 first-graders, 346 fourth-graders, 283 seventh-graders, and 30 teachers. Groups of deviant responders and controls were also selected from the total sample on the basis of peer-rated aggression and withdrawal scores. Interrater agreement was consistently greater between peer and teacher ratings than between self-ratings and either peer or teacher ratings. Discrepancies between raters were greatest for children with more deviant scores, with peer ratings providing the highest estimates of deviant behavior, and self-ratings yielding the lowest. Self ratings were lower than teacher or peer ratings on aggression and withdrawal, and higher on likability. Aggression produced greatest agreement between raters. Agreement was uninfluenced by the cognitive maturity of peer evaluators. The results suggest that the selection of raters should be influenced by the class of behaviors to be evaluated and the context in which they occur.

Language: en