Multiple informants in the assessment of psychological, behavioral, and academic correlates of bullying and victimization in middle school.
The present study assessed agreement between student self-report and teacher ratings of bullying and victimization relative to psychological, behavioral, and academic correlates. Middle school students (N=1442) and teachers completed surveys evaluating peer relationships and psychosocial adjustment....
| Published in: | Journal of Adolescence Vol. 32; no. 2; pp. 193 - 212 |
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| Main Authors: | , , , |
| Format: | Article |
| Published: |
Academic Press Inc.
April 2009
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508053052&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508053052 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01401971 JAA jtl: Journal of Adolescence issn: 01401971 maglogo: N pubinfo: dt: April 2009 vid: 32 iid: 2 pid: 735 pub: Academic Press Inc. artinfo: ui: 508053052 10.1016/j.adolescence.2008.04.005 ppf: 193 ppct: 19 formats: tig: atl: Multiple informants in the assessment of psychological, behavioral, and academic correlates of bullying and victimization in middle school. aug: au: Totura, Christine M. Wienke Green, Amy E. Karver, Marc S. Gesten, Ellis L. su: Psychology of middle school students Bullying Teacher-student relationships Inter-observer reliability sug: subj: Psychology of middle school students Bullying Teacher-student relationships Inter-observer reliability ab: The present study assessed agreement between student self-report and teacher ratings of bullying and victimization relative to psychological, behavioral, and academic correlates. Middle school students (N=1442) and teachers completed surveys evaluating peer relationships and psychosocial adjustment. Analyses of variance and logistic regressions were used to examine rater agreement on bullying/victimization and adjustment among groups (bullies, victims, bully/victims, and uninvolved) identified by rater (student self-report only, teacher-report only, concordant reports, and controversial reports). Concordant and controversial groups had among the greatest psychosocial and academic difficulties. Student learning difficulties and moodiness interacted with teacher reports of bullying and victimization, respectively, with agreement between teacher and student self reports of bullying greater at higher levels of learning problems and agreement for victimization lower at higher levels of moodiness. The results indicate biases in rater perspective of student behavior and continue to support the need for multiple raters of student functioning. Copyright (c) 2009 The Association for Professionals in Services for Adolescents pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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