A Multimethod Study of Problem Behavior among Thai and American Children in School: Teacher Reports versus Direct Observations

Abstract

Previous literature describes Thai children as unusually polite, deferent, and behaviorally restrained. Yet, in a recent study employing teacher reports, Thai children were reported to show many more behavior problems than American children. Such a finding may reflect culture-linked differences in the perspective of Thai versus American teachers. To explore this possibility, we used trained observers to conduct direct observations of Thai and American children's school behavior, and we obtained teacher reports on the same children. Observational results were precisely the opposite of previous and present teacher-report findings: Observers reported twice as much problem behavior and off-task behavior in American children as in their Thai age-mates. This pattern may reflect Thai-U.S. differences in teachers' style, societal values and practices, even child temperament. The finding support the value of direct behavior observation in cross-national research on child problems.

Ethnic Variations in Children's Problem Behaviors: A Cross‐sectional, Developmental Study of Hawaii School Children

“…That is, children of Caucasian and Hawaiian ancestry may in fact experience more serious behavioral difficulties compared to those of Asian ancestry. The present results are consistent with previous studies that have found that Asian children exhibit fewer behavioral problems (Touliatos & Lindholm, 1980 ;Yao et al, 1988) and better social\classroom deportment when compared to American (presumably Caucasian) children (Chang et al, 1995 ;Stevenson & Stigler, 1992 ;Weisz et al, 1995). Biological factors such as temperament (Freedman, 1979 ;Hsu, 1985) or behavioral inhibition (e.g.…”

“…Teachers whose ethnic background is similar to the rated child may exhibit greater tolerance (i.e. threshold differences) for behavioral difficulties that are consistent with their cultural standards (Weine et al, 1995 ;Weisz, Chaiyasit, Weiss, Eastman, & Jackson, 1995 ;Weisz et al, 1989). The lower total problem, broadband, and clinical syndrome scores for both nonreferred and clinic-referred Asian children were consistent with this hypothesis.…”

“…Empirical validation of this possibility using multimodal methods (e.g. Weisz et al, 1995) is required in future studies.…”

The Development of Close Relationships in Japan and the United States: Paths of Symbiotic Harmony and Generative Tension

“…It is unlikely, however, that Japanese children function more adaptively than U.S. children in all measures of problem behavior and achievement or in all situations. With regard to type of measure, there is evidence of more internalizing problems (e.g., depression, anxiety, fearfulness) in Asian than in U.S. samples (Weisz, Chaiyasit, Weiss, Eastman, & Jackson, 1995). Just as Japanese parents' psychological control (e.g., use of anxiety-and guilt-induction) paves the way for their children's greater discipline and self-control, it may pave the way for greater incidence of internalizing problems (Barber, Olsen, & Shagle, 1994).…”

United States and Indonesian Children’s and Adolescents’ Reports of Relational Aggression by Disliked Peers

“…Teacher and peer rating scales that require persons to interpret the meaning of an item and make judgments of severity have been the primary methodologies used to assess relational aggression. Such ratings may be influenced by gender role stereotypes (Underwood, Galen, & Paquette, 2001) and perspectives on aggression (Weisz, Chaiyasit, Weiss, Eastman, & Jackson, 1995) that may differ across cultures. These findings suggest the need to be extremely cautious when interpreting crosscultural ratings, and illustrate the necessity of developing multimethod assessment approaches.…”