Teacher-Child Rating Scale

Hightower, A.; Work, William; Cowen, Emory L.; Lotyczewski, Bohdan S.; Spinell, Arline P.; Guare, John; Rohrbeck, Cynthia A.

doi:10.1037/t05347-000

Cited by 31 publications

(35 citation statements)

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“…Teacher Ratings of School-Related Social Competence The head teacher in each class was asked to rate the child in the study on a measure of school-related social competence (adapted from the Teacher-Child Rating Scale, Hightower et al 1986). Teachers were asked to rate, on a 5-point scale, how well each of the items described the child, ranging from 1 (not at all) to 5 (very well).…”

Section: Measures In the Follow Up Study (11 Years)mentioning

confidence: 99%

Early Childhood Reticent and Solitary-Passive Behaviors and Adjustment Outcomes in Chinese Children

Chen

et al. 2015

J Abnorm Child Psychol

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Little is known about the developmental outcomes of children's social withdrawal in non-Western societies. The present study examined how two main forms of social withdrawal, social reticence and solitary-passive behavior, in early childhood were associated with adjustment in late childhood in Chinese children (75 boys and 92 girls). Data on reticent and solitary-passive behaviors were collected at 4 years of age from laboratory observations. Follow-up data on school, behavioral, and psychological adjustment were collected at 11 years of age from multiple sources. It was found that whereas reticent behavior mainly predicted later psychological problems such as loneliness and depression, solitary-passive behavior predicted later school incompetence and externalizing problems. The results suggest that reticence and solitary-passive behavior may represent distinct forms of withdrawal that play different roles in maladaptive development in Chinese context.

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Section: Measures In the Follow Up Study (11 Years)mentioning

confidence: 99%

Early Childhood Reticent and Solitary-Passive Behaviors and Adjustment Outcomes in Chinese Children

Chen

et al. 2015

J Abnorm Child Psychol

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“…The Acting Out Behaviors subscale (six items, alpha = .94) from the Teacher-Child Rating Scale (Hightower et al, 1986) was used to measure children's disruptive and problem behaviors. A measure of positive social behaviors was acquired through sociometric ratings completed during classroom group interviews.…”

Section: Dependent Variablesmentioning

confidence: 99%

Children's Socialization Experiences and Functioning in Single‐Mother Households: The Importance of Fathers and Other Men

Coley¹

1998

Child Development

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This research considers the importance of biological fathers and other men for children in unmarried-mother families. One hundred and eleven third- and fourth-grade children reported on the provision by fathers and other men of various social, emotional, and disciplinary experiences. Factor analysis revealed 2 relational dimensions among these social experiences--warmth and control. Results of multivariate regression analyses indicated that fathers' provision of warmth and control related to better academic achievement for children, and the provision of control from nonpaternal men predicted fewer teacher-rated behavior problems in school and more prosocial behaviors toward peers. These relations were moderated by children's gender, race, and maternal marital history. Girls and Black children were more positively affected by relations with fathers and father figures than were boys and White children, and divorced fathers were more influential in children's achievement than never-married fathers. Implications of the findings for social policy and intervention efforts are discussed.

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“…For the purposes of this study, a measure of academic self-regulation was developed using items from the learning skills and task orientation subscales of the Teacher -Child Rating Scale (T-CRS; Hightower, Spinell, & Lotyczewski, 1989). Landy and colleagues (1998) have used this scale to measure self-regulation in children.…”

Section: Eight-year Measuresmentioning

confidence: 99%

Parental influences on self-regulation and achievement in children with adolescent mothers

Noria

Borkowski

Whitman

2009

European Journal of Developmental Psychology

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The predictors of academic achievement and self-regulation in 95 high-risk children studied from birth were investigated during the second grade. Parenting, early maternal adjustment, child adjustment and temperament were hypothesized to predict the emergence of self-regulation. Although parenting, maternal adjustment, and child adjustment were related to achievement and classroom adjustment, they were not related to children's self-regulation, which was the strongest predictor of teacher ratings of academic performance, standardized achievement in math and reading, and classroom adjustment.

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Teacher-Child Rating Scale

Cited by 31 publications

References 0 publications

Early Childhood Reticent and Solitary-Passive Behaviors and Adjustment Outcomes in Chinese Children

Early Childhood Reticent and Solitary-Passive Behaviors and Adjustment Outcomes in Chinese Children

Children's Socialization Experiences and Functioning in Single‐Mother Households: The Importance of Fathers and Other Men

Parental influences on self-regulation and achievement in children with adolescent mothers

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