Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics

Weissberg, Roger P.; Cowen, Emory L.; Lotyczewski, Bohdan S.; Boike, Mary F.; Orara, N. Ahvay; Stalonas, Peter M.; Sterling, Sharon; Gesten, Ellis L.

doi:10.1007/bf00915209

Cited by 22 publications

(20 citation statements)

References 20 publications

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“…By age 11, the proportion of girls and boys transferred from an A-ARC disappeared. These results differ from the ndings of McGee et al (1987), Schachar, Sandberg, and Rutter (1986), and Weissberg et al (1987). If teachers' tolerance explains the gender differences before age 11, the absence of difference at that age may be related to the beginning of puberty.…”

Section: Discussioncontrasting

confidence: 84%

“…These ndings support the contention that early disruptive behaviours lead to poor school performance Farnworth et al, 1985;Huesmann et al, 1987;Loeber et al, 1989;Tremblay et al, 1992). According to McGee et al (1987) and Weissberg et al (1987), highly disruptive children are at greater risk for school failure because the behaviours of these children are brought more to the attention of teachers. Finally, because there is a high association between attention de cits and disruptive behaviours, boys who display disruptive classroom behaviours may be at higher risk for school failure.…”

Section: Discussionsupporting

confidence: 71%

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Kindergarten Disruptive Behaviour, Family Adversity, Gender, and Elementary School Failure

Mâsse

Tremblay

1999

International Journal of Behavioral Development

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Objective: To investigate the developmental pathway of school failure from age 8 to age 11 by gender when the main effects and interactions of family adversity and the level of kindergarten disruptive behaviour were accounted for. Method: A population sample of boys (n = 862) and girls (n = 985) were followed from kindergarten up to age 11. Family adversity and disruptive behaviour were measured in kindergarten and school failure was assessed from ages 8 to 11. Results: A logit-linear analysis on the patterns of school failure revealed that there was no signi cant difference in the proportion of boys and girls transferred from an age-appropriate regular class by the end of elementary school. However, the age at which this transfer occurred differed by gender: Girls were found to experience failure later than boys do. The results also indicated that both family adversity and kindergarten disruptive behaviour had an effect on the proportion and age at which children were transferred from an age-appropriate regular class. Conclusion: Findings underline that the academic performance and delinquency relationship may be developmentally different by gender. Further research focused on understanding the impact of school failure by gender is needed to clarify these issues.

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Section: Discussioncontrasting

confidence: 84%

Section: Discussionsupporting

confidence: 71%

Kindergarten Disruptive Behaviour, Family Adversity, Gender, and Elementary School Failure

Mâsse

Tremblay

1999

International Journal of Behavioral Development

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“…The problem behavior scale was computed as the mean of 18 items and had a Cronbach's alpha of .91. An evaluation of the normative and parametric characteristics of the TCRS is reported by Weissberg et al (1987).…”

Section: Methodsmentioning

confidence: 99%

Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills

et al. 2008

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This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness.

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“…The HRI provided a measure of competencies in children (parent report and teacher report) to balance out the measures of affective and behavioral problems. The HRI was developed for use with elementary school-aged children and its psychometric properties have been reported to be acceptable to good Gesten, 1976; Koegh et al, 1989;Weissberg et al, 1987). The HRI factor structure has been reported to be similar between parents and teachers.…”

mentioning

confidence: 99%

Structure and validity of people in my life: A self-report measure of attachment in late childhood

Ridenour

Greenberg

Cook

2006

J Youth Adolescence

100

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No self-report measure of attachment is well validated for middle-childhood. This study examined the validity and factor structure of the People in My Life (PIML) measure in 320 urban, fifth and sixth graders. Validity analyses consisted of correlational analyses between PIML subscales and the Child Behavior Checklist, Delinquency Rating Scale for Self and Others, Heath Resources Inventory, and Reynolds Child Depression Scale. Validity correlations were consistent with a-priori hypotheses. Confirmatory factor analyses consisted of comparison of model fit indices between seven models. Two models fit the data well and both models were consistent with the traditionally used PIML scoring protocol. Moreover, both models were consistent with the Inventory of Parent and Peer Attachment (IPPA), on which the PIML is modeled, as well as the theoretical underpinnings of attachment in childhood. The PIML and IPPA provide instruments for obtaining a continuous selfreport measure of attachment from middle-childhood through adulthood. KeywordsPeople in my life; Attachment; Late childhood; Factor analysis; Validity Attachment, defined as the type of enduring emotional bond that an individual has toward significant others such as family, friends, and close associates, has long been considered an important factor in social and psychological healthiness (Ainsworth et al., 1978; Bowlby, 1969 Bowlby, /1982Bowlby, /1973Hinde, 1982;Sroufe, 1978). Secure attachment with parents and/or peers in NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript adolescents is associated with life satisfaction, school achievement, self-esteem, and psychological adjustment (Armsden and Greenberg, 1987;Buhrmester, 1990;Bukowski et al., 1993;Hartup, 1996;Nickerson and Nagle, 2004). Children who form insecure attachments are at greater risk for experiencing psychopathology when they are older, even into adulthood (Allen and Land, 1999;Dozier et al., 1999). Hence, children's quality of attachment to others is associated with emotional and behavioral well-being in critical ways. Parental attachmentAttachment theory and research describe types of emotional bonds between parents and children, individuals and their friends and significant others. Some of the central goals of attachment theory and research are to specify the ideal types of attachments, how attachment to others might evolve developmentally as people mature, and the consequences of optimal and non-optimal attachments (Ainsworth, 1991; Bowlby, 1969 Bowlby, /1982Bowlby, /1973 Elicker et al., 1992). A child's attachment to a parent appears to serve as a model for other close relationships (Ainsworth, 1989;Bowlby, 1973;Hazan and Shaver, 1994). Secure attachment to a parent often is a prelude to successful interpersonal skills and intimate relationships (Black and McCartney, 1997;Madden-Derdich et al., 2002) and attachment to a parent remains even after attachments to peers are established (Hazan and Shaver, 1994;Hazan and Zeifman, 1994).However, the association betw...

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Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics

Cited by 22 publications

References 20 publications

Kindergarten Disruptive Behaviour, Family Adversity, Gender, and Elementary School Failure

Kindergarten Disruptive Behaviour, Family Adversity, Gender, and Elementary School Failure

Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills

Structure and validity of people in my life: A self-report measure of attachment in late childhood

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