Tremblay R E, LeBlanc M, Schwartzman A E
School of Psycho-Education, University of Montreal, Canada.
J Abnorm Child Psychol. 1988 Oct;16(5):571-83. doi: 10.1007/BF00914267.
Peer and teacher assessments of aggression, social withdrawal, and likability using the Pupil Evaluation Inventory were recorded for 104 French Canadian girls and boys in grade 1. Self-reported delinquency and personality measures were administered to these children when they were in junior high school 7 years later. Linear regression analyses revealed significant predictive differences between the grade 1 assessment of girls and boys: For antisocial behavior, teacher and peer assessments of boys were equally good predictors, and the combination of the two assessments did not improve prediction; for girls, peer and teacher assessments taken separately were weak predictors, but, taken together, they were better predictors for girls than for boys; for personality, peers were better predictors than teachers both for girls and for boys. When categorical analyses were used to predict extreme antisocial behavior, peer and teacher assessments were equally good predictors for girls and boys. The use of peer and teacher ratings together, however, decreased the number of false positives. The implications of these findings for research and clinical work are discussed.
使用学生评价量表对104名一年级法裔加拿大女孩和男孩的攻击行为、社交退缩和受欢迎程度进行了同伴和教师评估。7年后，这些孩子上初中时，对他们进行了自我报告的犯罪和性格测量。线性回归分析显示，一年级女孩和男孩评估之间存在显著的预测差异：对于反社会行为，男孩的教师和同伴评估是同样好的预测指标，两种评估的组合并没有改善预测效果；对于女孩，单独的同伴和教师评估是较弱的预测指标，但综合起来，它们对女孩的预测比对男孩更好；对于性格，同伴比教师对女孩和男孩都是更好的预测指标。当使用分类分析来预测极端反社会行为时，同伴和教师评估对女孩和男孩都是同样好的预测指标。然而，同时使用同伴和教师评分减少了误报的数量。讨论了这些发现对研究和临床工作的意义。
