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一项关于家长和教师在环境敏感性评估方面差异的比较研究。

A comparative study of differences between parents and teachers in the evaluation of environmental sensitivity.

作者信息

Costa-López Borja, Ferrer-Cascales Rosario, Ruiz-Robledillo Nicolás, Albaladejo-Blázquez Natalia, Baryła-Matejczuk Monika

机构信息

Department of Health Psychology, University of Alicante, Alicante, Spain.

Institute of Psychology and Human Sciences, WSEI University, Lublin, Poland.

出版信息

Front Psychol. 2023 Dec 20;14:1291041. doi: 10.3389/fpsyg.2023.1291041. eCollection 2023.

Abstract

INTRODUCTION

The inextricable bond between humans and the environment underscores the pivotal significance of environmental sensitivity. This innate trait encompasses a wide array of ways individuals perceive, process, and react to various internal and external stimuli. The evaluation of this trait in children is generally conducted by parents. However, little is known about the concordance of the parents reports with those conducted by others, such as teachers. Children's behavior assessment is a current and relevant issue and finding out more positive results could make improvements in different contexts, such as home, clinics and schools.

OBJECTIVE

This study examines agreements and discrepancies between parents and teachers as raters of environmental sensitivity in Spanish children.

METHODS

Participants were 124 parents and eight teachers of youngsters between 3 and 10 years, who completed a paper survey providing information about parental and school variables and environmental sensitivity.

RESULTS

Parents and teachers mostly differ when rating environmental sensitivity, being parents the raters who score higher levels of this trait than teachers. Also, poor intra-class coefficients of reliability are found in both the items of HSCS, the dimensions and the general factor of environmental sensitivity among the informants.

CONCLUSION

The present investigation provides novel findings related to inter-rater assessment on environmental sensitivity and how these different informants could affect in the report. This study also highlights the need of making and validating new and specific tools to assess environmental sensitivity for teachers.

摘要

引言

人类与环境之间密不可分的联系凸显了环境敏感性的关键意义。这种内在特质涵盖了个体感知、处理以及对各种内部和外部刺激做出反应的多种方式。对儿童这一特质的评估通常由父母进行。然而,对于父母的报告与其他人员(如教师)的报告之间的一致性了解甚少。儿童行为评估是一个当前且相关的问题,发现更多积极结果有助于在家庭、诊所和学校等不同环境中做出改进。

目的

本研究考察西班牙儿童环境敏感性评估中父母与教师作为评估者之间的一致性和差异。

方法

参与者为124名3至10岁儿童的父母以及8名教师,他们完成了一份纸质调查问卷,提供有关父母和学校变量以及环境敏感性的信息。

结果

在对环境敏感性进行评分时,父母和教师大多存在差异,父母作为评估者对该特质的评分高于教师。此外,在HSCS项目、环境敏感性维度以及信息提供者之间的一般因素方面,组内可靠性系数较低。

结论

本调查提供了与环境敏感性评估者间评估相关的新发现,以及这些不同信息提供者如何在报告中产生影响。本研究还强调了为教师制作和验证评估环境敏感性的新的特定工具的必要性。

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