Department of Psychology, Faculty of Health Sciences, UiT, The Arctic University of Norway, Tromsø, Norway.
CWIN-Nepal, Ravi Bhawan, Kathmandu, Nepal.
PLoS One. 2024 May 16;19(5):e0303673. doi: 10.1371/journal.pone.0303673. eCollection 2024.
Studies on cross-informant agreement on adolescents' emotional and behavioral problems (EBPs) are sparse in low- and middle-income countries. This study aimed to assess parent-adolescent and teacher-adolescent agreement on EBPs and associated factors in Nepal.
This cross-sectional survey included 1904 school-going adolescents aged 11-18, enrolled in government and private schools located in sixteen districts of Nepal. The Nepali versions of the Youth Self Report, Child Behavior Checklist, and Teacher's Report Form were administered to assess EBPs reported by adolescents, their parents, and teachers, respectively. Repeated measures analysis of variance (ANOVA) was done to assess mean differences in problem scores. Pearson's correlation was used to assess cross-informant agreement. Linear regression analysis was used to explore factors associated with cross-informant discrepancies in EBPs.
Adolescents reported significantly more problems than their parents and teachers. Mean Total Problem scores for the 90 common items in the adolescents' self-reports, parent reports, and teacher reports were 34.5 (standard deviation [SD]: 21.4), 24.1 (SD = 19.2), and 20.2 (SD = 17.5) respectively. Parent-adolescent agreement on Total Problems was moderate, whereas teacher-adolescent agreement was low. The parent-adolescent agreement was moderate to low for the two broadband scales and all syndrome scales, whereas the teacher-adolescent agreement was low for all scales. Female gender and ethnic minority status impacted both parent-adolescent and teacher-adolescent discrepancies. Family stress/conflicts impacted parent-adolescent discrepancies, while academic performance impacted teacher-adolescent discrepancies.
Nepali adolescents reported more EBPs than their parents and teachers. The agreement between adolescents' self-reports and reports by their parents and teachers was moderate to low. Gender, caste/ethnicity, family stress/conflicts, and academic performance were associated with cross-informant discrepancies. It is crucial to collect information from different sources, consider context-specific needs, and discern factors influencing cross-informant discrepancies to accurately assess adolescents' EBPs and develop personalized approaches to treatment planning.
在中低收入国家，关于青少年情绪和行为问题（EBP）的交叉报告者一致性的研究很少。本研究旨在评估尼泊尔青少年 EBP 中父母-青少年和教师-青少年的一致性及其相关因素。
本横断面研究包括来自尼泊尔 16 个地区的公立和私立学校的 1904 名 11-18 岁的在校青少年。使用尼泊尔语版的青少年自我报告、儿童行为检查表和教师报告表分别评估青少年、其父母和教师报告的 EBP。采用重复测量方差分析（ANOVA）评估问题得分的平均值差异。采用皮尔逊相关评估交叉报告者之间的一致性。采用线性回归分析探索与 EBP 交叉报告者差异相关的因素。
青少年报告的问题明显多于其父母和教师。青少年自我报告、父母报告和教师报告中 90 个常见项目的总问题分数平均值分别为 34.5（标准差 [SD]：21.4）、24.1（SD = 19.2）和 20.2（SD = 17.5）。父母与青少年对总问题的一致性为中度，而教师与青少年的一致性为低度。对于两个宽带量表和所有综合征量表，父母与青少年的一致性为中度到低度，而对于所有量表，教师与青少年的一致性为低度。女性和少数民族身份影响父母与青少年和教师与青少年的差异。家庭压力/冲突影响父母与青少年的差异，而学业成绩影响教师与青少年的差异。
尼泊尔青少年报告的 EBP 多于其父母和教师。青少年自我报告与父母和教师报告之间的一致性为中度到低度。性别、种姓/民族、家庭压力/冲突和学业成绩与交叉报告者差异相关。从不同来源收集信息、考虑特定于背景的需求以及辨别影响交叉报告者差异的因素对于准确评估青少年的 EBP 和制定个性化的治疗计划非常重要。
