Ledingham J E, Younger A, Schwartzman A, Bergeron G
J Abnorm Child Psychol. 1982 Sep;10(3):363-72. doi: 10.1007/BF00912327.
This study examined the relationship among teacher, peer, and self-ratings of children's social behavior. The Pupil Evaluation Inventory was completed by 172 first-graders, 346 fourth-graders, 283 seventh-graders, and 30 teachers. Groups of deviant responders and controls were also selected from the total sample on the basis of peer-rated aggression and withdrawal scores. Interrater agreement was consistently greater between peer and teacher ratings than between self-ratings and either peer or teacher ratings. Discrepancies between raters were greatest for children with more deviant scores, with peer ratings providing the highest estimates of deviant behavior, and self-ratings yielding the lowest. Self ratings were lower than teacher or peer ratings on aggression and withdrawal, and higher on likability. Aggression produced greatest agreement between raters. Agreement was uninfluenced by the cognitive maturity of peer evaluators. The results suggest that the selection of raters should be influenced by the class of behaviors to be evaluated and the context in which they occur.
本研究考察了教师、同伴以及儿童社会行为自评之间的关系。172名一年级学生、346名四年级学生、283名七年级学生以及30名教师完成了学生评价量表。还根据同伴评定的攻击和退缩得分从总样本中选取了偏差反应者组和对照组。同伴与教师评定之间的评分者间一致性始终高于自评与同伴或教师评定之间的一致性。评分者之间的差异在得分偏差较大的儿童中最为明显，其中同伴评定对偏差行为的估计最高，而自评的估计最低。在攻击和退缩方面，自评低于教师或同伴评定，而在可爱程度方面则高于教师或同伴评定。攻击行为在评分者之间产生的一致性最高。一致性不受同伴评价者认知成熟度的影响。结果表明，评分者的选择应受待评估行为类别及其发生背景的影响。
