La Greca A M
J Abnorm Child Psychol. 1981 Jun;9(2):167-78. doi: 10.1007/BF00919112.
In view of the current interest in children's peer relationships and social skills, and the need for valid assessment procedures for children's peer problems, the intent of the present study was to examine the correspondence between peer ratings of acceptance and teacher ratings of a child's social behavior and likability. The 92 children were males and females from the third, fourth, and fifth grades. Classroom teachers rated each of the children on withdrawal, aggressive, and likable behavior using the Pupil Evaluation Inventory. Peer ratings of the child's acceptance in play and work situations were obtained from same-sex classmates. The teacher rating of likability was the best predictor of peer acceptance scores for males; withdrawn behavior was the best predictor of peer acceptance scores for females. Ratings of withdrawn and aggressive behavior contributed to the prediction of peer acceptance scores for males; for females, only withdrawn behavior contributed to the prediction of peer acceptance. In terms of the clinical utility of teacher ratings for assessing children with peer problems, the use of the withdrawn and/or aggressive ratings scales appeared to offer promise as a means of identifying such children. Implications for the area of children's social skills and directions for future research were discussed.
鉴于当前对儿童同伴关系和社交技能的关注，以及对儿童同伴问题进行有效评估程序的需求，本研究的目的是检验同伴接纳评分与教师对儿童社交行为和可爱程度评分之间的对应关系。这92名儿童来自三、四、五年级，有男有女。课堂教师使用学生评价量表对每个儿童的退缩、攻击和可爱行为进行评分。从同性同学那里获得了儿童在游戏和学习情境中被接纳程度的同伴评分。教师对可爱程度的评分是男性同伴接纳分数的最佳预测指标；退缩行为是女性同伴接纳分数的最佳预测指标。退缩和攻击行为评分有助于预测男性的同伴接纳分数；对于女性，只有退缩行为有助于预测同伴接纳情况。就教师评分在评估有同伴问题儿童方面的临床效用而言，使用退缩和/或攻击评分量表似乎有望作为识别此类儿童的一种手段。文中讨论了对儿童社交技能领域的启示以及未来研究的方向。
