Dalley M B, Bolocofsky D N, Karlin N J
Department of Psychology, University of Northern Colorado, Greeley 80639.
J Abnorm Child Psychol. 1994 Aug;22(4):477-85. doi: 10.1007/BF02168086.
A comparison of teacher-ratings and self-ratings of adolescents' social competency was investigated. One hundred five high school students completed the Reynolds Adolescent Depression Scale (RADS; Reynolds, 1987) and were divided according to their scores into three groups: the lowest quartile [low-depressive symptoms (LDS) group (n = 27)], the highest quartile [high-depressive symptoms (HDS) group (n = 28)], and the remainder. Students also rated themselves and were rated by their teachers on a social competency scale. A 2 (High- and Low-Depressive Groups) x 2 (Teacher-Ratings and Self-Ratings) ANOVA was conducted using social competency rating scores as the dependent variable. The two main effects were significant (p < .01). Adolescents with low-depressive symptoms rated themselves and were rated by their teachers as more socially competent than adolescents with high-depressive symptoms; additionally, self-ratings of social competency were higher than teacher-ratings. Results are discussed in the context of an adolescent optimistic bias or a teacher pessimistic bias.
对青少年社交能力的教师评分和自我评分进行了比较研究。105名高中生完成了雷诺兹青少年抑郁量表（RADS；雷诺兹，1987），并根据他们的得分分为三组：最低四分位数[低抑郁症状（LDS）组（n = 27）]、最高四分位数[高抑郁症状（HDS）组（n = 28）]和其余学生。学生们还对自己进行了评分，并由他们的教师根据社交能力量表进行评分。以社交能力评分作为因变量，进行了一个2（高抑郁组和低抑郁组）×2（教师评分和自我评分）的方差分析。两个主要效应均显著（p <.01）。低抑郁症状的青少年对自己的评分以及教师对他们的评分显示，他们比高抑郁症状的青少年在社交方面更有能力；此外，社交能力的自我评分高于教师评分。研究结果在青少年乐观偏差或教师悲观偏差的背景下进行了讨论。
