Harris W J, Drummond R J
J Abnorm Child Psychol. 1977;5(1):43-52. doi: 10.1007/BF00915759.
This study examined the relationships between teachers' ratings of children's behavior on the Behavior Problem Checklist and children's self-reported personality source traits on age-appropriate Personality Questionnaires. The sample consisted of 254 children from first through eighth grades and 13 teachers in a rural Maine elementary school. Analysis of the data revealed that teachers' ratings and children's self-reports in grades four through six agreed more frequently about problematic behavior than did children's self-reports and teachers self-ratings in grades one through three and seven and eight. In general, the study (1) supported the validity of teacher judgments made with the Behavior Problem Checklist, (2) demonstrated the critical need for more than one perspective when identifying and defining maladaptive behavior potentially indicative of emotional disturbance, and (3) suggested the need to increase the accuracy of teachers' perceptions and evaluations of children's behavior.
本研究考察了教师在行为问题清单上对儿童行为的评分与儿童在适合其年龄的人格问卷上自我报告的人格源特质之间的关系。样本包括缅因州农村一所小学的254名从一年级到八年级的儿童和13名教师。数据分析表明，与一至三年级以及七、八年级的儿童自我报告和教师自我评分相比，四至六年级的教师评分与儿童自我报告在问题行为方面的一致性更高。总体而言，该研究：（1）支持了使用行为问题清单做出的教师判断的有效性；（2）表明在识别和定义可能表明情绪障碍的适应不良行为时，需要多个视角；（3）建议提高教师对儿童行为的认知和评估的准确性。
