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Measuring Violent Behavior in Children: Teacher, Parent, and Child Ratings in a Cross-Cultural Comparison

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Abstract:

Developmental studies critically depend on valid and reliable measures of child problem behaviour. To overcome the limitations of any one type of information, various longitudinal studies have used a multi-informant strategy. However, the correlation between parent, teacher and child assessments has typically been found to be surprisingly low. This paper will re-examine the issue using data gathered as part of the Zurich Project on the Social Development of Children, a longitudinal study of 1300 children aged 7. The study administered adaptations of the same questionnaire to parents, teachers and the child. Using SEM techniques we first examine the convergent validity of our measures. Amongst others, results show substantial systematic differences between parent and teacher assessments. In a second step we examine the extent to which the size of these differences correlates with the ethnic and cultural background of parent and/or with teacher characteristics.
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Name: American Society of Criminology
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http://www.asc41.com


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URL: http://www.allacademic.com/meta/p33829_index.html
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MLA Citation:

Ribeaud, Denis. and Eisner, Manuel. "Measuring Violent Behavior in Children: Teacher, Parent, and Child Ratings in a Cross-Cultural Comparison" Paper presented at the annual meeting of the American Society of Criminology, Royal York, Toronto, Nov 15, 2005 <Not Available>. 2009-10-26 <http://www.allacademic.com/meta/p33829_index.html>

APA Citation:

Ribeaud, D. and Eisner, M. , 2005-11-15 "Measuring Violent Behavior in Children: Teacher, Parent, and Child Ratings in a Cross-Cultural Comparison" Paper presented at the annual meeting of the American Society of Criminology, Royal York, Toronto <Not Available>. 2009-10-26 from http://www.allacademic.com/meta/p33829_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Developmental studies critically depend on valid and reliable measures of child problem behaviour. To overcome the limitations of any one type of information, various longitudinal studies have used a multi-informant strategy. However, the correlation between parent, teacher and child assessments has typically been found to be surprisingly low. This paper will re-examine the issue using data gathered as part of the Zurich Project on the Social Development of Children, a longitudinal study of 1300 children aged 7. The study administered adaptations of the same questionnaire to parents, teachers and the child. Using SEM techniques we first examine the convergent validity of our measures. Amongst others, results show substantial systematic differences between parent and teacher assessments. In a second step we examine the extent to which the size of these differences correlates with the ethnic and cultural background of parent and/or with teacher characteristics.

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