Informant Discrepancies in the Rating of Chinese Preschoolers' Approaches to Learning: Looking for the Role of Parent-Teacher Relationships

Autor/inn/en	Ren, Lixin; Fan, Jieqiong
Titel	Informant Discrepancies in the Rating of Chinese Preschoolers' Approaches to Learning: Looking for the Role of Parent-Teacher Relationships
Quelle	In: Infant and Child Development, 30 (2021) 1, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ren, Lixin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2206
Schlagwörter	Foreign Countries; Preschool Children; Parent Teacher Cooperation; Parent Attitudes; Teacher Attitudes; Student Evaluation; Attention; Academic Persistence; Student Motivation; Learning Processes; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Lehrerverhalten; Schulnote; Studentische Bewertung; Aufmerksamkeit; Schulische Motivation; Learning process; Lernprozess
Abstract	Ratings from multiple informants, such as parents and teachers, are often used in child development research. Although informant discrepancies have been the rule rather than the exception, factors that may contribute to such discrepancies are not well understood. This study examined the role of parent-teacher relationships in the discrepancies between parents' and teachers' ratings of approaches to learning in Chinese preschoolers. Data were collected from the parents and teachers of 354 Chinese children (M[subscript age] = 5.26 years). Discrepancies between parents' and teachers' ratings were analysed, and poor agreement was found. Better parent-teacher relationships slightly contributed to smaller parent-teacher discrepancies on ratings of children's attention/persistence and competence motivation. The findings suggest that strategies promoting parent-teacher relationships may improve the consistency between parents' and teachers' view on children's learning behaviours to some degree. The observed discrepancies also imply that multi-informant ratings are imperative to achieve comprehensive understandings of children's behaviour. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01