Comparing Teacher and Student Report of Behavioral Risk in Predicting Elementary Student Math Outcomes

Autor/inn/en	von der Embse, Nathaniel; Jenkins, Andrew; West, Geoffrey; Eklund, Katie; Kilgus, Stephen; Morgan, Myesha
Titel	Comparing Teacher and Student Report of Behavioral Risk in Predicting Elementary Student Math Outcomes
Quelle	In: Assessment for Effective Intervention, 46 (2021) 4, S.304-309 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von der Embse, Nathaniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419885016
Schlagwörter	Student Attitudes; Teacher Attitudes; Elementary School Students; Elementary School Teachers; At Risk Students; Predictor Variables; Age Differences; Screening Tests; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Mathematics Achievement; Student Behavior; Student Characteristics + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; Age; Difference; Age difference; Altersunterschied; Screening-Verfahren; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student behaviour
Abstract	Universal screening is a promising and proactive method to detect emotional and behavioral risk in schools. To date, most of the research on screening has evaluated teacher report formats. Despite the potential benefits, there has been a general lack of research on student self-report particularly in elementary grade levels. The purpose of this study was to evaluate the relative predictive ability of teacher and student report of risk on later academic outcomes. Results indicated that student self-report of risk significantly contributed to the prediction of academic outcomes even when controlling for demographic variables and in comparison to teacher report. The strength of this relationship increased from first to fifth grade. Implications and future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01