Cross-Informant Agreement of Children's Social-Emotional Skills: An Investigation of Ratings by Teachers, Parents, and Students from a Nationally Representative Sample

Autor/inn/en	Gresham, Frank M.; Elliott, Stephen N.; Metallo, Sarah; Byrd, Shelby; Wilson, Elizabeth; Cassidy, Kaitlan
Titel	Cross-Informant Agreement of Children's Social-Emotional Skills: An Investigation of Ratings by Teachers, Parents, and Students from a Nationally Representative Sample
Quelle	In: Psychology in the Schools, 55 (2018) 2, S.208-223 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gresham, Frank M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22101
Schlagwörter	Social Development; Emotional Development; Interpersonal Competence; Correlation; Effect Size; Teacher Student Relationship; Parent Student Relationship; Elementary School Students; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This study examines the agreement across informant pairs of teachers, parents, and students regarding the students' social-emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to 12th grades) with ratings by three informants (a teacher, a parent, and the student him/herself) and a second group of 164 students who had ratings by two raters in a similar role--two parents or two teachers. To assess interrater agreements, two methods were employed: calculation of q correlations among pairs of raters and effect size indices to capture the extant rater pairs differed in their assessments of social-emotional skills. The empirical results indicated that pairs of different types of informants exhibited greater than chance levels of agreement as indexed by significant interrater correlations; teacher-parent informants showed higher correlations than teacher-student or parent-student pairs across all SEL competency domains assessed, and pairs of similar informants exhibited significantly higher correlations than pairs of dissimilar informants. Study limitations are identified and future research needs outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01