The Application of the Preschool Child Behavior Checklist and the Caregiver-Teacher Report Form to Mainland Chinese Children: Syndrome Structure, Gender Differences, Country Effects, and Inter-Informant Agreement

Autor/inn/en	Liu, Jianghong; Cheng, Halina; Leung, Patrick W. L.
Titel	The Application of the Preschool Child Behavior Checklist and the Caregiver-Teacher Report Form to Mainland Chinese Children: Syndrome Structure, Gender Differences, Country Effects, and Inter-Informant Agreement
Quelle	In: Journal of Abnormal Child Psychology, 39 (2011) 2, S.251-264 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-010-9452-8
Schlagwörter	Check Lists; Behavior Problems; Caregivers; Preschool Children; Psychopathology; Child Behavior; Factor Analysis; Classification; Foreign Countries; Gender Differences; Parents; Teachers; Student Behavior; Cross Cultural Studies; China; United States + Suchen Sie Ihr Suchwort? Checkliste; Caregiver; Carer; Betreuungsperson; Pfleger; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychopathologie; Faktorenanalyse; Classification system; Klassifikation; Klassifikationssystem; Ausland; Geschlechterkonflikt; Eltern; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Cultural comparison; Kulturvergleich; USA
Abstract	Preschool children have long been a neglected population in the study of psychopathology. The Achenbach System of Empirically Based Assessment (ASEBA), which includes the Child Behavior Checklist/1.5-5 (CBCL/1.5-5) and the Caregiver-Teacher Report Form (C-TRF), constitutes the few available measures to assess preschoolers with an empirically derived taxonomy of preschool psychopathology. However, the utility of the measures and their taxonomy of preschool psychopathology to the Chinese is largely unknown and has not been studied. The present study aimed at testing the cross-cultural factorial validity of the CBCL/1.5-5 and C-TRF, as well as the applicability of the taxonomy of preschool psychopathology they embody, to Mainland Chinese preschoolers. Country effects between our Chinese sample and the original U.S. sample, gender differences, and cross-informant agreement between teachers and parents were also to be examined. A Chinese version of the CBCL/1.5-5 and C-TRF was completed by parents and teachers respectively on 876 preschoolers in Mainland China. Confirmatory factor analysis (CFA) confirmed the original, U.S.-derived second order, multi-factor model best fit the Chinese preschool data of the CBCL/1.5-5 and C-TRF. Rates of total behavior problems in Chinese preschoolers were largely similar to those in American preschoolers. Specifically, Chinese preschoolers scored higher on internalizing problems while American preschoolers scored higher on externalizing problems. Chinese preschool boys had significantly higher rates of externalizing problems than Chinese preschool girls. Cross-informant agreement between Chinese teachers and parents was relatively low compared to agreement in the original U.S. sample. Results support the generalizability of the taxonomic structure of preschool psychopathology derived in the U.S. to the Chinese, as well as the applicability of the Chinese version of the CBCL/1.5-5 and C-TRF. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10