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A comparison of teacher, peer, and observational rating of aggression and developmental level in 5--7 year old children.

机译：对5--7岁儿童的侵略性和发育水平的老师，同伴和观察力等级进行比较。

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Teacher-reported, peer-reported, and observed aggression were evaluated in 103 (59 boys, 45 girls) aged 67 to 106 months (M = 85.46, SD = 4.02). Participants included children at preoperational (n = 28), transitional (n = 23), and concrete operational (n = 52) Piagetian developmental levels. Relationships among aggression ratings, as well as the relationships between aggression, developmental level, and social status were examined. Teacher ratings of aggression were found to be significantly related to developmental level, whereas behavioral observations and peer reported aggression were not. In addition, teacher and peer reported aggression were significantly related to each other, but neither were consistent with actual observed aggression. Findings suggest that teachers and peers are taking different factors into account, or are basing their reports on factors that are not being captured by independent observers, when rating aggression. Implications for assessment of aggressive behavior in the schools and for future research are discussed.

机译：对103名年龄在67到106个月之间的教师（59名男孩，45名女孩）进行了教师报告，同伴报告和观察到的攻击（M = 85.46，SD = 4.02）。参与者包括术前（n = 28），过渡期（n = 23）和具体手术（n = 52）的Piagetian发展水平的儿童。研究了攻击等级之间的关系，以及攻击，发展水平和社会地位之间的关系。发现教师的攻击评分与发展水平显着相关，而行为观察和同伴报告的攻击无关。此外，老师和同伴报告的攻击行为之间存在显着相关性，但均与实际观察到的攻击行为不一致。研究结果表明，教师和同伴在评估侵略性时，正在考虑不同的因素，或者将他们的报告基于独立观察者未捕获的因素。讨论了对学校攻击行为评估和对未来研究的影响。

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作者
Rubin, Andrew Seth.;
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作者单位

Illinois Institute of Technology.;

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授予单位 Illinois Institute of Technology.;
学科 Psychology Behavioral.;Psychology Developmental.;Education Educational Psychology.
学位 Ph.D.
年度 2001
页码 70 p.
总页数 70
原文格式 PDF
正文语种 eng
中图分类
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A comparison of teacher, peer, and observational rating of aggression and developmental level in 5--7 year old children.

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