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Related Experiment Videos

Parent-teacher agreement on kindergarteners' behavior problems: a research note.

C Gagnon1, F Vitaro, R E Tremblay

  • 1Research Unit on Children's Psycho-Social Maladjustment, University of Montreal, Quebec, Canada.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|October 1, 1992
PubMed
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Mothers and teachers show limited agreement on kindergarteners' behavior ratings. Demographic factors influence agreement levels, but both groups often agree on the relative prevalence of behavior problems.

Area of Science:

  • Developmental Psychology
  • Child Behavior Assessment
  • Educational Psychology

Background:

  • Understanding child behavior requires multiple perspectives.
  • Discrepancies between maternal and teacher ratings can impact interventions.
  • Identifying factors influencing rater agreement is crucial for accurate assessment.

Purpose of the Study:

  • To investigate agreement and disagreement in mothers' and teachers' behavioral ratings of kindergarten children.
  • To explore how demographic and background characteristics affect rater agreement.
  • To compare the rank order of behavior problem prevalence reported by mothers and teachers.

Main Methods:

  • Comparative analysis of maternal and teacher behavioral ratings.
  • Statistical examination of agreement levels.

Related Experiment Videos

  • Exploration of demographic influences on rating concordance.

    • Main Results:

    • A generally low to moderate level of agreement was found between mothers and teachers.
    • Demographic and background characteristics significantly influenced the degree and direction of agreement.
    • While absolute prevalence estimates varied, the rank order of behavior problems was similar across informants.

    Conclusions:

    • Maternal and teacher agreement on child behavior is limited but influenced by various factors.
    • Similar rankings of behavior problems suggest shared perceptions of behavioral consistency across settings.
    • Further research should explore the implications of these agreement patterns for early childhood education and intervention.