Peer- and Self-Rated Correlates of a Teacher-Rated Typology of Child Adjustment

John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: [email protected]; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL

Y

21

Emotional Adjustment; Elementary School Students; Social Control; Social Status; Classification; Peer Relationship; Student Adjustment; Correlation; Child Behavior; Self Concept; Academic Achievement; Social Adjustment; Student Behavior; Student Characteristics; Bullying; Antisocial Behavior; Behavior Problems

10.1002/pits.20249

0033-3085

External correlates of a teacher-rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether the teacher-rated behavior subtypes could be differentiated and, if so, to create more complete descriptions of each cluster. Self-perceptions of academic, social, and emotional adjustment as well as peer perceptions of behavioral attributes and social status were found to provide convergent evidence for the typology. Divergent evidence emerged related to internalizing difficulties. Parallels between the teacher-rated typology and peer-relations research were drawn. Most notably, peers rated Mildly Disruptive (MD) children as bullying and disruptive, consistent with teacher report. However, peers also rated MD children as "cool" and with high levels of social dominance and social control, consistent with recent reports of popular bullies. (Contains 5 tables and 1 figure.)

Author

66

2007

EJ765967