Teacher ratings of children's behaviors and teachers' management styles: a research note.

Full Abstract

The purpose of this study was to explore how changes in teacher ratings of children's behavior problems from kindergarten to first grade might vary with teachers' styles of managing behavior problems. Familial and socioeconomical variables were controlled because of their potential modulating effects. Subjects were from a community sample of 1,573 boys and girls rated by teachers, mothers and peers (for one part of the sample) on aggressiveness-hyperactivity, anxiety-withdrawal and social skills deficits. Teacher ratings of aggressive-hyperactive behaviors significantly changed from kindergarten to grade one when the teachers had different management styles. Mother and peer ratings, however, did not change. The importance of considering teachers' management styles when assessing behavior problems in school is stressed.

Author information

Author/s: Vitaro, F (F); Tremblay, R E (RE); Gagnon, C (C);

Affiliation: Research Unit on Children's Psycho-Social Maladjustment, University of Montreal, Québec, Canada.

Journal and publication information

Publication Type: Journal Article

Journal: Journal of child psychology and psychiatry, and allied disciplines (J Child Psychol Psychiatry), published in ENGLAND. (Language: eng)

Reference: 1995-Jul; vol 36 (issue 5) : pp 887-98

Dates: Created 1995/11/02; Completed 1995/11/02; Revised 2004/11/17;

PMID: 7559852, status: MEDLINE (last retrieved date: 2/18/2009)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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