Abstract
Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and student ratings shared more variance than typically reported in prior cross-informant studies of problem or social behavior. Although teacher and student ratings shared strong correlations, there was significant disagreement when scores were dichotomized for decision making. Implications of the results for school psychology practice and future research are discussed.
Original language | English (US) |
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Pages (from-to) | 338-354 |
Number of pages | 17 |
Journal | Journal of Applied School Psychology |
Volume | 30 |
Issue number | 4 |
DOIs | |
State | Published - Oct 31 2014 |
Keywords
- agreement
- high school
- middle school
- self-ratings
- teacher ratings
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Applied Psychology
- Psychiatry and Mental health