Consistency of Teacher-Reported problems for students in 21 countries

Leslie A. Rescorla; Thomas M. Achenbach; Sofia Ginzburg; Masha Ivanova; Levent Dumenci; Fredrik Almqvist; Marie Bathiche; Niels Bilenberg; Hector Bird; Anca Domuta; Nese Erol; Eric Fombonne; Antonio Fonseca; Alessandra Frigerio; Yasuko Kanbayashi; Michael C. Lambert; Xianchen Liu; Patrick Leung; Asghar Minaei; Alexandra Roussos; Zeynep Simsek; Sheila Weintraub; John Weisz; Tomasz Wolanczyk; Stephen R. Zubrick; Rita Zukauskiene; Frank Verhulst

Consistency of Teacher-Reported problems for students in 21 countries

Leslie A. Rescorla, Thomas M. Achenbach, Sofia Ginzburg, Masha Ivanova, Levent Dumenci, Fredrik Almqvist, Marie Bathiche, Niels Bilenberg, Hector Bird, Anca Domuta, Nese Erol, Eric Fombonne, Antonio Fonseca, Alessandra Frigerio, Yasuko Kanbayashi, Michael C. Lambert, Xianchen Liu, Patrick Leung, Asghar Minaei, Alexandra RoussosZeynep Simsek, Sheila Weintraub, John Weisz, Tomasz Wolanczyk, Stephen R. Zubrick, Rita Zukauskiene, Frank Verhulst

Research output: Contribution to journal › Review article › peer-review

59 Scopus citations

Abstract

This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged .90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from 〈1% to 5%, and age effects were all 〈1%. With great consistency across countries, scores were higher for boys than for girls on eight scales: Total Problems; Externalizing; the Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior syndromes; and Diagnostic and Statistical Manual (DSM)-oriented Attention Deficit Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Correlations between mean item ratings in different countries averaged .74. Teacher's Report Form results were thus similar across 21 very diverse countries, despite differences across these countries in school systems, models of pedagogy, and curricula.

Original language	English (US)
Pages (from-to)	91-110
Number of pages	20
Journal	School Psychology Review
Volume	36
Issue number	1
State	Published - Apr 18 2007
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Cite this

Rescorla, L. A., Achenbach, T. M., Ginzburg, S., Ivanova, M., Dumenci, L., Almqvist, F., Bathiche, M., Bilenberg, N., Bird, H., Domuta, A., Erol, N., Fombonne, E., Fonseca, A., Frigerio, A., Kanbayashi, Y., Lambert, M. C., Liu, X., Leung, P., Minaei, A., ... Verhulst, F. (2007). Consistency of Teacher-Reported problems for students in 21 countries. School Psychology Review, 36(1), 91-110.

Rescorla, LA, Achenbach, TM, Ginzburg, S, Ivanova, M, Dumenci, L, Almqvist, F, Bathiche, M, Bilenberg, N, Bird, H, Domuta, A, Erol, N, Fombonne, E, Fonseca, A, Frigerio, A, Kanbayashi, Y, Lambert, MC, Liu, X, Leung, P, Minaei, A, Roussos, A, Simsek, Z, Weintraub, S, Weisz, J, Wolanczyk, T, Zubrick, SR, Zukauskiene, R & Verhulst, F 2007, 'Consistency of Teacher-Reported problems for students in 21 countries', School Psychology Review, vol. 36, no. 1, pp. 91-110.

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abstract = "This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged .90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from 〈1% to 5%, and age effects were all 〈1%. With great consistency across countries, scores were higher for boys than for girls on eight scales: Total Problems; Externalizing; the Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior syndromes; and Diagnostic and Statistical Manual (DSM)-oriented Attention Deficit Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Correlations between mean item ratings in different countries averaged .74. Teacher's Report Form results were thus similar across 21 very diverse countries, despite differences across these countries in school systems, models of pedagogy, and curricula.",

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AU - Domuta, Anca

AU - Erol, Nese

AU - Fombonne, Eric

AU - Fonseca, Antonio

AU - Frigerio, Alessandra

AU - Kanbayashi, Yasuko

AU - Lambert, Michael C.

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AU - Leung, Patrick

AU - Minaei, Asghar

AU - Roussos, Alexandra

AU - Simsek, Zeynep

AU - Weintraub, Sheila

AU - Weisz, John

AU - Wolanczyk, Tomasz

AU - Zubrick, Stephen R.

AU - Zukauskiene, Rita

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N2 - This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged .90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from 〈1% to 5%, and age effects were all 〈1%. With great consistency across countries, scores were higher for boys than for girls on eight scales: Total Problems; Externalizing; the Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior syndromes; and Diagnostic and Statistical Manual (DSM)-oriented Attention Deficit Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Correlations between mean item ratings in different countries averaged .74. Teacher's Report Form results were thus similar across 21 very diverse countries, despite differences across these countries in school systems, models of pedagogy, and curricula.

AB - This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged .90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from 〈1% to 5%, and age effects were all 〈1%. With great consistency across countries, scores were higher for boys than for girls on eight scales: Total Problems; Externalizing; the Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior syndromes; and Diagnostic and Statistical Manual (DSM)-oriented Attention Deficit Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Correlations between mean item ratings in different countries averaged .74. Teacher's Report Form results were thus similar across 21 very diverse countries, despite differences across these countries in school systems, models of pedagogy, and curricula.

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Consistency of Teacher-Reported problems for students in 21 countries

Abstract

ASJC Scopus subject areas

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