CAJ | 학술논문

以529名城乡初一学生为被试进行短期追踪研究,考察了青少年自我、同伴和教师三种主体对学校情境中的青少年外化问题行为评定的一致性问题。采用相关分析、多质多法分析、验证性因素分析和检出率分析对三种主体的评定结果进行了分析比较。结果显示,青少年自我、同伴和教师对外化问题行为的评定只存在中低程度的一致性;通过同伴评定测得的四种外化问题行为群之间的相关性高于通过教师评定和自我报告测得的结果,而自我报告测得的四种外化问题行为群之间的相关性最低。不同报告主体对青少年外化问题行为评定的跨时间稳定性存在差异,同伴评定的稳定性最高,其次为教师评定,青少年自我报告的稳定性最低。通过同伴评定测得的结果对多主体评定的解释率高于教师评定和自我报告的结果,自我报告的结果对多主体评定的解释率最低。三种主体所检出的不同形式的外化问题行为的人数比例没有呈现出规律性的差异,只有通过同伴评定检出的不同形式的外化问题行为者的人数比例随着检出标准的提高而减小。
이529명성향초일학생위피시진행단기추종연구,고찰료청소년자아、동반화교사삼충주체대학교정경중적청소년외화문제행위평정적일치성문제。채용상관분석、다질다법분석、험증성인소분석화검출솔분석대삼충주체적평정결과진행료분석비교。결과현시,청소년자아、동반화교사대외화문제행위적평정지존재중저정도적일치성;통과동반평정측득적사충외화문제행위군지간적상관성고우통과교사평정화자아보고측득적결과,이자아보고측득적사충외화문제행위군지간적상관성최저。불동보고주체대청소년외화문제행위평정적과시간은정성존재차이,동반평정적은정성최고,기차위교사평정,청소년자아보고적은정성최저。통과동반평정측득적결과대다주체평정적해석솔고우교사평정화자아보고적결과,자아보고적결과대다주체평정적해석솔최저。삼충주체소검출적불동형식적외화문제행위적인수비례몰유정현출규률성적차이,지유통과동반평정검출적불동형식적외화문제행위자적인수비례수착검출표준적제고이감소。
Research on child and adolescent problem behaviors have traditionally relied on single informant. These normally are self-reports by the child or adolescent participants or evaluations from the participants teachers or parents. Such single source data often yield inconsistent and even unreliable findings. Recent years there is an increasing awareness of the advantage of the multiple-informant approach in data collection. An increasing number of studies have used this multi-informant approach that yield low to moderate agreement among different data sources. However, these multi- informant studies mainly used teacher ratings in addition to adolescents＂ self-reports. Existing studies have seldom used peer reports. Because adolescents interact with their peers on a daily basis, not using peer evaluation as a data source will have missed important insight into adolescent behaviors including problem behaviors such as externalizing behaviors and misconduct. Most of the existing studies have only examined concurrent agreements among different informants which have been low to moderate. Cross-time stability and agreement across multiple informants remain to be issues for investigation. Studies on problem behaviors have focused mainly on the more severe forms of problem behaviors, such as aggression and antisocial behavior. Little attention has been paid to the less serious forms of problem behaviors such as rule opposition, property vandalism, and status violation. The present paper reports a short term longitudinal study in which adolescent externalizing behaviors were repeatedly rated by the adolescents themselves, the adolescents＇teachers and their classmates. The interval between the two times of assessment was three months. The Clustering Child Behavior Checklist by Frick et al. （ 1993 ） was used, which contains four clusters of externalizing behaviors, namely, aggression, opposition, property violations, and status violations. The participants were 529 adolescents from 14 classrooms and their head teachers in three junior middle schools of Shandong Province. Multiple analyses were used. These include correlation, multi-traits multi-methods analysis, confirmatory factor analysis, and detectable-rates analysis. Only low to moderate correlations existed among the ratings of different informants （ rs range from - 0.01 to 0. 46）, with the correlation between adolescent self-reports and teacher ratings being the lowest （ rs range from - 0.01 to 0.17） and that between teacher ratings and peer ratings being the highest （ rs range from 0.28 to 0.46）. Further analysis indicate that the correlations among the four clusters of externalizing behaviors from peer reports were greater than those from adolescent self-reports or teacher ratings. Correlations among the four clusters of externalizing behaviors from adolescent self-reports were the lowest. The cross-time stabilities of the ratings by the three types of informants as indexed by the correlations coefficients between the two waves of assessment also varied significantly across different informants. Compared with self-reports and teacher ratings, peer ratings yielded most stable and consistent results across the two waves of data over a period of three months. Results from confirmatory factor analysis demonstrated that peer ratings had higher coefficients of determination on the constructs of the four behavior clusters than did either teacher ratings or self-reports. There were also differences across the three types of informants in the identification of adolescents with some kind of problem behavior but these differences did not form any clear patterns. Only on peer ratings, the detectable ratios decreased when a stricter detectable criterion was adopted.