2005
The Screening Assessment of Peer Relationship in the Classroom: Consistency in Rating of Social Behaviour of Children in the Classroom between Teachers and Children
ŠIRŮČEK, Jan a Michaela ŠAFÁŘOVÁZákladní údaje
Originální název
The Screening Assessment of Peer Relationship in the Classroom: Consistency in Rating of Social Behaviour of Children in the Classroom between Teachers and Children
Název česky
Screeningové vyšetření vrstvnických vztahů ve třídě: konzistence v posouzení sociálního chování dětí učitelem a spolužáky
Autoři
ŠIRŮČEK, Jan (203 Česká republika, garant) a Michaela ŠAFÁŘOVÁ (203 Česká republika)
Vydání
27th International School Psychology Colloquium 2005, 2005
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50100 5.1 Psychology and cognitive sciences
Stát vydavatele
Řecko
Utajení
není předmětem státního či obchodního tajemství
Kód RIV
RIV/00216224:14230/05:00013854
Organizační jednotka
Fakulta sociálních studií
Klíčová slova anglicky
nomination technique; peer relationship; school psychology
Změněno: 31. 3. 2010 11:36, Mgr. Jan Širůček, Ph.D.
V originále
Peer acceptance and social status are both strong factors that influence academic achievement at school. Hence, the level of childrens positive relations with their classmates is important information for school psychologist for their understanding of problems, which children in the classroom could deal with. In our study, we examined whether there is any consistency between childrens and teachers rating of social behaviour of children in the classroom. Participants were 130 seventh graders (age 13) and their teachers. We asked the teachers to complete Strengths and Difficulties Questioner that included scales such as conduct problems, prosocial behaviour a peer relationship problems. Children completed classroom peer nominations that reflected level of peer acceptance, level of peer rejection, and level of conflict. Our results indicate that there exist correlations (r ranges from 0,3 to 0,4) in dimensions: prosocial behaviour and peer acceptance, peer relationship problems and level of conflict with classmates, and peer rejection. We can conclude that it is useful to use both peer-nominated social preference and teachers evaluation of social behaviour of children to get powerful method for assessment of peer relationship in the classroom. Our findings support a hypothesis that some strong inconsistencies between childrens and teachers rating could indicate some problems in teacher-children communication or relationship.
Česky
Peer acceptance and social status are both strong factors that influence academic achievement at school. Hence, the level of childrens positive relations with their classmates is important information for school psychologist for their understanding of problems, which children in the classroom could deal with. In our study, we examined whether there is any consistency between childrens and teachers rating of social behaviour of children in the classroom. Participants were 130 seventh graders (age 13) and their teachers. We asked the teachers to complete Strengths and Difficulties Questioner that included scales such as conduct problems, prosocial behaviour a peer relationship problems. Children completed classroom peer nominations that reflected level of peer acceptance, level of peer rejection, and level of conflict. Our results indicate that there exist correlations (r ranges from 0,3 to 0,4) in dimensions: prosocial behaviour and peer acceptance, peer relationship problems and level of conflict with classmates, and peer rejection. We can conclude that it is useful to use both peer-nominated social preference and teachers evaluation of social behaviour of children to get powerful method for assessment of peer relationship in the classroom. Our findings support a hypothesis that some strong inconsistencies between childrens and teachers rating could indicate some problems in teacher-children communication or relationship.
Návaznosti
| MSM0021622406, záměr |
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