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 and Michaela ŠAFÁŘOVÁ. The Screening Assessment of Peer Relationship in the Classroom: Consistency in Rating of Social Behaviour of Children in the Classroom between Teachers and Children. In 27th International School Psychology Colloquium 2005. 2005.

Basic information

• Original name: The Screening Assessment of Peer Relationship in the Classroom: Consistency in Rating of Social Behaviour of Children in the Classroom between Teachers and Children
• Name in Czech: Screeningové vyšetření vrstvnických vztahů ve třídě: konzistence v posouzení sociálního chování dětí učitelem a spolužáky
• Authors: ŠIRŮČEK, Jan (203 Czech Republic, guarantor) and Michaela ŠAFÁŘOVÁ (203 Czech Republic).
• Edition: 27th International School Psychology Colloquium 2005, 2005.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Field of Study: 50100 5.1 Psychology and cognitive sciences
• Country of publisher: Greece
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14230/05:00013854
• Organization unit: Faculty of Social Studies
• Keywords in English: nomination technique; peer relationship; school psychology
• Tags: nomination technique, peer relationship, school psychology

Abstract

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.

Abstract (in Czech)

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.

Links

• MSM0021622406, plan (intention): Name: Psychologické a sociální charakteristiky dětí, mládeže a rodiny, vývoj osobnosti v době proměn moderní společnosti

Investor: Ministry of Education, Youth and Sports of the CR, Psychological and social characteristics of children, youth and families, development of the personality in the time of changes of modern society