超越评分者对学生成绩的一致性

Abstract: Over the past decades, there has been increasing interest in the multi-informant assessment of students’ behavioral problems. The current study uses the Strengths and Difficulties Questionnaire ( Goodman, 1997 ) to investigate the consistency and specificity between self-reports, parent reports, and teacher reports of secondary students’ externalizing and internalizing problems ( N = 1,326 students). Findings from a CT-C[M-1] model indicated moderate to low consistency between student reports and teacher or parent reports. As expected, gender and special needs status predicted specif