Antisocial behaviour, emotional problems and school dropout in portuguese adolescents: Are teachers assessments good predictors?
2011
Several sources (e.g., parents, teachers, peers or the children and adolescents themselves who
were implicated in various problems) have been fundamental elements in the gathering of useful
information about antisocial, emotional and school problems. Specifically investigating the usefulness
of one of these sources, the present study aims to analyse the power of teachers’ ratings in
predicting adolescents’ antisocial behaviour, emotional problems and school dropout.
The sample involves 448 children who were assessed at two periods of time eight years apart.
In 1993 (Time 1), when these children were in the fourth-grade in state schools in the Coimbra
region (Portugal), their teachers were asked to fill in the Achenbach’s Teachers Report Form (1991)
and a list of academic difficulties. In Time 2, students filled in the Youth Self-Report (Achenbach,
1991) and the Self-Reported Antisocial Behaviour (Loeber et al., 1989).
Teachers’ ratings in elementary schools were only very modest predictors of antisocial behaviour
and emotional problems at the end of adolescence. However, teachers’ information about academic
difficulties was a good predictor of early school dropout.
These findings strengthen the idea that for an accurate identification of children and adolescents
at risk for behavioural or emotional problems several informants and multimethod assessment
should be considered.
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