Teacher Ratings and Peer Nominations of Bullying and Other Behaviour of Children With and Without Learning Difficulties     

DABIE NABUZOKA 《教育心理学》2003,23(3):307-321

Teacher ratings were obtained of bullying and other behaviour of 121 children aged 8-12, including 20 children with learning difficulties (LD). Peer nominations were also obtained for 55 of these (15 LD and 40 non-LD). Correlations between teacher ratings and peer nominations were significant for non-LD children but not for children with LD. Teachers and peers scored children with LD higher on victim and shy behaviour and non-LD children higher on leadership and cooperative behaviours. Bullying others was positively related to being disruptive and starting fights by both teachers and peers, and negatively related to being coooperative by teachers. Peers significantly associated being a victim of bullying with shy and help seeking behaviours, while teachers associated victims with fighting, being disruptive and being less cooperative. These differences were related to the children's LD status. Implications for substituting one measure for another when assessing children at risk for adjustment problems, especially children with LD, are discussed.  相似文献