Longitudinal Relationships Among Student Behaviors and Achievement: A Differential Examination by Informant Type

• In Event: Poster Session 10
  In Poster Session: Diverse Topics in Psychometrics and Educational Measurement

Abstract

Rating scales remain the primary mechanism through which child behaviors are recorded. Despite their wide use and potential advantages, the most troublesome limitation is the apparent lack of agreement between different informants’ rating the same child. The current investigation examined the differential influence of children’s behavior as measured by mothers and teachers in a time-series model that captured children’s development in behavior and achievement from 54 months through fifth grade. Behaviors were modeled as latent time-varying predictors of student achievement within a latent growth curve model. Both informants’ ratings of behavior were found to explain similarly equivalent levels of Letter-Word Identification achievement score variance, however, teacher’s ratings of children’s behaviors explained materially more Applied Problems achievement score variance than mothers.

Author

• Timothy R. Konold, University of Virginia