Teacher-Student Ratings of Social Skills and Problem Domains Among Ninth-Grade Students

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-4 - What Is This? Teachers' Perceptions of Their Contexts

Abstract

This study investigates the agreement between teacher ratings of 263 ninth grade students’ social skills and problem domains (e.g., bullying and internalizing problems) and students’ own ratings. GPA, attendance rate, and disciplinary referrals were compared with the agreement of teacher-student pairs. Agreements in students’ communication skills, externalizing, and internalizing problems were important in understanding differences in outcomes. Specifically, students showed a higher GPA when teachers over-rated their cooperation and responsibility domains compared to when teachers under-rated those domains. When teachers under-rated students’ bullying behavior, students had higher attendance rates compared to when teachers over-rated their bullying domain. This study has significant implications for educators based on the relationship between teachers’ and students’ ratings of students’ social skills and problem domains.

Authors

• Kevin Tan, University of Illinois at Urbana-Champaign

• Jenna White, University of Illinois at Urbana-Champaign

• Oejin Shin, University of Illinois at Urbana-Champaign

• Shongha Kim, University of Illinois at Urbana-Champaign

• Minh Dung Hoang Le, University of Illinois at Urbana-Champaign