A Comparison of Teacher-Rated and Self-Reported Threats of Interpersonal Violence

Datos Bibliográficos

ID11670832
AutoresAlbert K Liau (Nanyang Technological University, autor de correspondencia), Daniel J Flannery (0000-0003-2644-0269, Kent State University), Kathleen Quinn-Leering (Case Western Reserve University)
Año2004
Volumen24
Número3
Páginas231-249
Fecha de publicación2004-06-23
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Journal of Early Adolescence (JOURNAL)
Identificadores de la revistaISSN: 0272-4316 • E-ISSN: 1552-5449
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431604265669
OpenAlexW2089080320
IdiomaEN
Citas recibidas3
Referencias citadas48

The association between teachers’ identification of children who use threats and children’s self-identification as threateners was explored. The role of age, gender, and various student characteristics in influencing teachers’ identification of threateners was examined. Participants were 3,201 children in Grades 3 through 6. Results indicated significant but low associations between teacher and child self-reports of threatening behavior. Although there was agreement among the majority (67%) of students, teacher and self-reports diverged for a significant number of students (33%), thereby revealing the unique perspectives each brings to the task of documenting verbal threats. Concordance rates between teacher identification and children self-reports of threatening behavior were lower for students with higher levels of aggression and peer rejection. Implications for schools are discussed

Aggression · Association (psychology · Concordance · Developmental psychology · Identification (biology · Interpersonal communication · Interpersonal relationship · Psychotherapist · Task (project management · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Education Discipline and Inequality · Psychology · Social Psychology