Comparison of teacher, peer, and self-ratings of classroom and social behavior of adolescents
38 9th–12th graders (22 learning-disabled and educably mentally handicapped and 18 nonhandicapped students) were rated on 4 mutually exclusive classroom activities: time on task during lecture/presentation; disruptive behavior; social interaction; and time on task during independent work by teachers, peers, and themselves using similar sets of teacher, peer, and self-rating scales. Ss were also rated by 2 independent observers using a closed-circuit TV. Results indicate that both peer roster and teacher ratings were effective in measuring time on task during lecture/presentation and independent work. However, teacher and peer ratings did not correlate well with observed social behavior. Self-ratings correlated only with time on task during lecture/presentation, but even in this instance the explained variance was minimal. A Hotelling analysis indicated that self-, teacher, and peer ratings were each of approximately equal validity when compared with direct observations of time on task during lecture. Implications for screening social and behavioral problems are discussed. (33 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Bailey, D., Bender, W. N., & Montgomery, D. L. (1983). Comparison of teacher, peer, and self-ratings of classroom and social behavior of adolescents. Behavioral Disorders, 8(3), 153-160.