Factors Related to Correspondence between Teacher Ratings of Elementary Student Depression and Student Self-Ratings
Document Type
Article
Publication Date
1992
Keywords
teacher confidence & familiarity, correspondence between & reliability of self vs teacher rated Children's Depression Inventory scores vs global rating, 4th–6th graders & their teachers
Digital Object Identifier (DOI)
http://doi.org/10.1037/0022-006X.60.1.140
Abstract
Fourth through 6th graders (n = 418) completed the Children's Depression Inventory (CDI; M. Kovacs, 1980). Each teacher (n = 31) rated 6 students with high, low, or medium CDI scores (n = 181) using the CDI items (teacher-CDI) and a single global rating. Remaining students received the global rating only. 16 teachers were randomly assigned to receive instruction on childhood depression. Contrary to earlier studies, moderate correspondence was found for both measures. Familiarity was related to correspondence, whereas confidence and student gender were unrelated to correspondence. Instruction improved knowledge, but not correspondence. School-related behaviors yielded the highest correspondence. The teacher-CDI displayed high test–retest reliability.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of Consulting and Clinical Psychology, v. 60, issue 1, p. 140-142
Scholar Commons Citation
Ines, Theodore M. and Sacco, William P., "Factors Related to Correspondence between Teacher Ratings of Elementary Student Depression and Student Self-Ratings" (1992). Psychology Faculty Publications. 880.
https://digitalcommons.usf.edu/psy_facpub/880
