Source agreement among raters of preschool-age child behavior: The role of implicit norming
Abstract
The purpose of the present research was (1) to examine the influence of implicit norming among raters of preschool age child behavior by providing multiple informants with an explicit normative reference on a measure of child aggression and (2) to assess agreement among sources using multiple levels of analysis. Preschool teachers, classroom assistants, and child parental figures first provided independent ratings of child externalizing, internalizing, and socially competent behavior. Next, they rated the aggressive behavior of a child presented in a video. Finally, participants were given an explicit normative reference on an aggression scale meant to correspond to the behavior of the child in the video; they were then asked to re-rate students/children as compared to this child in the video using the explicit norm. Teachers and assistants rated an ethnically diverse sample 148 children in nine Head Start classrooms; 38 parents provided ratings of their children. A clear pattern of agreement was observed among the three sources, with high correlations between teachers and assistants, moderate correlations between teachers and parents, and low correlations between assistants and parents. Parents consistently rated their children as more dysfunctional than did other sources. Child ethnicity and parent education predicted discrepancies between teacher and parent post-video ratings of aggression. Source-pair profile analyses revealed that the generalized distance, D2, between teacher and assistant profiles was significantly less than both the D2s between (1) teacher and parent profiles and (2) assistant and parent profiles; the profile level (or elevation) accounted for the greatest proportion of the distance between source profiles for all source pairings. Principal components analysis indicated strong agreement among the sources on the structural relations of externalizing, internalizing, and socially competent behavior. Rasch modeling procedures were used to assess agreement among sources on indicators of item-fit within each behavioral domain. Moderate agreement was observed within the externalizing domain of behavior; remarkably low agreement was observed within the internalizing and socially competent domains. These findings suggest that observed source agreement depends on the level of analysis and is influenced by item characteristics, the behavioral domain being assessed, rater and target characteristics, and situational demands. Researchers are encouraged to use item-selection procedures in scale development that will result in setting-specific and source-sensitive measures. Recommendations for future research assessing the role of implicit norming in source agreement are presented.
Degree
Ph.D.
Advisors
Conger, Purdue University.
Subject Area
Early childhood education|Developmental psychology|Psychology
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.