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Consistency of Teacher-Reported Problems for Students in 21 Countries

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Authors
Rescorla, L.
Achenbach, T.
Ginzburg, S.
Ivanova, M.
Dumenci, L.
Almqvist, F.
Bathiche, M.
Bilenberg, N.
Bird, H.
Domuta, A.
Erol, N.
Fombonne, E.
Fonseca, A.
Frigerio, A.
Kanbayashi, Y.
Lambert, M.
Liu, X.
Leung, P.
Minaei, A.
Roussos, A.
Simsek, Z.
Weintraub, S.
Weisz, J.
Wolanczyk, T.
Zubrick, Stephen R.
Zukauskiene, R.
Verhulst, F.
Date
2007
Type
Journal Article

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Citation
Rescorla, L. and Achenbach, T. and Ginzburg, S. and Ivanova, M. and Dumenci, L. and Almqvist, F. and Bathiche, M. et al. 2007. Consistency of Teacher-Reported Problems for Students in 21 Countries. School Psychology Review 36 (1): 91-110.
Source Title
School Psychology Review
Faculty
Centre for Developmental Health
School
Centre for Developmental Health (Curtin Research Centre)
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Abstract

This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N=30,957). Correlations between internal consistency coefficients in different countries averaged .90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from <1% to 5%, and age effects were all <1%. With great consistency across countries, scores were higher for boys than for girls on eight scales: Total Problems; Externalizing; the Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior syndromes; and Diagnostic and Statistical Manual (DSM)-oriented Attention Deficit Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Correlations between mean item ratings in different countries averaged .74. Teacher's Report Form results were thus similar across 21 very diverse countries, despite differences across these countries in school systems, models of pedagogy, and curricula.