Aggressive, Withdrawn, and Aggressive-withdrawn children in China: Differences in Perception by Peer, Teacher, and Self
Y. Xiao & F. Matsuda
The present study examined (a) the relationship of ratings given by teacher, peer, and self on aggression and withdrawal and {b) whether peer-rated aggressive, withdrawn, and aggressive-withdrawn children; as well as average and ideal children, differed in self-evaluation, teacher evaluation, and self-perception of teacher evaluation on the four domains of self-concept. Participants were 214 fourth and fifth graders and 4 teachers from a public elementary school in Shanghai, results indicated that (a) peer-teacher agreement was the highest in the rating of aggression, while peer-self agreement was the highest in the rating of withdrawal, (b) teacher evaluations on aggressive-withdrawn children's self-concept showed that this group of children exhibited the greatest number of problems in every domain, and (c) withdrawn children expressed more accurate but negative self-evaluation and self-perception of teacher evaluation, while aggressive children maintain a positive self image.

Key words aggressive children, withdrawn children, peer, teacher, self-concept