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Withdrawn, and Aggressive-withdrawn children in China: Differences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aggressive, withdrawn, and aggressive-withdrawn children; as well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the rating of withdrawal, (b) teacher evaluations on aggressive-withdrawn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the greatest number of problems in every domain, and (c) withdrawn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 Key words aggressive children, withdrawn children, peer, teacher, self-concept |