Informant discrepancies in assessments of psychosocial functioning in school-based services and research: Review and directions for future research

Reyes, Andres De Los; Cook, Clayton R.; Gresham, Frank M.; Makol, Bridget A.; Wang, Mo

doi:10.1016/j.jsp.2019.05.005

Cited by 70 publications

(60 citation statements)

References 75 publications

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“…As the results from the current study and previous research [46, 47] indicate outcomes do not always coincide when using different informants on internalizing symptoms. This doesn’t mean that either one is wrong; different informants offer different perspectives and observations across different contexts.…”

Section: Discussioncontrasting

confidence: 52%

“…Thus, it is necessary to recognize the individual informants’ unique perspectives on internalizing symptoms. Because of this, it has been advocated that ratings from different informants are preferred [46, 47]. According to a recent review of assessments of psychosocial functioning in school-based services and research, informant discrepancies seem to be consistent across samples and studies over time [47].…”

Section: Introductionmentioning

confidence: 99%

“…Because of this, it has been advocated that ratings from different informants are preferred [46, 47]. According to a recent review of assessments of psychosocial functioning in school-based services and research, informant discrepancies seem to be consistent across samples and studies over time [47]. This can make it difficult to draw conclusions as to the prevalence, outcomes and efficacy of interventions.…”

Section: Introductionmentioning

confidence: 99%

“…There is a difference between measuring the characteristics of a subject and the different informants’ perceptions of those characteristics; in the latter case, preference should often be given to the reports of the different informants [48]. To further investigate the perceptions of different informants, there is a need to be more sensitive to the informant’s context [47].…”

Section: Introductionmentioning

confidence: 99%

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School functioning and internalizing problems in young schoolchildren

et al. 2019

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BackgroundSymptoms of anxiety and depression are common mental health problems in children and are often referred to as internalizing symptoms. Youth with such symptoms are at greater risk for poor academic achievement, school non-completion, and future mental health problems, all of which, lead to public health consequences and costs to society. The aim of the current study was to investigate associations between young school children’s internalizing symptoms and school functioning, as assessed separately by the teachers and the children.MethodsThis study is a cross-sectional study including children (N = 750. 58% girls) from the ages of 8–12 years with elevated levels of self-reported symptoms of anxiety (MASC-C) and/or depression (SMFQ). Teachers reported the academic achievement, school adaptation (TRF) and internalizing symptoms (BPM-T) of the children. Associations were analyzed using linear regression analyses.ResultsBoth teacher-reported internalizing symptoms and children’s self-reported depressive symptoms were associated with poor academic achievement and school adaptation, while self-reported symptoms of anxiety were not. Symptoms of depression as assessed by the children were associated with teacher-rated internalizing symptoms, while self-reported symptoms of anxiety were not.ConclusionWe found negative associations between school functioning and internalizing symptoms, as assessed by both the teachers and the children. The dual findings strengthen the validity of these relationships. Thus, prevention of depressive and anxiety symptoms in children may lead to positive changes in school domains such as academic achievement and school adaptation. We also identified a negative association between teacher-rated internalizing symptoms and children’s self-report of depressive symptoms, indicating that teachers may have difficulties recognizing children with these symptoms.Trial registrationClinical Trials NCT02340637, Registered on June 12, 2014, Retrospectively registered.

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Section: Discussioncontrasting

confidence: 52%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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School functioning and internalizing problems in young schoolchildren

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“…Further, due to the social positioning of a person "no one person […] has the capacity to observe and accurately rate their functioning across all contexts" (De Los Reyes, Cook, Gresham, Makol, & Wang, 2019, p. 75). These biases could be addressed by means of multi-informant ratings (De Los Reyes et al, 2019).…”

Section: Sei Competence Findingsmentioning

confidence: 99%

Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review

Müller

Denk

Lubaway

et al. 2020

Educational Research Review

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The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.

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Smartphone and social network addiction in early adolescents: The role of self‐regulatory self‐efficacy in a pilot school‐based intervention

Favini,

Culcasi,

Cirimele

et al. 2023

Journal of Adolescence

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BackgroundYouths' online problematic behaviors, such as smartphone or social network sites (SNS) addiction, gained increasing attention nowadays, due to their impact on concurrent and later adjustment, such as emotional and/or behavioral problems, academic impairments, or relational issues.AimsThis study aims to evaluate the effectiveness of a pilot school‐based intervention to contrast online addictive behaviors while fostering adolescents' self‐regulative abilities.Materials & MethodsThe intervention started in January 2022 in an Italian junior high school located in Rome, and consisted of four meetings with students. A total sample of 462 15‐year‐old adolescents (Mage = 15.2; SD = 0.50; 41% females; Ncontrol = 214; Nintervention = 248) was considered. Within the latent difference score framework, we examined short‐term changes from the pre‐to‐the‐postintervention levels of SNS and smartphone addiction, and self‐regulatory self‐efficacy (SRSE) beliefs as a possible booster of the intervention's effectiveness.ResultsResults showed a significant decrease in both online addictions (SNS and smartphone addiction), controlling for age, gender, sexual orientation, and socioeconomic status, because of the short‐term efficacy of the project. The buffering effect of SRSE beliefs was further supported.ConclusionThese findings emphasized the usefulness of promoting youths' self‐regulative beliefs to contrast problematic tendencies, according to a Positive Youth Development perspective which focused on resources rather than only on the prevention of negative outcomes for youths' adjustment.

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Informant discrepancies in assessments of psychosocial functioning in school-based services and research: Review and directions for future research

Cited by 70 publications

References 75 publications

School functioning and internalizing problems in young schoolchildren

School functioning and internalizing problems in young schoolchildren

Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review

Smartphone and social network addiction in early adolescents: The role of self‐regulatory self‐efficacy in a pilot school‐based intervention

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