The Relationship between Student Self-Ratings and Teacher Ratings of Special Needs' Students Interpersonal Relations Skills

Relationship between Self-Ratings by Sensory Impaired Students and Teachers’ Ratings of Generalizable Skills

“…The internal consistency and test-retest reliability coefficients of the SSRs for the general population were acceptable for all four instruments, ranging from a high of .96 and .81 for the Mathematics instrument to a low of .89 and .60 for the Interpersonal instrument (Greenan, 1986a;1989a;Greenan & McCabe, 1991;Greenan & Winters, 1991). The reliability coefficients of the SSRs for the special-needs population were also acceptable for all four assessment instruments, ranging from .99 to .85 for consistency and from .89 to .59 for testretest, except for the test-retest reliability of the Reasoning instrument (r = .20) (Greenan, 1986b(Greenan, , 1988Greenan & Browning, 1987;Greenan & Jarwan, 1994;Greenan & Winters, 1988).…”

“…Similarly, the reliability coefficients for the TRs for the general and special-needs populations were acceptable, ranging from a high of .99 and .83 for the Mathematics instrument to .95 for internal consistency for the Communications instrument and .39 for the test-retest for the Reasoning instrument (Greenan, 1986b(Greenan, , 1988Greenan & Browning, 1987;Greenan & Jarwan, 1994;Greenan & Winters, 1988).…”

The Relationship between Self-Concept and Self-Ratings of Generalizable Skills of Students in Postsecondary Career and Technical Programs

“…These two instruments were administered to all of the pilot and field study subjects. Self-Ratings Assessment instruments (Barker, 2004;Greenan, 1982Greenan, , 1983Greenan, , 1984Greenan, , 1986Greenan, , 1988Greenan, , 1994Greenan & McCabe, 1989;Greenan & Winters, 1989;Wu et al 2002;Wu & Greenan, 2003) were used in this study. The intent of these instruments was to measure generalizable mathematics, communications, interpersonal relations, and reasoning skills using self-ratings reports.…”

“…The instrument possesses high internal consistency reliability (Cronbach's coefficient alpha = 0.93) and test-retest reliability (r = 0.81, p < .001). Greenan and Winters (1989) developed the Interpersonal Relations Skills Assessment instrument to measure students' perceptions of their own interpersonal relations skills. This instrument includes 20 Likert-type items in the following three scales: (a) work behaviors, (b) instructional and supervisory conversations, and (c) social conversations.…”

“…Previous research (Greenan 1984(Greenan , 1986(Greenan , 1988Greenan & McCabe, 1989;Greenan & Sitlington, 1987;Greenan & Winters, 1989;Loeding & Greenan, 1999) has suggested that selfratings of students' generalizable mathematics, communications, interpersonal relations, and reasoning skills possess high face and content validity and moderate to high reliability with internal consistency reliability coefficients r > 0.60 for the general career and technical education student population as well as for students with disabilities. Greenan, Wu, Munn, and Robson's (1994) study revealed low correlations between student self-ratings and self-concept in the four generalizable skills areas.…”