Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

摘要: In this study, we assessed the stability over time of child, parent, and teacher reports school climate using one widely used assessment that provides forms for parents, teachers: School Development Program-School Climate Surveys. To assess whether measures from multiple informants differentially predict child outcomes, examined concurrent predictive associations each these sources data with children’s peer victimization (child report) internalizing externalizing problems (parent reports). Participants included 1237 elementary children their parents (n = 1082), teachers (n = 964). Data were collected in fall spring across two academic years (4 waves data). Confirmatory factor analyses showed sub-dimensions informant version scales adequately fit a single model was invariant sex. Differences source important predicting outcomes. Implications targets improving are discussed.