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Date of Award
Restricted Thesis: Campus only access
Bachelor of Arts
This study’s purpose was to investigate the concordance between self- and teacher-reports of children’s depressive symptoms. There were 131 students and 10 teachers that participated from third and fourth grade classrooms in two elementary schools in a metropolitan area of the southeastern United States. In the fall and again in the spring, participants and their teachers completed surveys about participants’ depressive symptoms. Peer nomination data on perceived and sociometric popularity were also collected. Variable-oriented analyses revealed moderate correlations between self- and teacher-reports of depression and consistency in associations with relational adjustment variables. Person-oriented analyses showed that teachers accurately identified as depressed about half of the children who self-reported elevated depressive symptoms.
Strong, Alexandra, "Evaluating Concordance Between Self and Teacher Reports of Youth Depressive Symptoms" (2017). Honors Theses. 1007.