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Ines TM, Sacco WP. Factors related to correspondence between teacher ratings of elementary student depression and student self-ratings. J Consult Clin Psychol. 1992;60(1):140-2doi: 10.1037//0022-006x.60.1.140.
Ines, T. M., & Sacco, W. P. (1992). Factors related to correspondence between teacher ratings of elementary student depression and student self-ratings. Journal of consulting and clinical psychology, 60(1), 140-2. https://doi.org/10.1037//0022-006x.60.1.140
Ines, T M, and Sacco, W P. "Factors related to correspondence between teacher ratings of elementary student depression and student self-ratings." Journal of consulting and clinical psychology vol. 60,1 (1992): 140-2. doi: https://doi.org/10.1037//0022-006x.60.1.140
Ines TM, Sacco WP. Factors related to correspondence between teacher ratings of elementary student depression and student self-ratings. J Consult Clin Psychol. 1992 Feb;60(1):140-2. doi: 10.1037//0022-006x.60.1.140. PMID: 1556277.
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American Psychological Association

J Consult Clin Psychol. 1992 Feb;60(1):140-2. doi: 10.1037//0022-006x.60.1.140.

Factors related to correspondence between teacher ratings of elementary student depression and student self-ratings.

Journal of consulting and clinical psychology

T M Ines, W P Sacco

Affiliations

  1. Department of Psychology, University of South Florida, Tampa 33620.

PMID: 1556277 DOI: 10.1037//0022-006x.60.1.140

Abstract

Fourth through sixth graders (n = 418) completed the Children's Depression Inventory (CDI; Kovacs, 1980). Each teacher (n = 31) rated 6 students with high, low, or medium CDI scores (n = 181) using the CDI items (teacher-CDI) and a single global rating. Remaining students received the global rating only. Sixteen teachers were randomly assigned to receive instruction on childhood depression. Contrary to earlier studies, moderate correspondence was found for both measures. Familiarity was related to correspondence, whereas confidence and student gender were unrelated to correspondence. Instruction improved knowledge, but not correspondence. School-related behaviors yielded the highest correspondence. The teacher-CDI displayed high test-retest reliability.

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