The „Fribourg Self- and Peer-Report Scales – School Problem Behaviour“ – Development and evaluation of an instrument to longitudinally assess disruptive behaviour in classroom

dc.creator	Christoph Michael Müller
dc.creator	Thomas Begert
dc.creator	Lena Gmünder
dc.creator	Christian Huber
dc.date	2012-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:31Z
dc.date.available	2015-07-20T22:15:31Z
dc.identifier	1869-4845
dc.identifier	1869-4934
dc.identifier	https://doaj.org/article/cb1a7e28c2e745aa856d6162a24db9cc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17715
dc.description	Assessing the longitudinal development of student`s problem behaviour can pose difficulties for researchers, as elaborate diagnostic measurement tools are required. For this purpose, we developed and evaluated the “Fribourg Self- and Peer-Report Scales – School Problem Behaviour” (FSP-S). The FSP-S extend the “Fribourg Self- and Peer-Report Scales – Antisocial Behaviour” (FSP-A; Müller, submitted) in terms of assessing the frequency of specific school-related behavioural problems within the last 14 days. Adolescents provide information in the form of self- and peer-reports. Further, attitudes towards school-related problem behaviour are assessed by ratings of the “coolness” of such behaviours. In this study the FSP-S were evaluated with n=627 7th- to 9th-graders. Across all scales there was found a one-factor-structure. Internal consistencies (a=.84 - .90) and item discriminations (rit=.42 - .63) were satisfying. The behavioural spectrum of the FSP-S was significantly more prevalent within the sample than the one assessed with the FSP-A. The potentials of using the FSP-S in longitudinal research projects are discussed.
dc.language	German
dc.publisher	Pabst Science Publishers
dc.relation	http://www.psychologie-aktuell.com/fileadmin/download/esp/1-2012_20120821/01_m%FCller.pdf
dc.relation	https://doaj.org/toc/1869-4845
dc.relation	https://doaj.org/toc/1869-4934
dc.source	Empirische Sonderpädagogik, Vol 4, Iss 1, Pp 3-21 (2012)
dc.subject	disruptive behaviour
dc.subject	troublesome classroom behaviour
dc.subject	antisocial behaviour
dc.subject	test
dc.subject	assessment
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The „Fribourg Self- and Peer-Report Scales – School Problem Behaviour“ – Development and evaluation of an instrument to longitudinally assess disruptive behaviour in classroom
dc.type	article