Consistency of Teacher-Reported problems for students in 21 countries

Leslie A. Rescorla, Thomas M. Achenbach, Sofia Ginzburg, Masha Ivanova, Levent Dumenci, Fredrik Almqvist, Marie Bathiche, Niels Bilenberg, Hector Bird, Anca Domuta, Nese Erol, Eric Fombonne, Antonio Fonseca, Alessandra Frigerio, Yasuko Kanbayashi, Michael C. Lambert, Xianchen Liu, Patrick Leung, Asghar Minaei, Alexandra RoussosZeynep Simsek, Sheila Weintraub, John Weisz, Tomasz Wolanczyk, Stephen R. Zubrick, Rita Zukauskiene, Frank Verhulst

Research output: Contribution to journalReview articlepeer-review

62 Scopus citations


This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged .90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from 〈1% to 5%, and age effects were all 〈1%. With great consistency across countries, scores were higher for boys than for girls on eight scales: Total Problems; Externalizing; the Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior syndromes; and Diagnostic and Statistical Manual (DSM)-oriented Attention Deficit Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Correlations between mean item ratings in different countries averaged .74. Teacher's Report Form results were thus similar across 21 very diverse countries, despite differences across these countries in school systems, models of pedagogy, and curricula.

Original languageEnglish (US)
Pages (from-to)91-110
Number of pages20
JournalSchool Psychology Review
Issue number1
StatePublished - 2007
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


Dive into the research topics of 'Consistency of Teacher-Reported problems for students in 21 countries'. Together they form a unique fingerprint.

Cite this