Informant discrepancies in the rating of Chinese preschoolers' approaches to learning: Looking for the role of parent–teacher relationships

Abstract

AbstractRatings from multiple informants, such as parents and teachers, are often used in child development research. Although informant discrepancies have been the rule rather than the exception, factors that may contribute to such discrepancies are not well understood. This study examined the role of parent–teacher relationships in the discrepancies between parents' and teachers' ratings of approaches to learning in Chinese preschoolers. Data were collected from the parents and teachers of 354 Chinese children (Mage = 5.26 years). Discrepancies between parents' and teachers' ratings were analysed, and poor agreement was found. Better parent–teacher relationships slightly contributed to smaller parent–teacher discrepancies on ratings of children's attention/persistence and competence motivation. The findings suggest that strategies promoting parent–teacher relationships may improve the consistency between parents' and teachers' view on children's learning behaviours to some degree. The observed discrepancies also imply that multi‐informant ratings are imperative to achieve comprehensive understandings of children's behaviour. This study examined the role of parent–teacher relationships in cross‐informant discrepancies on ratings of Chinese preschoolers' approaches to learning. Remarkable discrepancies were found between parents' and teachers' ratings. Better parent–teacher relationships were related to smaller discrepancies. Improving parent–teacher relationships can help families and schools achieve a more congruent perception of young children's learning behaviours.