Abstract
When mothers of maltreated children were compared with mothers of nonmaltreated children regarding the extent of agreements between their assessments of their children's school performance and school records, there was substantial agreement for both groups. However, discrepancies were more common in the maltreatment group than in the nonmaltreatment group, particularly for subject grades, and these discrepancies were generally in the direction of mothers underestimating rather than overestimating their children's performance. Maternal inaccuracies in knowledge of children's school performance have implications for protective service interventions and for selecting sources of information in research.
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