Abstract
Studied differences in the perception of problem students among 1,347 male and female 4th graders, their teachers, and their parents in the Netherlands. Questionnaires were administered to determine differences in (1) students' social-ethnic background and (2) students' vs teachers' vs parents' perceptions of students' behavior and academic performance. Regression analysis was performed. The results indicate that parents and teachers are not always able to assess students' problems and have different opinions of the same students' behavior. Parents and teachers were more consistent in their perception of students' academic achievement. (PsycINFO Database Record (c) 2000 APA, all rights reserved)
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