SELF-REPORT, PEER-REPORT, AND TEACHER-REPORT MEASURES OF CHILDHOOD DEPRESSION - AN ANALYSIS BY ITEM

被引:34
作者
CROWLEY, SL [1 ]
WORCHEL, FF [1 ]
ASH, MJ [1 ]
机构
[1] TEXAS A&M UNIV SYST,COLLEGE STN,TX 77843
关键词
D O I
10.1207/s15327752jpa5901_16
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
We explored the low correlation among different types of childhood depression measures at the item level. The items from the Children's Depression Inventory (CDI), Peer Nomination Inventory of Depression (PNID), and the Child Behavior Checklist-Teacher Report Form (CBCL-T) were combined, and both first- and second-order factor analyses were conducted. Results indicate that self-report, peer-report, and teacher-report assessments of depression measure generally uncorrelated constructs. Second-order analysis suggests that depression as a global construct is being measured to some degree by items from all three instruments. Canonical analysis was employed to identify items that best predicted CDI, PNID, and CBL-T summary scores simultaneously. Also, the relationship between specific items with similar content was investigated. Results from these analyses generally supported a conclusion that the three types of measures yield scores that are primarily independent and that the use of summary scores is not masking stronger relationships within measures. These findings have implications for clinical practice and construct elaboration.
引用
收藏
页码:189 / 203
页数:15
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