Self- versus parent-ratings of industriousness, affect, and life satisfaction in relation to academic outcomes

Fogarty, Gerard J. and Davies, Janet E. and MacCann, Carolyn and Roberts, Richard D. (2014) Self- versus parent-ratings of industriousness, affect, and life satisfaction in relation to academic outcomes. British Journal of Educational Psychology , 84 (2). pp. 281-293. ISSN 0007-0998

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Abstract

Background: Parents consult with schools on how to help their children succeed, but schools rarely consult with parents, even though most parents have considerable expertise concerning their children's thoughts, feelings, and abilities.
Aims: This study compares the prediction of academic achievement from self- and parent-ratings of feelings towards school (both positive and negative), life satisfaction, and the conscientiousness facet of industriousness for 357 adolescents.
Sample: The student sample consisted of 383 participants (194 boys) mostly aged between 12 and 14. The parent sample consisted of 374 participants, 83% of whom were mothers. Method: Self-report and other-report scales measuring the above-mentioned constructs were administered to students and parents. Hierarchical regression analysis was used to test hypotheses concerning the incremental validity of parent-ratings. Results: Self-ratings explained 28.6% of the variance in grade point average (GPA) with parent-ratings explaining an additional 12.1%. The incremental effect was strongest for industriousness. Conclusion: These results suggest that parent-reports are often more accurate than adolescent self-reports, but that both methods of assessment make unique contributions to the explanation of variance in school grades. Parental understanding constitutes a relatively untapped reservoir of knowledge available to teachers, school counsellors and administrators, education policy makers, and beyond. It makes sense to ask parents about their children when assessing those individual differences that contribute to better educational outcomes.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013/2014 The British Psychological Society. Permanent restricted access to published version in accordance with the copyright policy of the publisher. Author's version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Faculty of Health, Engineering and Sciences - School of Psychology, Counselling and Community
Date Deposited: 01 Jul 2013 06:29
Last Modified: 09 Jul 2015 04:38
Uncontrolled Keywords: academic achievement; industriousness; life satisfaction; negative affect; personality ratings; positive affect; self-other agreement
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Identification Number or DOI: 10.1111/bjep.12024
URI: http://eprints.usq.edu.au/id/eprint/23676

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