Yan Li|Jan N. Hughes|Oi?Man Kwok|Hsien?Yuan Hsu
Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher–student support.
Texas A&M University
study investigated construct validity measures teacherstudent support sample 709 ethnically diverse 2nd 3rdgrade academically atrisk students confirmatory factor analysis investigated convergent discriminant validities teacher child peer reports teacherstudent support child conduct problems results supported convergent discriminant validity scores measures peer reports accounted largest proportion trait variance nonsignificant method variance child reports accounted smallest proportion trait variance largest method variance model 2 latent factors provided better fit data model 1 factor providing evidence discriminant validity measures teacherstudent support implications research policy practice discussed