Can you see me at my worst? A latent Profile analysis of students and teachers’ perceptions of student behavior problems

Abstract

There is renewed interest in multi-informant and person-centered approaches to comprehending the nature of students’ behavior problems. However, most previous studies utilized single-informant or variable-based approaches. To address this gap, we aspired to identify profiles of student behavior problems, consequently comparing student-reported profiles and teacher-reported profiles. We recruited 904 students (68.3% Males) across ten schools. Students’ age ranged from 9 to 16 years (M = 11.87, SD = 1.21). Teachers and students reported students’ emotional problems, conduct problems, hyperactivity, and peer problems using the Strengths and Difficulties Questionnaire (SDQ; Goodman 2001). Results from latent profile analysis (LPA) supported a 3-profile solution as optimal for student reports (Low Behavior Problem [BP] (67.4%), High BP (17.4%), and Social-Emotional BP (15.1%) and a 4-profile solution for teacher reports (Low BP (34.3%), High BP (13.4%)Social-Emotional BP (15.4%), and Externalizing BP (37%). Results from both LPA and bivariate correlation analyses showed some discrepancies between teachers’ and students’ perceptions. These discrepancies are discussed in the context of a multi-informant approach.