Acar, İbrahim HakkıAltundal, Merve NurKırbaşoğlu, Mukaddes KevserKırmızıtaş, Melike2023-08-092023-08-092023-111046-1310http://hdl.handle.net/10679/8608https://doi.org/10.1007/s12144-022-03888-0There 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.enginfo:eu-repo/semantics/restrictedAccessArticle4232281072811800087914270000710.1007/s12144-022-03888-0Externalizing behaviorInternalizing behaviorLatent profile analysisMulti-informant2-s2.0-85141423295