Abstract
This cross-sectional survey on a sample of parent, teacher and child respondents (n = 195) elicited their perceptions on or about the ‘reasons/causes’ for academic problems in school students. A semi-structured ‘Demographic Data Sheet’ and another open ended exploratory ‘Causes of Academic Problems Interview Schedule’ (CAPIS) exclusively developed for this study was used. A classification of the ‘causes’ for academic problems into four categories by two independent observers revealed preponderance of ‘child-centered’ causes (N: 937), followed by ‘teacher-centered’ causes (N: 751), ‘parent-centered’ (N: 643) and ‘environment centered’ causes (N: 362). Analysis of trends show significant statistical differences in reported perceptions between the three respondents (p: < 0.04); with highest disparity between ‘teacher-centered’ causative perceptions (p: < 0.001). Concordance rates as measured by Cohen’s Kappa Coefficient is reflected by greater agreements on or about the reasons for academic problems between parent-teacher respondents (0.34) and least for child-teacher reports (−0.08). The results suggest an attitudinal triangulation on or about the reasons attributed for academic problems between parents, teachers and the children. This opens up the need for stepping up measures to de-triangulate or harmonize these varying inter personal perceptions for optimum benefit of such children.
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Venkatesan, S. Blame Game Triangulation between Parents, Teachers and Children with Academic Problems. Psychol Stud 56, 206–215 (2011). https://doi.org/10.1007/s12646-011-0082-1
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DOI: https://doi.org/10.1007/s12646-011-0082-1