Standardization Study for the Korean Version of the Teacher's Report Form
Abstract
The purpose of this study was to develop the norms and test the reliability and validity of the Korean version of the Teacher's Report Form (TRF). The selection of a normative sample for the TRF (476 boys and 462 girls) was based on data from the 2005 Korean Population and Housing Census. A confirmatory factor analysis supported that the factor structure of the original TRF can be plausibly applied to the Korean version of the TRF. Reliability was assessed in terms of internal consistency (.59-.97; other problems: .39) and test-retest reliability (.53-.96). The subscales of the TRF showed high correlations with its higher-order-factors such as internalizing and externalizing problems, and this provided good evidence of convergent validity. When the TRF was administered to a clinical sample (n=101) and normative sample (n=506), discriminant validity was confirmed by the mean differences on the subscales between the two samples. When differences in mean subscale scores for different age and sex groups were explored, it would be reasonable to use independent norms for two age groups (the first year ~ the sixth year of elementary school / middle school freshman ~ high school senior) and gender (boys / girls) for the Korean version of the TRF. The implications of using the TRF in Korea both as a clinical tool and a research instrument are discussed.
- keywords
- 한국판 TRF, 아동·청소년 문제행동, 행동평가척도, 표준화, 신뢰도, 타당도, Teacher's Report Form, child behavior problems, school-age, standardization
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