Multi-Informant Assessment of Adolescents' Social-Emotional Skills: Patterns of Agreement and Discrepancy among Teachers, Parents, and Students.

Objectives: This study explores the patterns of agreement and discrepancy among informants (teachers, parents, and students) in the domains of the Social Emotional Skills Scale Assessment System-Social Skills Scales (SESAS-SS), which is a translation of the Social Skills Improvement System-Rating Scales (SSIS-RS) for use in Spain.

Methods: The sample is composed of students, 88 teachers, and 98 parents from Spanish secondary schools. Inter-rater agreements have been assessed, calculating the Pearson correlation coefficients among pairs of raters, effect size indices, and intraclass correlation coefficients at the subscale and total scale level.