Teacher-ratings and self-ratings of social competency in adolescents with low- and high-depressive symptoms.

A comparison of teacher-ratings and self-ratings of adolescents' social competency was investigated. One hundred five high school students completed the Reynolds Adolescent Depression Scale (RADS; Reynolds, 1987) and were divided according to their scores into three groups: the lowest quartile [low-depressive symptoms (LDS) group (n = 27)], the highest quartile [high-depressive symptoms (HDS) group (n = 28)], and the remainder. Students also rated themselves and were rated by their teachers on a social competency scale. A 2 (High- and Low-Depressive Groups) x 2 (Teacher-Ratings and Self-Ratings) ANOVA was conducted using social competency rating scores as the dependent variable. The two main effects were significant (p < .01). Adolescents with low-depressive symptoms rated themselves and were rated by their teachers as more socially competent than adolescents with high-depressive symptoms; additionally, self-ratings of social competency were higher than teacher-ratings. Results are discussed in the context of an adolescent optimistic bias or a teacher pessimistic bias.