Parent and teacher assessments of social-emotional competence in three-year-old children. Does sibling status matter?

Autor/inn/en	Schönmoser, Carina; Karwath, Claudia; Gnambs, Timo
Titel	Parent and teacher assessments of social-emotional competence in three-year-old children. Does sibling status matter?
Quelle	In: Journal of psychoeducational assessment, 40 (2022) 5, S. 621-633Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen; Tabellen; Anhang
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0734-2829; 1557-5144
DOI	10.1177/07342829221077503
Schlagwörter	Forschungsergebnis; Aggression; Emotionale Intelligenz; Geschwister; Eltern; Kind; Kindergartenalter; Lehrer; Lehrerbeurteilung; Kooperatives Verhalten; Soziale Kompetenz
Abstract	Valid information on early social-emotional competence is essential to diagnose, treat, and prevent behavioral problems in children and adolescents. Particularly in young children, social-emotional competence is frequently measured using parent and teacher ratings that frequently exhibit low agreement. Therefore, the present study on n = 532 three-year-olds (47% girls) examined whether sibling status might explain discrepancies between the two informant groups. First, multi-trait multi-informant analyses explored the construct validity of a short measure of three facets of social-emotional competence. Then, group comparisons evaluated the size of the observed method effects for only children and children with siblings. Results showed low convergent validity between parent and teacher ratings for aggressive behavior, cooperative behavior, and emotional self-regulation. Sibling status in the family contributed little to the observed discrepancies between parents and teachers. Thus, a comprehensive assessment of social-emotional competence in children requires a multi-informant approach to capture the construct breadth. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/2