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.621-633 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schönmoser, Carina) ORCID (Karwath, Claudia) ORCID (Gnambs, Timo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221077503
Schlagwörter	Social Development; Emotional Development; Siblings; Self Management; Foreign Countries; Kindergarten; Young Children; Preschool Teachers; Teacher Attitudes; Parents; Parent Attitudes; Interpersonal Competence; Child Behavior; Aggression; Cooperation; Germany + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Sibling; Geschwister; Selbstmanagement; Ausland; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Eltern; Elternverhalten; Interpersonale Kompetenz; Co-operation; Kooperation; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01