Understanding Socioemotional and Behavioral Difficulties in Early Primary Education: A Multi-Informant Approach to Teacher–Parent Agreement and the Role of Child and Family Characteristics
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| Publicat a: | Education Sciences vol. 15, no. 11 (2025), p. 1440-1462 |
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| Altres autors: | , , |
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| Accés en línia: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 001 | 3275510503 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15111440 |2 doi | |
| 035 | |a 3275510503 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Józsa Krisztián |u Institute of Education, University of Szeged, 6722 Szeged, Hungary | |
| 245 | 1 | |a Understanding Socioemotional and Behavioral Difficulties in Early Primary Education: A Multi-Informant Approach to Teacher–Parent Agreement and the Role of Child and Family Characteristics | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a To ensure the success of early childhood education and further studies and to formulate interventions, the early diagnosis of childhood socioemotional and behavioral problems is essential. In this study, we analyzed socioemotional and behavioral difficulties in a sample of 501 Hungarian minority children (primary school children from Grades 1, 2, 3, and 4) residing in five administrative regions of Slovakia. Teachers’ and parents’ ratings on the Strengths and Difficulties Questionnaire (SDQ) were used for the assessment, and teacher–parent agreement (ICCs) from a total of 501 parents and 107 teachers were calculated to validate cross-informant convergence. The SDQ assessment tool includes a total of 25 items, which are divided into five subscales: emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behavior. Hyperactivity was the problem most frequently reported by teachers, showing abnormal scores, while emotional symptoms were most frequently reported by parents. Demographic information, such as school grade, GPA (grade point average), and maternal education, was significantly related to the children’s SDQ scores. GPA showed a significant negative correlation with difficulties and a positive correlation with prosocial behavior. Significant differences in socioemotional and behavioral problems were also found across different grades. Inter-rater reliability analysis using intraclass correlation coefficients (ICCs) revealed fair-to-good agreement between teachers and parents (ICC range: 0.45–0.61). These findings reveal the importance of incorporating multiple informants in behavioral assessments, highlighting the need for early diagnosis and family-informed interventions to address socioemotional and behavioral problems within culturally diverse educational settings. | |
| 651 | 4 | |a Slovakia | |
| 653 | |a Parents & parenting | ||
| 653 | |a Behavior | ||
| 653 | |a Socioeconomic factors | ||
| 653 | |a Gender | ||
| 653 | |a Questionnaires | ||
| 653 | |a Families & family life | ||
| 653 | |a Teachers | ||
| 653 | |a System theory | ||
| 653 | |a Hyperactivity | ||
| 653 | |a Children & youth | ||
| 653 | |a Mental health | ||
| 653 | |a Ratings & rankings | ||
| 653 | |a Education | ||
| 653 | |a Childhood | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Child Behavior | ||
| 653 | |a Hungarian | ||
| 653 | |a Grade Point Average | ||
| 653 | |a Behavior Rating Scales | ||
| 653 | |a Child Role | ||
| 653 | |a Family Role | ||
| 653 | |a Interrater Reliability | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Young Children | ||
| 653 | |a Educational Attainment | ||
| 653 | |a Factor Structure | ||
| 653 | |a Behavior Development | ||
| 653 | |a Family Environment | ||
| 653 | |a Attention Deficit Hyperactivity Disorder | ||
| 653 | |a Behavior Disorders | ||
| 653 | |a Ethnic Groups | ||
| 653 | |a Emotional Problems | ||
| 653 | |a Autism Spectrum Disorders | ||
| 653 | |a Antisocial Behavior | ||
| 653 | |a Context Effect | ||
| 653 | |a Behavior Problems | ||
| 653 | |a Educational Needs | ||
| 653 | |a Low Achievement | ||
| 653 | |a Early Childhood Education | ||
| 700 | 1 | |a Borbélyová Diana |u Department of Primary and Pre-School Education, J. Selye University, 94501 Komarno, Slovakia; borbelyovad@ujs.sk | |
| 700 | 1 | |a Nagyová Alexandra |u Department of Pedagogy, J. Selye University, 94501 Komarno, Slovakia; nagyovaa@ujs.sk | |
| 700 | 1 | |a Oo Tun Zaw |u Institute of Education, Hungarian University of Agriculture and Life Sciences, 7400 Kaposvár, Hungary | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 11 (2025), p. 1440-1462 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275510503/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3275510503/fulltextwithgraphics/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275510503/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |