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06-06-2019 | Original Article

The Perspective Matters: A Multi-informant Study on the Relationship Between Social–Emotional Competence and Preschoolers’ Externalizing and Internalizing Symptoms

Tijdschrift:
Child Psychiatry & Human Development
Auteurs:
Laura Huber, Maria Plötner, Tina In-Albon, Stephanie Stadelmann, Julian Schmitz
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s10578-019-00902-8) contains supplementary material, which is available to authorized users.

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Abstract

Recent research demands a multi-informant and multi-factorial assessment of preschool-age psychopathology. Based on a tripartite model, we tested the relationship between emotional and social competence and their contribution to externalizing and internalizing symptoms in a preschool-age community sample (N = 117, M = 4.67 years, SD = 2.75 months). We assessed teachers’ (N = 109) and parents’ (N = 77) perspective using the Strengths-and-Difficulties-Questionnaire and children’s perspective using the Berkeley-Puppet-Interview and a standardized emotional-competence-test (MeKKi). We found externalizing symptoms being negatively related to prosocial behavior in teachers’ and parents’ reports and positively related to social initiative in teachers’ reports. In teachers’ reports only, a mediation effect of emotional competence via social competence on externalizing symptoms was shown. Children, but not caregivers, reported internalizing symptoms being positively related to prosocial behavior. These results highlight the importance of multiple informants and especially of children’s self-perception in preschool-age psychopathology.

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Supplementary material 1 (DOCX 25 kb)
10578_2019_902_MOESM1_ESM.docx
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