Teacher Ratings of Children's Behavior Problems and Functional Impairment Across Gender and Ethnicity:Construct Equivalence of the Strengths and Difficulties Questionnaire

The present study examined construct equivalence of the teacher Strengths and Difficulties Questionnaire and compared mean scores in an ethnically diverse sample of children living in the Netherlands. Elementary schoolteachers completed the Strengths and Difficulties Questionnaire for 2,185 children aged 6 to 10 years of the four largest ethnic groups in the Netherlands, namely native Dutch (n = 684) and Moroccan (n = 702), Turkish (n = 434), and Surinamese (n = 365) immigrant children. Multigroup confirmatory factor analysis suggested the factor structure of the Strengths and Difficulties Que... Mehr ...

Verfasser: Zwirs, Barbara
Burger, Huibert
Schulpen, Tom
Vermulst, A. A.
HiraSing, R. A.
Buitelaar, Jan
Dokumenttyp: Artikel
Erscheinungsdatum: 2011
Reihe/Periodikum: Zwirs , B , Burger , H , Schulpen , T , Vermulst , A A , HiraSing , R A & Buitelaar , J 2011 , ' Teacher Ratings of Children's Behavior Problems and Functional Impairment Across Gender and Ethnicity : Construct Equivalence of the Strengths and Difficulties Questionnaire ' , Journal of Cross-Cultural Psychology , vol. 42 , no. 3 , pp. 466-481 . https://doi.org/10.1177/0022022110362752
Schlagwörter: Strengths and Difficulties Questionnaire / SDQ / construct equivalence / impairment / ethnicity / gender / DEFICIT-HYPERACTIVITY DISORDER / ELEMENTARY-SCHOOL-CHILDREN / REPORTED PROBLEM BEHAVIOR / TURKISH IMMIGRANT / ATTENTION-DEFICIT / MENTAL-HEALTH / DUTCH CHILDREN / EXTERNALIZING DISORDERS / MEASUREMENT INVARIANCE / PSYCHIATRIC-DISORDERS
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-29027688
Datenquelle: BASE; Originalkatalog
Powered By: BASE
Link(s) : https://hdl.handle.net/11370/4515fd9d-be3f-4ebb-8490-6aadeaff52d1

The present study examined construct equivalence of the teacher Strengths and Difficulties Questionnaire and compared mean scores in an ethnically diverse sample of children living in the Netherlands. Elementary schoolteachers completed the Strengths and Difficulties Questionnaire for 2,185 children aged 6 to 10 years of the four largest ethnic groups in the Netherlands, namely native Dutch (n = 684) and Moroccan (n = 702), Turkish (n = 434), and Surinamese (n = 365) immigrant children. Multigroup confirmatory factor analysis suggested the factor structure of the Strengths and Difficulties Questionnaire to be invariant across children's ethnicity and gender. Additionally, the factor structure appeared to be similar for Dutch and Surinamese teachers. However, mean scores on emotional problems, hyperactivity, conduct problems, prosocial behavior, and impairment varied significantly according to ethnicity and gender. Mean scores on peer problems differed significantly for boys and girls, but not across ethnicity. Whether mean differences reflect a method bias or actual differences in classroom behaviors is discussed and needs further research.