Predicting a high rate of self-assessed and parent-assessed peer problems

Autor(en)

Susanne Schwab, Markus Gebhardt, Marco G.P. Hessels, L. Nusser

Abstrakt

Peer problems are common in children with special educational needs (SEN), but the reasons are poorly understood. This study aims to identify risk factors of peer problems (e.g., SEN, school setting, pro-social behaviour) for their occurrence. A subsample of 3900 children from the National Educational Panel Study in Germany was analysed. Children and parents answered the items of the Strengths and Difficulties Questionnaire (SDQ) subscales 'peer problems' and 'pro-social behaviour'. Students with SEN (attending special schools or inclusive classes) were more likely to score within the abnormal range of the SDQ subscale peer problems than students without SEN. The results further show a low level of parent-child agreement on the subscale 'peer problems'. Logistic regression analyses showed that having SEN is always an explaining variable for 'peer problems' and that group differences cannot be fully explained by gender, school setting or 'pro-social behaviour'.

Organisation(en)

Externe Organisation(en)

Universität Bielefeld, Technische Universität München, Universität Genf, North-West University, Otto-Friedrich-Universität Bamberg

Journal

Research in Developmental Disabilities

Band

49-50

Seiten

196-204

Anzahl der Seiten

9

ISSN

0891-4222

DOI

https://doi.org/10.1016/j.ridd.2015.11.026

Publikationsdatum

2016

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Clinical Psychology, Developmental and Educational Psychology

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/93892fca-accd-45a2-8959-4a888602cbae