Discrepancy Between Mothers and Teachers on Externalizing Behaviors and Different Trajectory of Social Skills Development (Poster 25)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Critical Issues in Family, School, Community Partnerships

Abstract

This longitudinal study investigated the impact of informant discrepancies on social skills development from third to sixth grade using data from phase Ⅲ of NICHD Study of Early Child Care and Youth Development. Participants included 973 students, their mothers, and teachers. Two multi-group latent growth models were conducted using teacher-reported and mother-reported social skills. Results showed that children whose mothers and teachers disagreed about their behavior problems, as well as those at risk for behavior problems, displayed lower social skills from third to sixth grade compared to children whose parents and teachers consistently reported normal behavior. Findings suggest that disagreements may indicate atypical social development and emphasize the importance of communication between schools and homes in understanding these discrepancies.

Authors

• Taehee Kim, University of Georgia

• Kristen L Bub, University of Georgia