Parent-teacher discrepancies in externalizing behavior predicting social skills development in middle childhood
Bibliographic Data
| ID | 11350047 |
|---|---|
| Authors | Taehee Kim (0000-0002-1021-8252), Tae Hee Kim (0000-0002-5406-2683, University of Georgia, corresponding author), Kristen L Bub (0000-0003-0534-9669, University of Georgia), Sadona K R Thompson, S Ross Thompson (University of Georgia) |
| Year | 2025 |
| Volume | 100 |
| Pages | 101856 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Applied Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0193-3973 • E-ISSN: 1873-7900 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.appdev.2025.101856 |
| OpenAlex | W4413740971 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
This longitudinal study examined parent-teacher agreement and discrepancies in externalizing behavior assessments and their association with children's social skill development. Using third-grade externalizing behavior reports, 927 students were categorized into four groups: both informants reporting clinical concerns, only teacher reporting clinical concerns, only parent reporting clinical concerns, and both reporting normative levels. A multi-group latent growth model analyzed social skill trajectories from third through sixth grade. Results indicated that 21% of students fell within discrepancy groups, where parents and teachers reported different levels of behavior severity. These groups included a higher proportion of students from non-White and low socioeconomic status backgrounds. Students in discrepancy groups showed more adaptive social skill trajectories than peers with clinical concerns reported by both informants but exhibited less favorable trajectories compared to those with normative behavior reports across contexts. Notably, students identified by teachers as demonstrating elevated externalizing behaviors showed significant linear growth in school-based social skills over time, suggesting a potential impact of teacher-initiated interventions. Findings highlight the importance of a multi-informant approach in accurately understanding and supporting students' social development, as parent and teacher perspectives provide complementary information about children's behavioral functioning across contexts
Developmental psychology · Externalization · Late childhood · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Revealing the invisible hand
Testing Informant Discrepancies as Predictors of Early Adolescent Psychopathology
Social-Emotional Competence
Building a Model to Understand Youth Service Access
Principles Underlying the Use of Multiple Informants' Reports
Nature-nurture reconceptualized in developmental perspective
Stability and Change in Early Social Skills Development in Relation to Early School Performance
Longitudinal trajectories of children's social skills
Advancing equity in access to school mental health through multiple informant decision-making
Playing the long game
Positive and negative emotionality
Gender differences in children’s social skills growth trajectories
Cross-Informant Agreement on the Child Behavior Checklist for Youths
Culturally responsive positive behavioral interventions and supports
Testing Negative Error Variances
Cognitive Abilities, Social Adaptation, and Externalizing Behavior Problems in Childhood and Adolescence
Child/adolescent behavioral and emotional problems
The validity of the multi-informant approach to assessing child and adolescent mental health
Social Skills, Social Support, and Psychological Distress
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |