Reliability and validity of the self-report version of the Strengths and Difficulties Questionnaire (SDQ) in primary school children
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In: International Journal of Behavioral Development, 21.12.2024.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Reliability and validity of the self-report version of the Strengths and Difficulties Questionnaire (SDQ) in primary school children
AU - Liegmann, Katharina
AU - Fischer, Lisa
AU - Dadaczynski, Kevin
AU - Hanewinkel, Reiner
AU - Nees, Frauke
AU - Morgenstern, Matthis
N1 - Publisher Copyright: © The Author(s) 2024.
PY - 2024/12/21
Y1 - 2024/12/21
N2 - This study examined the new self-report version of the Strengths and Difficulties Questionnaire (SDQ-S), SDQ-Kids, in primary school children regarding internal consistency, teacher-child agreement, and validity. Data from 2,655 children in Grades 1 to 3 and their teachers were analyzed. Children completed SDQ-Kids, previously piloted (n = 896), while teachers completed SDQ-T. Reliability was measured using Cronbach’s alpha, and logistic regression analyzed the association between rating source (teachers vs. children) and SDQ status (“abnormal” vs. “normal”). Validity was assessed using Pearson’s correlation coefficient. SDQ-Kids showed acceptable internal consistency for total difficulties (α =.77) but lower for subscales (α =.40–.68). SDQ-T reliability was good for total difficulties (α =.90) and acceptable to good for subscales (α =.78–.89). Differences emerged, particularly in internalizing and externalizing problems. Correlations of SDQ-Kids with other instruments were acceptable to low. Differences between teacher and child reports highlight the need for a multi-informant approach. While SDQ-Kids’ total difficulties showed acceptable reliability, scale-level reliability and validity were unsatisfactory.
AB - This study examined the new self-report version of the Strengths and Difficulties Questionnaire (SDQ-S), SDQ-Kids, in primary school children regarding internal consistency, teacher-child agreement, and validity. Data from 2,655 children in Grades 1 to 3 and their teachers were analyzed. Children completed SDQ-Kids, previously piloted (n = 896), while teachers completed SDQ-T. Reliability was measured using Cronbach’s alpha, and logistic regression analyzed the association between rating source (teachers vs. children) and SDQ status (“abnormal” vs. “normal”). Validity was assessed using Pearson’s correlation coefficient. SDQ-Kids showed acceptable internal consistency for total difficulties (α =.77) but lower for subscales (α =.40–.68). SDQ-T reliability was good for total difficulties (α =.90) and acceptable to good for subscales (α =.78–.89). Differences emerged, particularly in internalizing and externalizing problems. Correlations of SDQ-Kids with other instruments were acceptable to low. Differences between teacher and child reports highlight the need for a multi-informant approach. While SDQ-Kids’ total difficulties showed acceptable reliability, scale-level reliability and validity were unsatisfactory.
KW - children
KW - mental health
KW - reliability
KW - screening instrument
KW - self-report
KW - Strengths and Difficulties Questionnaire
KW - Health sciences
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=85212815042&partnerID=8YFLogxK
U2 - 10.1177/01650254241305551
DO - 10.1177/01650254241305551
M3 - Journal articles
AN - SCOPUS:85212815042
JO - International Journal of Behavioral Development
JF - International Journal of Behavioral Development
SN - 0165-0254
ER -