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The Strengths and Difficulties Questionnaire and standardized academic tests: Reliability across respondent type and age

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  • Maria Keilow
  • Hans Henrik Sievertsen
  • Janni Niclasen
  • Carsten Obel

Abstract

Exploiting nation-wide data from the Danish National Birth Cohort, we show that children’s emotional and behavioral problems measured by the Strengths and Difficulties Questionnaire (SDQ) are closely related to their performance in standardized academic tests for reading and mathematics in sixth grade. The relationship is remarkably linear across the entire distribution for both the total difficulties score and subscale scores of the SDQ; higher scores on the SDQ (more problems) are related to worse performance in academic tests. We assess the similarity across respondent type; parent (child age 7 and 11), teacher (child age 11) and self-reported scores (child age 11), and find that teacher and parent reported scores have very similar slopes in the SDQ–test score relationship, while the child reported SDQ in relation to the academic test performance has a flatter slope.

Suggested Citation

  • Maria Keilow & Hans Henrik Sievertsen & Janni Niclasen & Carsten Obel, 2019. "The Strengths and Difficulties Questionnaire and standardized academic tests: Reliability across respondent type and age," PLOS ONE, Public Library of Science, vol. 14(7), pages 1-12, July.
    • Handle: RePEc:plo:pone00:0220193
    DOI: 10.1371/journal.pone.0220193
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    References listed on IDEAS

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    1. Marina Carvalho & Cátia Branquinho & Catarina Noronha & Barbara Moraes & Nuno Rodrigues & Margarida Gaspar Matos, 2024. "Individual and Sociodemographic Factors Associated to Prosocial Behaviors and Academic Performance in Portuguese Preschool and Elementary School Children: Highlights from a National Study After COVID-," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(1), pages 289-307, February.

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