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Socioeconomic Status, Emotional/Behavioral Difficulties, and Social Competence among Preschool Children in Japan.
- Source :
-
Journal of Child & Family Studies . Dec2018, Vol. 27 Issue 12, p4001-4014. 14p. 5 Charts. - Publication Year :
- 2018
-
Abstract
- Socioeconomic status (SES) is an important contextual factor influencing children’s development. However, there have been limited attempts to examine either the impact of relative poverty on child development or the relationships between specific SES indicators and mental health domains. This study elucidates these relationships in Japanese preschool children who experience high levels of relative poverty. Participants were 3218 Japanese children aged 5-6 years. Their mothers completed self-report questionnaires on SES indicators and the Strengths and Difficulties Questionnaire to measure emotional/behavioral problems. Children’s teachers evaluated children’s social competence using the Social Skills Questionnaire for Preschoolers. Each SES indicator had an inverse relationship with all emotional/behavioral problem domains in the univariate analysis. In the multivariate analysis, lower family income consistently predicted higher scores on all emotional/behavioral problem domains, whereas lower maternal and paternal education levels independently predicted higher scores in specific domains. Each SES indicator had positive relationships with all social competence dimensions in the univariate analysis. Higher family income consistently predicted higher social competence in the multivariate analysis. However, paternal education level only predicted self-control, and maternal education did not predict social competence. Family income and parental education levels were significant independent predictors of emotional/behavioral problems and social competence. Thus, this study suggests that SES does affect child outcomes in a country where there is a high level of relative poverty and underscores the importance of assessing income and education status separately in order to identify their potentially unique associations with development among preschool children. [ABSTRACT FROM AUTHOR]
- Subjects :
- *BEHAVIOR disorders in children
*EMOTIONS in children
*SOCIAL skills in children
*PRESCHOOL children
*AFFECTIVE disorders
*BEHAVIOR disorders
*CONTROL (Psychology)
*INCOME
*MULTIVARIATE analysis
*POVERTY
*QUESTIONNAIRES
*SELF-evaluation
*SOCIAL skills
*STATISTICS
*SOCIOECONOMIC factors
*EDUCATIONAL attainment
*DIAGNOSIS
*DISEASE risk factors
*MENTAL illness risk factors
Subjects
Details
- Language :
- English
- ISSN :
- 10621024
- Volume :
- 27
- Issue :
- 12
- Database :
- Academic Search Index
- Journal :
- Journal of Child & Family Studies
- Publication Type :
- Academic Journal
- Accession number :
- 133106368
- Full Text :
- https://doi.org/10.1007/s10826-018-1231-0