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Table 5 Relationships between the course of SDQ scores (parent and teacher version) and the course of parenting and social preference

From: The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4–7

  Parent version  
  Stable-low Increasing High-decreasing  
Parenting measures M (SD) M (SD) M (SD)  
Parenting scale T1 2.90 (0.45) a 2.98 (0.49) 3.10 (0.47) a F=12.025, p=0.000
Parenting scale T2 2.86 (0.45) a 2.96 (0.49) 3.04 (0.54) a F=6.520, p=0.002
Parenting scale T3 2.84 (0.45) 2.96 (0.49) 2.94 (0.47) F=3.123, p=0.045
Daily Hassles T1 1.46 (0.24) ab 1.61 (0.28) ac 1.72 (0.32) bc F=73.274, p=0.000
Daily Hassles T2 1.46 (0.24) ab 1.70 (0.32) a 1.73 (0.29) b F=63.997, p=0.000
Daily Hassles T3 1.42 (0.22) ab 1.67 (0.31) a 1.65 (0.28) b F=55.179, p=0.000
  Teacher version  
Social Preference M (SD) M (SD) M (SD)  
Social Preference T1 0.14 (0.91) ab −0.65 (0.95) b −0.87 (0.98) a F=118.55, p=0.000
Social Preference T2 0.16 (0.89) ab −0.70 (1.02) −0.60 (1.00) a F=71.72, p=0.000
Social Preference T3 0.12 (0.92) ab −0.82 (0.91) b −0.61 (1.06) a F=79.16, p=0.045
  1. Note The lowercase letters a and b indicate which groups differ on the relevant variable. For example, parenting at measurement 1: The Stable-low group differs from the High-decreasing group, but not from the Increasing group, nor does the Increasing group differ from the High-decreasing group.