ArticleChild and adolescent psychiatry and mental health2024
Socioeconomic status, linguistic skills and language background differentially relate to preschoolers' emotional and behavioural profile.
Article in Child and adolescent psychiatry and mental health, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- The role of reading and writing history, education, and socioeconomic status on word and pseudoword naming in adult readers of Brazilian Portuguese.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2026Article
- Prevalence of undernutrition at admission and associated factors among children with cancer admitted to the University Hospital of Tangier: a cross-sectional study.Frontiers in pediatrics · 2026Article
- RETRACTED: Idea Density and Grammatical Complexity as Neurocognitive Markers.Brain sciences · 2025Review
- Looking for social pragmatic communication disorder in the complex world of Italian special needs: an exploratory study.Scientific reports · 2025Article
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Abstract
backgroundProximal and distal factors interact to shape children's development and well-being. The present study aimed to examine socioeconomic status (SES), linguistic skills, and language background as concurrent predictors of socio-emotional and behavioural outcomes in heritage bilingual and monolingual children attending preschool.
methodsParents of 1810 children (mean age = 63.42 months ± 7.36), attending preschool in Italy, completed the Four Factor Index of SES and the Strengths and Difficulties Questionnaire (SDQ). Teachers (n = 99) completed a questionnaire on children's linguistic skills and emotional and behavioural profiles. A subsample of 995 children was administered an expressive vocabulary task in Italian.
resultsRegression analyses showed that linguistic skills were the only concurrent predictor of conduct problems, as well as the dominant predictor of hyperactivity/impulsivity, peer problems, and better prosocial behaviour. SES was negatively related to ADHD traits, peer problems, and prosocial behaviour. Finally, heritage bilingualism background was associated, although not as a primary predictor, with increased emotional problems, peer relationship problems, and lower teacher-rated emotional and behavioural skills. However, it was the main factor positively associated with prosocial behaviour.
conclusionsThe implications of these findings for research in this area and for educational policy are discussed, highlighting the need for a multidimensional perspective that includes linguistic skills and SES in the assessment of children's emotional and behavioural outcomes.
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