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Relationship between children's intelligence and their emotional/behavioral problems and social competence: gender

Lian Tong1, Ryoji Shinohara, Yuka Sugisawa

  • 1Research Institute of Science and Technology for Society, Japan Science and Technology Agency, Tokyo, Japan.

Journal of Epidemiology
|February 25, 2010
PubMed

Insights

Gender influences how intelligence relates to developmental issues and social skills in children. Boys

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Examines gender-specific correlations between intelligence, developmental problems, and social competence in first graders.
  • Highlights the need to consider gender in developmental assessments.

Purpose of the Study:

  • Investigate gender differences in the relationship between intelligence and developmental outcomes.
  • Explore the interplay of intelligence, social competence, and behavioral challenges across genders.

Main Methods:

  • Utilized the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) for cognitive assessment.
  • Employed the Parent-child Interaction Rating Scale (IRS) and the Strength and Difficulties Questionnaire (SDQ) for behavioral and social evaluations.
  • Collected data from 90 parent-child dyads involving 7-year-old first graders.

Main Results:

  • Boys' processing speed significantly correlated with peer relationships.
  • Girls' emotional symptoms showed a stronger association with intellectual abilities.
  • Gender moderated the correlations between parenting and intellectual abilities.

Conclusions:

  • Child gender is a crucial factor in understanding variations in intellectual abilities and developmental problems.
  • Parenting significantly impacts children's development, with gender-specific nuances.
  • Future research and interventions should account for gender in developmental evaluations.
Abstract

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