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The relation between behavioral problems and social competence: A correlational Meta-analysis.

Silje Hukkelberg1, Serap Keles2, Terje Ogden2

  • 1The Norwegian Center for Child Behavioral Development (NUBU), Norwegian Research Centre (NORCE), Oslo, Norway. s.s.hukkelberg@nubu.no.

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Summary

Children with behavioral problems often have lower social competence. This meta-analysis confirms a significant negative correlation, suggesting interventions should address both issues simultaneously.

Keywords:
ChildrenConduct problemsMeta-analysisSocial competenceSocial skills

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Area of Science:

  • Child Psychology
  • Developmental Psychology

Background:

  • Children exhibiting behavioral problems frequently demonstrate low social competence.
  • The strength of this relationship varies based on the specific behaviors and demographic factors.
  • Existing research highlights the need to understand moderators influencing this association.

Purpose of the Study:

  • To conduct a meta-analysis on the correlation between behavioral problems and social competence in children aged 3-13.
  • To investigate potential moderators, such as the type of behavioral problem and social competence measure.
  • To examine the influence of respondent characteristics (e.g., parent, teacher) on the observed correlation.

Main Methods:

  • Systematic literature search for studies published between January 2008 and January 2018.
  • Inclusion of studies reporting correlations between externalizing behaviors, conduct problems, or aggression and social competence or social skills.
  • Meta-analysis of data from 54 studies (46,828 participants) using a random effects model and moderator analyses.

Main Results:

  • A medium effect size (r = -0.42) was found, indicating a robust negative correlation between behavioral problems and social competence.
  • No significant differences in correlation were observed based on the specific types of behavioral problems or social competence measures.
  • The correlation was stronger when both behavioral problems and social competence were reported by the same respondent (parent or teacher) compared to dyadic reports.

Conclusions:

  • A strong, consistent negative relationship exists between behavioral problems and social competence in children.
  • Intervention programs aiming to reduce behavioral problems in children should also focus on enhancing social competence.
  • Addressing both aspects concurrently can effectively support children experiencing or at risk of behavioral issues.