Valid information on early social-emotional competence is essential to diagnose, treat, and prevent behavioral problems in children and adolescents. Particularly in young children, social-emotional competence is frequently measured using parent and teacher ratings that frequently exhibit low agreement. Therefore, the present study on n = 532 three-year-olds (47% girls) examined whether sibling status might explain discrepancies between the two informant groups. First, multi-trait multi-informant analyses explored the construct validity of a short measure of three facets of social-emotional competence. Then, group comparisons evaluated the size of the observed method effects for only children and children with siblings. Results showed low convergent validity between parent and teacher ratings for aggressive behavior, cooperative behavior, and emotional self-regulation. Sibling status in the family contributed little to the observed discrepancies between parents and teachers. Thus, a comprehensive assessment of social-emotional competence in children requires a multi-informant approach to capture the construct breadth.

有关早期社会情绪能力的有效信息对于诊断、治疗和预防儿童和青少年的行为问题至关重要。特别是在幼儿中，社交情感能力经常使用经常表现出低一致性的父母和教师评级来衡量。因此，本研究对 n = 532 名三岁儿童（47% 的女孩）进行了调查，研究了兄弟姐妹身份是否可以解释两个知情人群体之间的差异。首先，多特征多信息分析探讨了社会情感能力三个方面的短期测量的结构效度。然后，组比较评估了观察到的方法效应对独生子女和有兄弟姐妹的孩子的影响。结果显示，家长和老师对攻击性行为、合作行为、和情绪自我调节。家庭中的兄弟姐妹地位对观察到的父母和老师之间的差异几乎没有贡献。因此，对儿童社会情感能力的全面评估需要采用多信息方法来捕捉结构广度。