Rudnova, N.A.
Lomonosov Moscow State University, Federal Scientific Center of Psychological and Multidisciplinary Research
Kornienko, D.S.
Russian Academy of National Economy and Public Administration under the President of the Russian Federation
Surilova, I.U.
Lomonosov Moscow State University
Abstract
Background. Recent studies show a significant increase in childhood mental disorders. This indicates the need for early differentiation between psychological well-being and maladjustment through the use of validated and reliable tools to enable subsequent psychological support for the groups at-risk.
Objective. This study aims to identify the factor structure, validity, and reliability of the Strengths and Difficulties Questionnaire based on the maternal assessment of behavioural characteristics in preschool and early school-age children.
Study Participants. The final sample comprised 884 participants. 686 were mothers of preschoolers whose age was between 24 to 50 years (M = 35.90, SD = 4.92) — their children being aged 55 to 91 months (M = 72.87, SD = 4.70), 51% of which were boys. The other 198 participants were mothers of first-graders whose age was between 26 to 52 years (M = 38.43, SD = 5.01) — their children aged 82 to 104 months (M = 94.71, SD = 4.56), 48% of which were boys.
Methods. Data collection was performed using the Strengths and Difficulties Questionnaire (SDQ), the Childhood Executive Functioning Inventory (CHEXI), and the Perceived Stress Scale for Children. Data analysis was performed using exploratory, confirmatory, and multi-group factor analysis, reliability coefficients (McDonald's omega, Cronbach's alpha, Guttman's lambda), descriptive statistics, correlation analysis (Spearman's coefficient), and comparative analysis (Mann–Whitney U test).
Results. The three-factor structure of the SDQ demonstrated the most acceptable indices compared to the five-factor model. The SDQ showed measurement invariance across the child's gender and age, while reliability and validity analyses of its scales yielded acceptable results. The SDQ scales showed associations with both the child's level of perceived stress and regulatory characteristics. Gender and age differences were found: first-graders and girls of all ages showed lower level of externalising problems. Moreover, girls demonstrated a higher level of prosocial behaviour than boys.
Conclusions. The three-factor structure of the SDQ, which comprises the scales of externalising behaviour problems, internalising behaviour problems, and prosocial behaviour, is more appropriate for identifying psychological well-being at preschool and early school age.
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To cite this article:
Rudnova, N.A., Kornienko, D.S. , Surilova, I.U..
Psychometric Properties of the Three-Factor Structure of the “Strengths and Difficulties Questionnaire” Based on the Assessment by Mothers of Preschool and Primary School Children. // National Psychological Journal
2026. 3. Pages114-129. doi: 10.11621/npj.2026.0309
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