Abstract:

The article deals with differences related to the perception of externalizing and internalizing problems in young-school age pupils between teachers and pupils.

Externalizing problems are associated with one’s inadequate degree of control and disruptive behavior such as aggression, hyperactivity, opposition and physical fights with peers.

Internalizing problems such as social inhibition, sadness, and anxiety are connected with internal states and emotional experience. In comparison with older pupils, pupils in young-school age are being overlooked in many cases due to their inability to express their experience verbally.

The research sample consisted of 144 participants: pupils aged between 8 to10 years; 73 boys and 71 girls and 8 teachers. Two versions of SDQ questionnaire were administered (Goodman, 2005). This measurement instrument is aimed at assessment of mental health in children and adolescents.

Significant differences were found in evaluation of internalizing and externalizing problems between pupils and teachers. The pupils reported more internalizing and externalizing problems than teachers did.

Subsequently we noticed higher score of externalizing problems in boys – from the perspective of self-evaluation and also from the perspective of pupils’ evaluation conducted by teachers.

No significant gender differences were revealed between self-evaluation of pupils and their evaluation by teachers. In the article we discuss the result that relates to differentiated evaluation of pupils’ behavior among teachers.

Keywords:

Problem behaviour, Internalizing problems, Externalizing problems, Pupils Teachers.