Comparison of social development, emotional intelligence, and behavioral problems in preschool children from single-child and multi-child families

Akar, Farzaneh; Exir, Mahin

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year 15, Issue 5 (2nd Summer 2026 2026) Rooyesh 2026, 15(5): 145-154 | Back to browse issues page

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Akar F, Exir M. (2026). Comparison of social development, emotional intelligence, and behavioral problems in preschool children from single-child and multi-child families. Rooyesh. 15(5), 145-154.
URL: http://frooyesh.ir/article-1-6900-en.html

Comparison of social development, emotional intelligence, and behavioral problems in preschool children from single-child and multi-child families

Farzaneh Akar¹

, Mahin Exir ^*²

1- M.A in Clinical Child and Adolescent Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
2- Assistant Professor, Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran. mahin.exir.145@gmail.com , mahin.exir.145@gmail.com

Abstract: (190 Views)

This study aimed to compare social development, emotional intelligence, and behavioral problems among preschool children from single-child and multi-child families. The study employed a causal-comparative design. The statistical population included preschool children in Neyriz city during the 2024–2025 academic year. From this population, a sample of 200 children (100 single-child and 100 multi-child) was selected using purposive sampling. Data were collected using the Vineland Social Maturity Scale (VSMS; Vineland, 1965), the Emotional Intelligence Questionnaire (EIQ; Salovey & Mayer, 1997), and the Parent Form of the Child Behavioral Problems Questionnaire (PBQ-PF; Shahim & Yousefi, 1999). Data were analyzed using multivariate analysis of variance (MANOVA). The findings showed a significant difference between preschool children from single-child and multi-child families in social development, emotional intelligence, and behavioral problems (p < 0.05). The mean social development score in the single-child group was lower than that of the multi-child group (p < 0.05). Similarly, the mean emotional intelligence score in the single-child group was lower than that in the multi-child group (p < 0.05). In contrast, the mean behavioral problems score in the single-child group was higher than that of the multi-child group (p < 0.05). Therefore, these findings highlight the importance of family structure in explaining social development, emotional intelligence, and behavioral problems among preschool children.

Keywords: Social Development, Emotional Intelligence, Behavioral Problems, Single Child, Multi Child, preschool children.

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Type of Article: Research | Subject: Educational Psychology
Received: 2026/01/26 | Accepted: 2026/05/12 | ePublished: 2026/08/22