School and relational competencies in internationally adopted children: A comparison between parents' and teachers' perceptions

According to a multiprospective perspective, the principal aim of the present study was to compare the point of view of 90 couples of adoptive parents and 90 teachers regarding school and relational competence of school-aged internationally adopted children. Total subjects were 269. A questionnaire in three different versions (mother, father and teacher) was administered. Results showed significant differences between parents' and teachers' perceptions: both mothers and fathers perceived higher school and relational competencies than teachers did. Child's gender didn't affect ratings, while age at adoption and the birth country had a significant effect on specific school competencies. In particular children adopted at 3-5 years were more likely to show a lower school achievement. Mothers and fathers showed more similar perceptions regarding school and relational competencies of their adopted children than teachers did.