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Sample records for achievement social competence

  1. Relations between social competence and academic achievement in early adolescence.

    PubMed

    Wentzel, K R

    1991-10-01

    Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. PMID:1756656

  2. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  3. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  4. Cultural Competency and Achieving Styles in Clinical Social Work: A Conceptual and Empirical Exploration.

    ERIC Educational Resources Information Center

    Lu, Yuhwa Eva; Lum, Doman; Chen, Sheying

    2001-01-01

    A study explored the relationship between linguistic/cultural differences and individual achieving styles among 900 clinical social workers, including Asian Americans, Latinos, American Indians, African Americans, Jewish Americans, and Whites. Findings are related to a model of cultural competency in which cross-cultural counselor-client…

  5. Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

    ERIC Educational Resources Information Center

    Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

    2011-01-01

    This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

  6. How Can a Global Social Support System Hope to Achieve Fairer Competiveness?

    PubMed Central

    Goldblatt, Peter

    2016-01-01

    Ooms et al sets out some good general principles for a global social support system to improve fairer global competitiveness as a result of redistribution. This commentary sets out to summarize some of the conditions that would need to be satisfied for it to level up gradients in inequality through such a social support system, using the National Basketball Association (NBA) example as a point of reference. From this, the minimal conditions are described that would be required for the support system, proposed in the article by Ooms et al, to succeed. PMID:26927594

  7. Competency-Based Achievement System

    PubMed Central

    Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

    2011-01-01

    Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

  8. Social Competence: A Developmental Approach.

    ERIC Educational Resources Information Center

    Jakob, Susan G.; Dickerscheid, Jean D.

    This paper presents a developmental study of social competence in preschool children which examines the relationship of motor competence, egocentrism and demographic characteristics to the development of social competence. Tests of motor skills and role taking ability were administered individually to 54 preschool children ranging in age from 3…

  9. Social Competence: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Harris, Jerry D.

    1984-01-01

    Effective peer relations and the enhancement of social interactions in young children play a central role in the discussion of social competence. Developmental issues relevant to the assessment of social competence including perspective taking, conceptions of friendship, interpersonal strategies and problem solving, moral judgments, and…

  10. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  11. Achieving Communicative Competence Through Gambits and Routines.

    ERIC Educational Resources Information Center

    Siskin, H. Jay; Spinelli, Emily

    1987-01-01

    Analyzes the importance of conversational gambits and routines in achieving second language communicative competence and then presents a model which uses telephone conversations as a means of achieving this goal. Exercises for drilling and testing gambits and routines are also presented. (Author/CB)

  12. An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students

    ERIC Educational Resources Information Center

    Rhodes, Darson L.

    2009-01-01

    A sample of 656 undergraduate students from multiple sections of an introductory nutrition course, a personal health course, and a physical fitness course at a large Midwestern University completed one of four surveys. Using matrix sampling, each participant completed a survey measuring one of four personal and social competence constructs; coping…

  13. The Social Validity Assessment of Social Competence Intervention Behavior Goals

    ERIC Educational Resources Information Center

    Hurley, Jennifer J.; Wehby, Joseph H.; Feurer, Irene D.

    2010-01-01

    Social validation is the value judgment from society on the importance of a study. The social validity of behavior goals used in the social competence intervention literature was assessed using the Q-sort technique. The stimulus items were 80 different social competence behavior goals taken from 78 classroom-based social competence intervention…

  14. Social work practice in the donation of human tissue for transplantation: utilising social work values and competencies to achieve effective outcomes for transplant patients and donor families.

    PubMed

    Forbe-Smith, Lyndall; Haire, Mary; Doneley, Mary

    2002-01-01

    In Queensland, Australia, senior social workers have pioneered the coordination of tissue donation at coronial autopsies, seeking consent for the donation of heart valve, bone and eye tissue after sudden deaths which have been reported to the coroner. The urgent need for tissue for transplantation is balanced with the counselling, information and practical needs of potential donor families in their shock and grief. Social work assessment, advocacy, liaison, counselling, crisis intervention and particularly communication skills have been utilised, both as an integral component of obtaining informed consent and in working with families' experience of grief and loss in sudden, traumatic bereavement. This tissue donation program, over a period of eight years, has maximised the availability of tissue with its high donation rates, while upholding the rights and needs of potential donor families through provision of an effective social work service. The paper will reflect upon key social work knowledge and processes which have respected the subjective experience of client and worker while working within a medical model. PMID:12365750

  15. An Exploration of Young Adolescents' Social Achievement Goals and Social Adjustment in Middle School

    ERIC Educational Resources Information Center

    Ryan, Allison M.; Shim, S. Serena

    2008-01-01

    Two studies investigated the proposition that social achievement goals (different orientations toward social competence) are an important aspect of young adolescents' social motivation. Study 1 (N = 153 6th-grade students) established that different orientations toward developing or demonstrating social competence can be seen in young adolescents'…

  16. Achieving Proficiency Goals through Competency Guidelines.

    ERIC Educational Resources Information Center

    Bartz, Walter H.; Strasheim, Lorraine

    The Indiana Foreign Language Generic Competencies for Levels 1-4 define language-learning outcomes in terms of communicative competencies within generic cultural contexts. Nine cultural contexts (travel/transportation, the "world" of the target language, school and education, family and home, leisure time, meeting personal needs, world of work,…

  17. Expanding Multicultural Competence through Social Justice Leadership

    ERIC Educational Resources Information Center

    Arredondo, Patricia; Perez, Patricia

    2003-01-01

    Social justice and multicultural competence have been inextricably linked for nearly four decades, influencing the development of multicultural competency standards and guidelines and organizational change in psychology. This response provides a historical perspective on the evolution of competencies and offers clarifications regarding their…

  18. Social Competence and Obesity in Elementary School

    PubMed Central

    Cunningham, Solveig A.

    2015-01-01

    Objectives. We examined the relationship between children’s weight and social competence. Methods. We used data from the third- and fifth-grade waves of the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (n = 8346) to examine changes in children’s weight and social competence. Results. Obesity in third grade was not associated with subsequent changes in social competence between third and fifth grade, but social competence in third grade was associated with subsequent development of obesity. Among normal-weight children, having higher social competence in third grade was associated with lower odds of becoming overweight (odds ratio [OR] = 0.80 ±0.09; P < .05) or obese (OR = 0.20 ±0.08; P < .001). In addition, obese children with higher social competence were more likely to lose weight between third and fifth grade (OR = 1.43 ±0.25; P < .05). Conclusions. Obesity and impaired social competence often occur together and have serious implications for children's well-being. More knowledge about how weight and social competence affect one another could inform interventions to promote children’s social development and reduce obesity. PMID:25393191

  19. [Personality, achievement and health in social change].

    PubMed

    Schröder, H

    1999-11-01

    All countries with modern industrial societies are undergoing epochal changes. These processes include globalization, internationalization and structural alterations in the work environment which have social and psychophysical consequences for the individual. These problems are rarely discussed concerning their pathogenic or health-supporting effects. Transformations of society primarily change the relationship between the demands, expectations and requirements placed on the individual and his or her abilities and competencies necessary to find solutions. This challenge simulataneously offers chances and risks for an individual's personality development, namely new demands on an individual's regulation of potential and achievement. Not only is competence in the workplace required, but social skills, emotional and self-reflective qualities are vital as well. Developing these abilities requires two tasks. One promotes and develops such skills in the individual. The second would promote sound political decisions enabling the skills in the individual to be actualized. PMID:10628074

  20. Background for Community-Level Work on Social Competency in Adolescence: Reviewing the Literature on Contributing Factors.

    ERIC Educational Resources Information Center

    Hair, Elizabeth C.; Jager, Justin; Garrett, Sarah

    Because social competency is an important element for adolescents' healthy development, a central question is what can be done to help adolescents achieve and maintain social competency. This report details antecedents of two key aspects of social competency: quality social relationships and good social skills. For each social relationship and…

  1. Illness Behavior and Social Competence in Adolescents.

    ERIC Educational Resources Information Center

    Walker, Lynn S.; Van Slyke, Deborah A.

    This study examined the relationship of illness behavior to perceived competence and gender in adolescents. It was hypothesized that, like adults, adolescents with lower levels of perceived social competence would report more illness behavior. A significant gender difference was expected such that girls would report more illness behavior than…

  2. Emotional Competence, Emotion Socialization, and Young Children's Peer-Related Social Competence.

    ERIC Educational Resources Information Center

    Garner, Pamela W.; Estep, Kimberly M.

    2001-01-01

    Investigated linkages between aspects of emotional competence and preschoolers' social skills with peers, as well as parental emotion socialization practices as predictors of social skill. Found that emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of…

  3. Competence with Fractions Predicts Gains in Mathematics Achievement

    ERIC Educational Resources Information Center

    Bailey, Drew H.; Hoard, Mary K.; Nugent, Lara; Geary, David C.

    2012-01-01

    Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth…

  4. Cultural socialization as a moderator of friendships and social competence.

    PubMed

    Tran, Alisia G T T; Lee, Richard M

    2011-10-01

    This study examined the direct and moderating role of cultural socialization in relation to same-race and cross-race friendships and social competence among Asian American late-adolescents (N = 146). We hypothesized that same-race and cross-race friendships would be uniquely associated with social competence, but that these associations would be moderated by cultural socialization practices targeting enculturation and preparation for bias. Using Pearson correlations, cross-race friendships were significantly correlated with social competence, whereas same-race friendships had a marginally significant relation. In moderator analyses, only preparation for bias was a significant moderator of cross-race friendships in relation to social competence. Specifically, for late-adolescents who reported a high level of preparation for bias, there was a positive relation between cross-race friendships and social competence. There were no significant interactions between same-race friendships and any dimension of cultural socialization in relation to social competence. The findings support the relevance of cultural socialization in Asian American late-adolescent social development. PMID:21767003

  5. Two-Years-Old Social Competence.

    ERIC Educational Resources Information Center

    Adcock, Don; Segal, Marilyn

    This guide for parents discusses social competence in 2-year-old children, drawing upon anecdotal data to provide a sampling of 2-year-old children's social behavior and their parents' child rearing techniques. The data were collected from questionnaires, telephone interviews, and home visits in a 12-month study of the interactions of 86…

  6. Affiliative Structures and Social Competence in Portuguese Preschool Children

    ERIC Educational Resources Information Center

    Daniel, João R.; Santos, António J.; Peceguina, Inês; Vaughn, Brian E.

    2015-01-01

    The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool…

  7. The Construct of Social Competence--How Preschool Teachers Define Social Competence in Young Children

    ERIC Educational Resources Information Center

    Lillvist, Anne; Sandberg, Anette; Bjorck-Akesson, Eva; Granlund, Mats

    2009-01-01

    Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children…

  8. Socioemotional Competencies, Cognitive Ability, and Achievement in Gifted Students

    ERIC Educational Resources Information Center

    Kong, Tiffany

    2013-01-01

    This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite…

  9. Teaching Social and Emotional Competence.

    ERIC Educational Resources Information Center

    Richardson, Rita Coombs

    2000-01-01

    Formal schooling generally does not include education in interpersonal and intrapersonal skills, although helping children develop socially and emotionally is important in academic progress. Describes the implementation of a social skills training program for elementary and middle school students called Connecting with Others: Lessons for Teaching…

  10. Evaluando la competencia social en los ninos (Assessing Young Children's Social Competence). ERIC Digest.

    ERIC Educational Resources Information Center

    McClellan, Diane E.; Katz, Lilian G.

    During the past two decades, a convincing body of evidence has accumulated to indicate that unless children achieve minimal social competence by about the age of 6 years, they have a high probability of being at risk into adulthood in several ways. This digest presents a checklist of attributes of child social behavior that teachers are encouraged…

  11. Boosting Social and Emotional Competence

    ERIC Educational Resources Information Center

    Beland, Kathy

    2007-01-01

    Beland maintains that high school students will need a high level of skill in the social and emotional arena to be ready for competitive employment in the 21st century. In a 2006 survey, human resource professionals said five skills were most crucial to high school graduates' success: professionalism/work ethic; teamwork; oral communications;…

  12. Midwives and abortion care: a model for achieving competency.

    PubMed

    Levi, Amy; Angel James, Evelyn; Taylor, Diana

    2012-01-01

    Throughout history, the care of women's reproductive health needs has included termination of unwanted pregnancy. Unfortunately, access to safe first-trimester abortion is restricted by a lack of skilled providers. In an effort to provide data-based evidence and increase access to first-trimester abortion care in California, the University of California, San Francisco, under the auspices of the Health Workforce Pilot Program, developed a competency-based training model to increase the number of certified nurse-midwives, nurse practitioners, and physician assistants who can provide uterine aspiration. This article describes the training program, which uses a curriculum comprising both self-directed didactic material and supervised clinical experience with a minimum of 40 procedures. Successful completion of the program requires passing a written examination and satisfactory achievement of a competency-based clinical assessment. Thirty-eight trainees have completed the training to date, achieving competency following an average of 6 training days. Competency development in the clinical area is monitored by both the trainer and the trainee, using daily and final competency assessments in 4 domains: patient comfort, procedural completeness, speed, and ability to identify problems. Analysis of complications is used to identify concerns about clinician safety. The availability of a competency-based training curriculum for uterine aspiration has the potential to increase the number of first-trimester abortion providers by making training available to experienced clinicians, including nurse-midwives, who would like to provide this care. PMID:22594867

  13. Core competencies in social constructionist supervision?

    PubMed

    Sutherland, Olga; Fine, Marshall; Ashbourne, Lynda

    2013-07-01

    Family therapy is moving increasingly toward evidence-based practice and competency-based training. This article explores what might seem to be an unlikely link between social constructionist supervision, which is based on dialogic and fluid processes of meaning-making, and the increasing reliance on discrete core competencies in the education and training of family therapists. We propose an alternate approach to competencies for supervision with therapists in training that, among other things, invites accountability and provides evaluative props. The approach we propose is based on a set of orientations that we hope reflect the dialogic and contextual nature of social constructionist practice and supervision. These orientations consist of reflexivity and attention to power, fostering polyphony and generativity, collaborative stance, and focus on client resourcefulness. Ideas and questions for supervisors and therapists in training to address the orientations are articulated. PMID:25059303

  14. Scientific Competencies in the Social Sciences

    ERIC Educational Resources Information Center

    Dietrich, Heike; Zhang, Ying; Klopp, Eric; Brünken, Roland; Krause, Ulrike-Marie; Spinath, Frank M.; Stark, Robin; Spinath, Birgit

    2015-01-01

    The aim of the present study was to introduce a general theoretical model of scientific competencies in higher education and to adapt it to three social sciences, namely psychology, sociology, and political science, by providing evidence from expert interviews and program regulations. Within our general model, we distinguished and specified four…

  15. Social Justice Competencies and Career Development Practices

    ERIC Educational Resources Information Center

    Arthur, Nancy; Collins, Sandra; Marshall, Catherine; McMahon, Mary

    2013-01-01

    The recent focus on social justice issues in career development is primarily conceptual in nature and few resources account for the challenges or successes experienced by career development practitioners. The purpose of this article is to report the results of a research study of career practitioners in Canada regarding the competencies they use…

  16. Formal Teacher Competence and Its Effect on Pupil Reading Achievement

    ERIC Educational Resources Information Center

    Johansson, Stefan; Myrberg, Eva; Rosén, Monica

    2015-01-01

    The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher…

  17. Instructional Interventions to Improve Social Competence. Chapter Eighteen.

    ERIC Educational Resources Information Center

    Sargent, Laurence R.

    A conceptual framework of social competence is presented to formulate actions that will enhance the social competence of learners with mental disabilities. This chapter discusses the individual's culturally determined inputs; the processes of social affects, social skills, and social thinking; and the desired social outcomes. The history of social…

  18. Social Competencies Identification for Realization of Successful Engineering Practice

    ERIC Educational Resources Information Center

    Ivanova, Malinka

    2012-01-01

    Purpose: The aim of this paper is to identify the main social competencies that future engineers need to become recognized professionals. In the paper the key competencies for contemporary engineers are examined and the focus is given on the importance of social competencies for professional development. A competency research model is developed…

  19. Differences in Communication Competence among Administrator Social Styles.

    ERIC Educational Resources Information Center

    Snavely, William B.; Walters, Ellen V.

    1983-01-01

    Assessed coworkers' perceptions of public school superintendents' behavior related to social style (assertiveness, responsiveness, versatility) and interpersonal communication competence (empathy, social anxiety, listening, self-disclosure, flexibility). Found that superintendents with highly responsive styles were perceived as more competent than…

  20. Competence with fractions predicts gains in mathematics achievement.

    PubMed

    Bailey, Drew H; Hoard, Mary K; Nugent, Lara; Geary, David C

    2012-11-01

    Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grades (N=212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted 1-year gains in mathematics achievement (ß=.14, p<.01), controlling for the central executive component of working memory and intelligence, but sixth grade mathematics achievement did not predict gains on the fractions concepts measure (ß=.03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, central executive span, and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. PMID:22832199

  1. Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement.

    ERIC Educational Resources Information Center

    Tiedemann, Joachim; Faber, Gunter

    1992-01-01

    Reports a longitudinal study of the link between home variables (mainly maternal support), cognitive prerequisites of preschoolers, and later school achievement (spelling, reading, and arithmetic). Maternal support significantly affected competencies and academic achievement. Cognitive competencies predicted later academic achievement; achievement…

  2. Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

    Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

  3. Investigating Social Competence in Students with High Intelligence

    ERIC Educational Resources Information Center

    Schirvar, Wendi Margaret

    2013-01-01

    Social competence is vital for healthy development (Canto-Sperber & Dupuy, 2001; Spence, Barrett & Tuner, 2003). Beginning in childhood and heavily influenced by culture, social competence develops as we combine personal and environmental resources for positive social outcomes and includes the absence of negative behaviors alongside the…

  4. Social Competence in Children of Alcoholic Parents Over Time

    PubMed Central

    Hussong, Andrea M.; Zucker, Robert A.; Wong, Maria M.; Fitzgerald, Hiram E.; Puttler, Leon I.

    2011-01-01

    In the current study, the authors tested the hypothesis that children of alcoholic parents (COAs) show deficits in social competence that begin in early childhood and escalate through middle adolescence. Teachers, parents, and children reported on the social competence of COAs and matched controls in a community sample assessed from ages 6 to 15. Hierarchical linear growth models revealed different patterns of change in social competence across development as a function of the reporter of various indicators of competence. Moreover, female COAs showed deficits in social competence in early childhood that receded in adolescence and that varied across subtypes of parent alcoholism. Implications of these findings for understanding the development of social competence in children, and at-risk children in particular, are discussed. PMID:16173872

  5. Masculinity, Educational Achievement and Social Status: A Social Network Analysis

    ERIC Educational Resources Information Center

    Lusher, Dean

    2011-01-01

    This study utilises a quantitative case study social network approach to explore the connection between masculinity and scholastic achievement in two secondary, all-boys schools in Australia. In both schools two social networks representing social status are explored: the "friendship" network as a measure of status that includes emotional…

  6. Bidirectional Associations among Sensitive Parenting, Language Development, and Social Competence

    ERIC Educational Resources Information Center

    Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

    2012-01-01

    Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36?months in a community sample of 174 families. In…

  7. Social Emotional Competence--Too Much or Too Little

    ERIC Educational Resources Information Center

    Gundersen, Knut K.

    2014-01-01

    When we measure social competence, the scores indicate that a person can become better and better just as in other school subjects such as history or geography. In general, these scores also give an actual picture of the status and/or progress of the person's social competence. However, it might be preferable to portray many of the dimensions of…

  8. Sex Differences in Teachers' Assessments of Their Students' Social Competence.

    ERIC Educational Resources Information Center

    Anderegg, David; Chess, Joan

    A study was conducted to test the hypothesis that adults' differential definitions of social competence for boys and for girls may contribute to lack of agreement between teachers' and classmates' ratings of children's social competence. Subjects were 540 children in fourth- and fifth-grade classrooms in four public schools in the greater Boston…

  9. Adolescent Social Competence: Effectiveness in a Group Setting.

    ERIC Educational Resources Information Center

    Englund, Michelle M.; Levy, Alissa K.; Hyson, Daniel M.; Sroufe, L. Alan

    2000-01-01

    Examined the validity of an observational assessment of adolescent social competence within a group interaction during a revealed differences task. Found that ratings of task enjoyment, involvement, leadership, self-confidence in task, and global social competence showed strong correlations to counselor ratings and peer sociometrics and were…

  10. Unified Model for Academic Competence, Social Adjustment, and Psychopathology.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    A unified conceptual model is needed to integrate the extensive research on (1) social competence and adaptive behavior, (2) converging conceptualizations of social adjustment and psychopathology, and (3) emerging concepts and measures of academic competence. To develop such a model, a study was conducted in which teacher ratings were collected on…

  11. Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

    2015-01-01

    Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

  12. Measuring Achievement of ICT Competency for Students in Korea

    ERIC Educational Resources Information Center

    Cha, Seung Eun; Jun, Soo Jin; Kwon, Dai Yong; Kim, Han Sung; Kim, Seung Bum; Kim, Ja Mee; Kim, Young Ae; Han, Sun Gwan; Seo, Soon Sik; Jun, Woo Cheon; Kim, Hyun Cheol; Lee, Won Gyu

    2011-01-01

    In the current information society, the need for securing human resources acquired with ICT competency is becoming a very important issue. In USA, England, Japan, India and Israel improving students' ICT competency has become a pedagogical issue. Accordingly, education on ICT competency is changing in many countries emphasizing the basis of…

  13. SOCIAL COMPETENCE AND PSYCHOLOGICAL VULNERABILITY: THE MEDIATING ROLE OF FLOURISHING.

    PubMed

    Uysal, Recep

    2015-10-01

    This study examined whether flourishing mediated the social competence and psychological vulnerability. Participants were 259 university students (147 women, 112 men; M age = 21.3 yr., SD = 1.7) who completed the Turkish versions of the Perceived Social Competence Scale, the Flourishing Scale, and the Psychological Vulnerability Scale. Mediation models were tested using the bootstrapping method to examine indirect effects. Consistent with the hypotheses, the results indicated a positive relationship between social competence and flourishing, and a negative relationship between social competence and psychological vulnerability. Results of the bootstrapping method revealed that flourishing significantly mediated the relationship between social competence and psychological vulnerability. The significance and limitations of the results were discussed. PMID:26340049

  14. Affiliative structures and social competence in Portuguese preschool children.

    PubMed

    Daniel, João R; Santos, António J; Peceguina, Inês; Vaughn, Brian E

    2015-07-01

    The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool children (152 seen in consecutive years of data collection) from middle-class families participated. Affiliative subgroup type was assessed from observed proximity data. Social competence was assessed using observational and sociometric measures. Children in more cohesive affiliative subgroups had higher levels of SC, whereas ungrouped children had the lowest SC scores. Follow-up analyses indicated that 2 of the measured SC domains (social engagement/motivation, profiles of behavior/personality attributes) were responsible for the overall difference in SC. Further, membership in a more cohesive subgroup in 1 year contributed to increases in scores for 2 of 3 SC domains (i.e., profiles of behavior/personality attributes and peer acceptance) in the following year. Results suggest that affiliative subgroups both reflect and support individual differences in peer SC during early childhood. PMID:26098580

  15. Issues in the assessment of social competence in children

    PubMed Central

    Foster, Sharon L.; Ritchey, Wendy L.

    1979-01-01

    Recent interest in children's social competence has been prompted by findings of correlational and retrospective studies that indicate a positive relationship between early social adjustment problems of children and their adjustment later in life. To date, the assessment methodology in the area has pursued two directions: (1) sociometric measures (peer nomination and peer rating scales), which have provided the major means of identifying the socially competent child, and (2) direct observation, principally employed in the specification of socially competent behaviors. The current uses and the inherent assets and limitations of both strategies are discussed along with suggestions for enhancing current data collection methods. Issues concerning the definition of social competence, generalizability of current findings, and social norms are also examined. PMID:16795619

  16. Achievement Motivation and the Child's Social Environment.

    ERIC Educational Resources Information Center

    Gold, Martin; And Others

    This research was aimed at identifying some developmental and social-psychological conditions important to the relationship between achievement motivation and scholastic performance. A total of 197 second and fifth grade pupils in two elementary schools were observed near the end of first grade and fourth grade, and then again near the beginning…

  17. A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

    PubMed

    Oades-Sese, Geraldine V; Esquivel, Giselle B; Kaliski, Pamela K; Maniatis, Lisette

    2011-05-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. PMID:21219064

  18. LGBT-Competence in Social Work Education: The Relationship of School Factors to Professional Competence

    ERIC Educational Resources Information Center

    McCarty-Caplan, David

    2015-01-01

    Background: In recent years, social work has become increasingly concerned with efforts to produce professionals capable of effectively supporting lesbian, gay, bisexual, and transgender (LGBT) clients. Research examining LGBT-competence in social work remains limited, however, because it often neglects to address the role social work education…

  19. Social competence in pediatric epilepsy: insights into underlying mechanisms.

    PubMed

    Caplan, Rochelle; Sagun, Jaclyn; Siddarth, Prabha; Gurbani, Suresh; Koh, Susan; Gowrinathan, R; Sankar, Raman

    2005-03-01

    This study compared parent-based Child Behavior Checklist (CBCL) social competence scores of 90 children with complex partial seizures (CPS) and 62 with absence epilepsy (CAE) of average intelligence with scores of 91 healthy children. It also examined the role of seizure-related, cognitive, behavioral, linguistic, social communication, and demographic variables on these measures. When differences in cognitive, linguistic, and demographic variables were controlled for, the CPS and CAE groups had significantly lower scores in the school, but not in the social interaction and activities domains compared with the healthy control group. Among the patients, lower Full Scale IQ externalizing behaviors, disruptive disorders, minority status, and impaired social communication, but not seizure variables, predicted lower social competence scores. These findings demonstrate the importance of controlling for cognitive, behavioral, and demographic variables in social competence studies of children with CPS and CAE and the need to assess cognition and behavior when parents report school and social problems in these children. PMID:15710308

  20. Cultural Integrity and Social and Emotional Competence Promotion: Work Notes on Moral Competence.

    ERIC Educational Resources Information Center

    Jagers, Robert J.

    2001-01-01

    Describes evolving efforts to promote African American children's social and emotional competencies, examining moral competence. Proposes a cultural psychology framework to highlight the theme of communalism and morality of care. Identifies various moral events, offering knowledge of moral emotions and moral self-efficacy as key constructs.…

  1. Examining Intercultural Competency through Social Exchange Theory

    ERIC Educational Resources Information Center

    Pillay, Soma; James, Reynold

    2015-01-01

    Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the…

  2. Character Education: Lessons for Teaching Social and Emotional Competence

    ERIC Educational Resources Information Center

    Richardson, Rita Coombs; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan

    2009-01-01

    The purpose of this study was to investigate whether a social skills program, "Connecting with Other: Lessons for Teaching Social and Emotional Competence," would enable students with disabilities in inclusive classrooms to develop skills to facilitate socialization with peers with and without disabilities. Students' growth was measured only in…

  3. Language Competence and Social Focus among Preschool Children

    ERIC Educational Resources Information Center

    Naerland, Terje

    2011-01-01

    This study explores how various aspects of language competence are related to social focus among preschoolers. The study presented is based on video-recorded observation of 64 children, aged 11-61 months, during free play at their kindergarten. A measure of social focus in the preschool, regarded as an indicator of social status, was constructed…

  4. An Assessment of Social Studies Competency of Turkish Classroom Teachers

    ERIC Educational Resources Information Center

    Acar, Filiz Evran

    2008-01-01

    The aim of this study is to determine the importance of the competence and competence acquiring levels in the subject matter and subject teaching of the teachers who are graduated from the primary school teaching programmes of the educational faculties, towards the social studies. The universe population of the research are the teachers who were…

  5. Early Childhood Teachers as Socializers of Young Children's Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

    2012-01-01

    Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

  6. Sex Differences in the Socialization of Competence in Preschoolers.

    ERIC Educational Resources Information Center

    Roberts, William L.

    An extension of a project that examined the associations between parental responses to children's emotional upset and children's competence in preschool, this study focuses on gender differences in the socialization of competence. Parents' warmth and responsiveness, firmness and control, and responses to their children's emotional upset were…

  7. Aptitude, Achievement and Competence in Medicine: A Latent Variable Path Model

    ERIC Educational Resources Information Center

    Collin, V. Terri; Violato, Claudio; Hecker, Kent

    2009-01-01

    To develop and test a latent variable path model of general achievement, aptitude for medicine and competence in medicine employing data from the Medical College Admission Test (MCAT), pre-medical undergraduate grade point average (UGPA) and demographic characteristics for competence in pre-clinical and measures of competence (United States…

  8. Bidirectional Associations Among Sensitive Parenting, Language Development, and Social Competence

    PubMed Central

    Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

    2014-01-01

    Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers’ sensitive parenting and children’s language skills and social competence from 24 to 36 months in a community sample of 174 families. In addition, this study examines how these developmental pathways vary by child sex. Findings indicate stability across time in sensitive parenting, expressive language skills, and social competence, as well as positive main effects of sensitive parenting on expressive and receptive language skills for girls and boys. We find mixed evidence over time of reciprocal links between social competence and sensitive parenting. Further, boys’ receptive language skills at 24 months uniquely contribute to increases in mothers’ observed sensitive parenting from 24 to 36 months. These findings highlight the utility of applying transactional frameworks to the study of sex-based differences in early developmental processes. PMID:25126021

  9. Longitudinal social competence and adult psychiatric symptoms at first hospitalization.

    PubMed

    Prentky, R A; Watt, N F; Fryer, J H

    1979-01-01

    Patterns of psychiatric symptoms of 141 patients at first hospital admission were correlated with social competence, as measured in childhood from school records and in adulthood by the Index of Social Competence, which is based on hospital records. Results confirmed the hypothesis that low social competence is associated with the more disintegrative symptoms of withdrawal, thought disorder, and antisocial acting out, but this conclusion held only when the measure of social competence was based upon adult premorbid behavior. A longitudinal perspective on social competence did not improve upon the symptomatic discrimination based on adult cross-sectional assessment alone, except that a cluster of schizoid symptoms (apathy, flat affect, hallucinations, resentfulness, and verbal hostility) was significantly associated with a longitudinal measure of social competence, though not with either cross-sectional measure by itself. Positive symptoms (delusions, hallucinations, and other florid processes) appeared not to be part of a longstanding, longitudinal process, but the negative symptoms included in the withdrawal cluster showed some association with childhood behavior. PMID:462143

  10. Longitudinal Stability of Social Competence Indicators in a Portuguese Sample: Q-Sort Profiles of Social Competence, Measures of Social Engagement, and Peer Sociometric Acceptance

    ERIC Educational Resources Information Center

    Santos, António J.; Vaughn, Brian E.; Peceguina, Inês; Daniel, João R.

    2014-01-01

    This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple…

  11. Perceived Competence and Autonomy as Moderators of the Effects of Achievement Goal Orientations

    ERIC Educational Resources Information Center

    Cho, YoonJung; Weinstein, Claire Ellen; Wicker, Frank

    2011-01-01

    The primary purpose of this study was to investigate the roles of two moderators--perceived competence and perceived autonomy--in the relationships of achievement goal orientations with a broad range of learning-related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played…

  12. Examining cultural competence in health care: implications for social workers.

    PubMed

    Horevitz, Elizabeth; Lawson, Jennifer; Chow, Julian C C

    2013-08-01

    This article examines and unpacks the "black box" of cultural competence in health interventions with racial and ethnic minority populations. The analysis builds on several recent reviews of evidence-based efforts to reduce health disparities, with a focus on how cultural competence is defined and operationalized. It finds that the use of multiple similar and indistinct terms related to cultural competence, as well as the lack of a mutually agreeable definition for cultural competence itself, has resulted in an imprecise concept that is often invoked but rarely defined and only marginally empirically validated as an effective health intervention. This article affirms the centrality of cultural competence as an essential values-based component of optimal social work practice, while also suggesting future directions for operationalizing, measuring, and testing cultural competence to build an evidence base on whether and how it works to reduce health disparities. PMID:24437019

  13. Achieving Communicative Competence: The Role of Higher Education.

    ERIC Educational Resources Information Center

    Fatt, James Poon Teng

    1991-01-01

    A study investigated the communicative competencies required in English as a Second Language (ESL) by 200 business and accounting students at Nanyang Technological Institute (Singapore) and explored a communicatively based ESL curriculum design. Student attitudes about the current linguistically based ESL program were also examined. Results are…

  14. Studying Abroad in Berlin and Achieving Cultural Competence Using English

    ERIC Educational Resources Information Center

    Wolf, Gregory H.

    2007-01-01

    This article discusses a short-term study abroad program conducted in Berlin in English for college students. Guided by the academic goals of developing cultural competence, demonstrating cultural communication, and attaining a basic level of cultural literacy, this program, with its pre- and post-program academic components, offers an alternative…

  15. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years

    PubMed Central

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2014-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first three years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through mid-adolescence in a manner consistent with an Enduring Effects model of development and extended these findings using heterotypic indicators of social (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes PMID:25521785

  16. Enhancing Social Competence in the Music Classroom

    ERIC Educational Resources Information Center

    Gooding, Lori

    2009-01-01

    Strong social skills are vital for successful functioning in life. Social skills can affect academic success, peer relationships, family relationships, employment, and extracurricular and leisure activities. Children and adolescents who display academic, social, and behavioral deficits are at risk for both short-term and long-term negative social…

  17. How To Promote Children's Social and Emotional Competence.

    ERIC Educational Resources Information Center

    Webster-Stratton, Carolyn

    This book includes practical scripts, games, activities, pictures, and circle time role plays and plans that teachers can use with children age 4-8 years to promote their social and emotional competence. Activities are based on the empirically validated Dinosaur Social Skills, Problem-solving and Anger Management Curriculum. The book features an…

  18. Individualized Intervention for Social Competence: An Initial Evaluation.

    ERIC Educational Resources Information Center

    Schneider, Barry H.

    The report describes the initial development of the Individualized Intervention for Social Competence (IISC) program, an individualized social skills training program for elementary aged emotionally disturbed children. Twenty-nine behavioral objectives cluster along the dimensions of aggression and withdrawal, and are divided into two major…

  19. Gender Differences in the Socialization of Preschoolers' Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko Hamada; Wyatt, Todd M.

    2010-01-01

    Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for…

  20. Children's Emotional Expressivity and Teacher Perceptions of Social Competence

    ERIC Educational Resources Information Center

    Louie, Jennifer Yu; Wang, Shu-wen; Fung, Joey; Lau, Anna

    2015-01-01

    Previous research suggests that adult perceptions of children's social competence may vary depending on the socialization goals in a given cultural context. There is also ample evidence of cultural differences in values concerning emotional display, with East Asian collectivistic contexts favoring restraint and Western individualistic contexts…

  1. Family correlates of adolescent self-monitoring and social competence.

    PubMed

    Schoenrock, C J; Bell, N J; Sun, S W; Avery, A W

    1999-07-01

    The purpose of this study was to investigate linkages between adolescent self-monitoring, global social competence, and parenting and family environment dimensions of support and encouragement of autonomy. The sample consisted of 233 young women and 199 young men at 2 southwestern universities. The primary measures used were the Family Environment Scale (R. H. Moos, 1981), the Parent Behavior Form (L. Worell & J. Worell, 1974), the revised Self-Monitoring Scale (M. Snyder, 1987), and the Texas Social Behavior Inventory (R. Helmreich, J. Stapp, & C. Ervin, 1974). Findings indicated that family variables are more strongly associated with social competence than with self-monitoring; family support was, overall, a more important ingredient of social competence than was autonomy. Women and men had different patterns of associations among specific variables. PMID:10412219

  2. Cognitive Functioning and Social Competence as Predictors of Maladjustment in Sexually Abused Girls.

    ERIC Educational Resources Information Center

    Shapiro, Jeremy P.; And Others

    1992-01-01

    To explain sexually abused children's various degrees of maladjustment, assessed behavior problems, social competence, and cognitive functioning in 53 black girls (5 to 16 years old). Internalizing dysfunction was positively related to three cognition-related variables: intellectual functioning, academic achievement, and age. Anxiety over the…

  3. Socialization and Instrumental Competence in Young Children

    ERIC Educational Resources Information Center

    Baumrind, Diana

    1970-01-01

    Discusses relationships between parental authority patterns by which children are influenced and the development of socially responsible and independent behavior in young children (especially girls). (NH)

  4. Play and Theory of Mind: Associations with Social Competence in Young Children

    ERIC Educational Resources Information Center

    Newton, Emma; Jenvey, Vickii

    2011-01-01

    This study aimed to investigate whether: (1) the development of "theory of mind" (ToM) is associated with social competence; and (2) social peer play is also associated with social competence in young children. Associations between ToM task performance, frequencies of observed social and solitary free-play and parent-rated social competence were…

  5. Individual and social dimensions of Filipino students' achievement goals.

    PubMed

    Bernardo, Allan B I

    2008-10-01

    Achievement goal theory assumes that self-instrumental (mastery) achievement goals are associated with academic achievement, whereas social-instrumental (performance) goals are not. However, research on Asian students shows that both mastery and performance-approach goals are positively related to achievement; possibly because achievement motivation in Asian cultures is socially oriented and not individually oriented. The current study explored the structure of the social and individual achievement motivation orientations, and how these achievement orientations and achievement goals were related to achievement of Filipino university students. The results showed two dimensions of social-oriented achievement motivations-parent-oriented and teacher-oriented motivations-and two dimensions of individual-oriented achievement motivations-personal performance standards and personal goal choice. However, these achievement motivation orientations were not associated with achievement. Instead mastery and performance-approach goals were both positively associated with academic achievement, personal performance standards, and parent-oriented achievement motivation. PMID:22022793

  6. Military Social Work as an Exemplar in Teaching Social Work Competencies

    ERIC Educational Resources Information Center

    Daley, James G.; Carlson, Joan; Evans, Pinkie

    2015-01-01

    This article is for social work educators unfamiliar with military social work and receptive to a number of exemplars to enhance teaching strategies within their courses. Because examples of military social work are directly tied to the Council on Social Work Education competencies, this article offers a number of suggested teaching strategies…

  7. Korean immigrant discipline and children's social competence and behavior problems.

    PubMed

    Kim, Eunjung; Guo, Yuqing; Koh, Chinkang; Cain, Kevin C

    2010-12-01

    The goal of this correlational study was to explore the relationship between Korean immigrant discipline (e.g., positive, appropriate, and harsh discipline) and children's social competence and behavior problems. Self-report data were collected from 58 mothers and 20 fathers of children aged from 3 to 8 years. Only paternal harsh discipline was positively correlated with children's behavior problems. Among specific discipline strategies, maternal physical affection, correcting misbehaviors, and reasoning were positively correlated with children's social competence. Paternal physical punishment (e.g., spanking, hitting, and raising arms) was positively correlated with children's behavior problems. Immigrant fathers need to learn alternative ways of managing children's misbehaviors. PMID:21035016

  8. Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Irvin, Matthew J.; Sgammato, Adrienne N.; Dadisman, Kimberly; Thompson, Jana H.

    2009-01-01

    This study examined interpersonal competence configurations in a sample of 315 fifth-grade students (170 girls and 145 boys) from 8 elementary schools in the Appalachian region. Teachers completed the Interpersonal Competence Scale-Teacher (ICS-T) for each student. The ICS-T consists of 18 7-point Likert scales to assess academic achievement,…

  9. Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?

    ERIC Educational Resources Information Center

    Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit

    2012-01-01

    To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…

  10. Dementia, distributed interactional competence and social membership.

    PubMed

    Gjernes, Trude; Måseide, Per

    2015-12-01

    The article analyzes how a person with dementia playing a guitar collaborates with other people in a joint activity. The analysis shows that a person with dementia may gain social membership in a group of persons with and without dementia through social interaction, collaboration, scaffolding and use of material anchors. It shows that interactional skills as well as skills as guitar player are not only products of a mind-body system, but also a product of collaboration between different actors with different participant statuses in a particular situation. The guitar player's mind emerges in the social context of the joint activity and scaffolding. Scaffolding comes from interactive moves from the other participants without dementia and from the guitar. The guitar represents a material anchor. It is a tool for participation, experiences of pleasure, and coping, but it is also a challenge that requires management of face threatening events. PMID:26568220

  11. Social University Challenge: Constructing Pragmatic Graduate Competencies for Social Networking

    ERIC Educational Resources Information Center

    Benson, Vladlena; Morgan, Stephanie

    2016-01-01

    With the strong acceptance of social technologies by student users, the academic applications have swiftly followed, bringing a social dimension into every area of university life. However, there have been concerns raised about the impact of social media on students. Some Universities have started including social media skills training in the…

  12. Bilingual Competence and Students' Achievement in Physics and Mathematics

    ERIC Educational Resources Information Center

    Farrell, Martin Peter

    2011-01-01

    It has long been suggested that, in a bilingual setting, the proficiencies achieved in the first (L1) and second (L2) language may have a bearing on a subject's cognitive and, consequently, academic functioning. The study is set in Malta, a country in which Maltese (L1) and English (L2) are learnt simultaneously at school from age 5. It…

  13. The Relationship between Emotional Competence and Social Competence in Early Adolescence.

    ERIC Educational Resources Information Center

    Vorbach, Anne Marie; Foster, Sharon F.

    This study examined emotional and social competence in early adolescence, focusing on the relationship between the ability to identify the emotions of another, emotion regulation, friendship quality, and peer-identified prosocial and overtly aggressive behavior. Gender was examined for potential moderator status. Participating in the study were…

  14. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

    In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing skills and social skills. The author recommends that her daughter should have a full evaluation of her academic skills and potentials inclusive of psychology, speech, and occupational therapy. The author also…

  15. Effects of Contextual Competence on Social Initiations.

    ERIC Educational Resources Information Center

    Breen, Catherine G.; Haring, Thomas G.

    1991-01-01

    The interactions of three dyads, consisting of one student with moderate mental retardation and one nondisabled peer, were assessed while playing computer games. Results indicated that students (ages 13-14) exhibited more frequent social initiations, higher degrees of game satisfaction, and equal/higher degrees of peer satisfaction while playing…

  16. Longitudinal stability of social competence indicators in a Portuguese sample: Q-sort profiles of social competence, measures of social engagement, and peer sociometric acceptance.

    PubMed

    Santos, António J; Vaughn, Brian E; Peceguina, Inês; Daniel, João R

    2014-03-01

    This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple indicators. Sociometric status categories (Asher & Dodge, 1986) and reciprocated friendships were derived from sociometric data. Composites for social competence domains were significantly associated across all time points. Within age-periods, social competence domains were associated with both sociometric and friendship status categories; however, neither sociometric status nor reciprocated friendships were stable over time. Nevertheless, analyses examining the social competence antecedents to reciprocated friendship at age-4 and age-5 suggested that more socially competent children in the prior year were more likely to have a reciprocated friendship in the current year. Popular and rejected sociometric status categories were also associated with social competence indicators in prior years, but this was most clearly seen at age-5. PMID:24015691

  17. Perceived Social Support and Early Adolescents' Achievement: The Mediational Roles of Motivational Beliefs and Emotions

    ERIC Educational Resources Information Center

    Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans

    2010-01-01

    Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and…

  18. Social Competence and Behavior Problems in Preschool Children

    PubMed Central

    Farrokhi, Farahman; Farajian, Fathemeh

    2012-01-01

    Objective This study examines development of social competence, and behavior problems in kindergarten children during a specific period of childhood. Method A sample of 499 kindergarten children (244 girls and 255 boys) with the age range of 2 years up to 5 years and 6 months was selected using the random stratified sampling method. To collect data, California Preschool Social Competence Scale and Social Skills Rating System were completed by kindergarten teachers. Results The trend analysis shows that both the linear and quadratic trends for verbal facility were statistically significant. Similarly, both the linear and cubic trends were significant for considerateness, and the linear trend tendency was significant for subscales of extraversion, response to unfamiliar and task orientation. Pearson's correlation coefficient yielded a low-to-moderate and negative correlation patterns between social component and problem behaviors. Conclusion The study findings indicate a significant linear trend between the progression in social competence and increasing age, consequently leading to a decrease in social problems for children whose age was from 2 years up to 5 years and 6 months. PMID:23139694

  19. Social Competence of Mandarin-Speaking Immigrant Children in Childcare

    ERIC Educational Resources Information Center

    Ren, Yonggang

    2015-01-01

    This study aims to examine social competence of Chinese immigrant children and its associations with age, length of attendance in childcare, gender, generational status and proficiencies in English and Mandarin Chinese. One hundred Mandarin-speaking children aged three to five years from 15 childcare centres in Sydney were assessed by normed…

  20. Associations among Empathy, Social Competence, & Reactive/Proactive Aggression Subtypes

    ERIC Educational Resources Information Center

    Mayberry, Megan L.; Espelage, Dorothy L.

    2007-01-01

    Differences between proactive and reactive aggression subtypes on self-reported measures of empathy, social competence, and expectation for reward were examined among 433 middle school students (65.4% White, 33.9% Black). As hypothesized, males scored higher on proactive and reactive aggression scales and lower on empathy measures than females.…

  1. Building Personal and Social Competence through Cancer-Related Issues

    ERIC Educational Resources Information Center

    Donovan, Owen M.

    2009-01-01

    This article presents a teaching technique that aims to demonstrate pedagogy consistent with the characteristics of effective health education curricula that is student-centered, builds personal and social competence, and embeds assessment throughout the learning process. This teaching technique is appropriate for middle and high school students…

  2. The Role of Social Competence in Predicting Gifted Enrollment

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.; Konold, Timothy R.

    2008-01-01

    The purpose of this study is to examine how children's starting level and development of social competence (i.e., task orientation and peer sociability) during kindergarten and first grade predict gifted program enrollment by third grade, even after considering children's cognitive ability. A second purpose is to examine the extent to which the…

  3. Social Competence and Temperament in Children with Chronic Orthopaedic Disability

    ERIC Educational Resources Information Center

    Yagmurlu, Bilge; Yavuz, H. Melis

    2015-01-01

    The aim of the study was to investigate social competence in children with orthopaedic disability and its concurrent relations to child's temperament, health condition, and maternal warmth. Participants were 68 Turkish children (mean = 5.94 years) with chronic orthopaedic disability and their mothers coming from disadvantaged backgrounds.…

  4. Historical and Theoretical Development of Culturally Competent Social Work Practice

    ERIC Educational Resources Information Center

    Kohli, Hermeet K.; Huber, Ruth; Faul, Anna C.

    2010-01-01

    This article provides a detailed review of the historical and theoretical context in which culturally competent practice has evolved in the social work profession and enables educators and practitioners to see holistic connections between the past and present. Historical review of the inclusion of diversity content is followed by definitions of…

  5. Maternal and Child Predictors of Preschool Children's Social Competence

    ERIC Educational Resources Information Center

    Diener, Marissa L.; Kim, Do-Yeong

    2004-01-01

    The present study examined child and maternal predictors of children's social competence in preschool. One hundred ten mothers and their preschool-aged children participated. Mothers completed parent reports of child temperament and self-regulation, and self-reports of maternal separation anxiety. Mothers' interactional style was coded from…

  6. Social support, family functioning and parenting competence in adolescent parents.

    PubMed

    Angley, Meghan; Divney, Anna; Magriples, Urania; Kershaw, Trace

    2015-01-01

    Depression is known to mediate the association between low social support and parenting competence in adult mothers, but this relationship is rarely assessed in adolescent mothers and fathers. The primary aim of this study was to identify the association between social support, family functioning and social capital on parenting competence, including self-efficacy and satisfaction in adolescent mothers and their partners. Secondary aims included identifying potential partner effects (e.g. whether a partner's social support influenced the respondent's parenting efficacy). Data was obtained from a subset of participants from a longitudinal study of pregnant adolescent females and their partners. Couples completed individual structured interviews via audio computer-assisted self-interview during pregnancy and at 6 months postpartum. To measure the influence of support on parenting outcomes, multi-level modeling was used to assess the Actor-Partner Interdependence model, which examines responses from both members of a dyad in a single analysis. Greater social support was associated with increased parenting self-efficacy (B = 0.062, p = 0.006) and parenting satisfaction (B = 0.111, p < 0.001). Higher family functioning was also associated with greater parenting satisfaction (B = 0.05, p = 0.035). Greater partner family functioning was associated with higher parenting satisfaction (B = 0.047, p = 0.026). This study found the importance of a strong support structure during pregnancy on perceived parenting competence in the early postpartum period for young mothers and fathers. Both social support and family functioning during pregnancy were associated with a greater sense of parenting competence, and these associations were mediated by parental depression. The results of this study underscore the importance of providing social support for young expectant fathers as well as mothers. PMID:24833286

  7. The Relationship between Language and Social Competence: How Language Impairment Affects Social Growth

    ERIC Educational Resources Information Center

    McCabe, Paul C.; Meller, Paul J.

    2004-01-01

    Given the research that suggests the social use of language is the latest developing aspect of language, it was hypothesized that children with speech/language impairment (SLI) are particularly susceptible to social interaction difficulties, resulting in diminished social competence. This hypothesis was explored with SLI and non-language-impaired…

  8. Social Phobia as a Predictor of Social Competence Perceived by Teenagers

    ERIC Educational Resources Information Center

    Ates, Bünyamin

    2016-01-01

    In this research, it was analyzed to what extent the variables of social avoidance, concern for being criticized and sense of individual worthlessness as sub-dimensions of social phobia predicted the perceived social competence levels of teenagers. The study group of this study included totally 648 students including 301 (46.5%) female and 347…

  9. Relations between Social Contingency in Mother-Child Interaction and 2-Year-Olds' Social Competence.

    ERIC Educational Resources Information Center

    Raver, C. Cybele

    1996-01-01

    Examined relationships between social contingency in mother-child interaction and the social competence of 47 two-year-olds from low-income families. Found that social contingency was related to children's use of self-regulatory strategies but not to empathic responsiveness. Child negative emotionality and gender contributed to explanations of…

  10. Assessing Social Competence and Behavior Problems in a Sample of Italian Preschoolers Using the Social Competence and Behavior Evaluation Scale

    ERIC Educational Resources Information Center

    Sette, Stefania; Baumgartner, Emma; MacKinnon, David P.

    2015-01-01

    Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent…

  11. Competing effects of social balance and influence

    NASA Astrophysics Data System (ADS)

    Singh, P.; Sreenivasan, S.; Szymanski, B. K.; Korniss, G.

    2016-04-01

    We study a three-state (leftist, rightist, centrist) model that couples the dynamics of social balance with an external deradicalizing field. The mean-field analysis shows that there exists a critical value of the external field pc such that for a weak external field (p pc ), there is only one (stable) fixed point, which corresponds to an all-centrist consensus state (absorbing state). In the weak-field regime, the convergence time to the absorbing state is evaluated using the quasistationary distribution and is found to be in agreement with the results obtained by numerical simulations.

  12. Self-Perceptions of Competence in Brazilian, Canadian, Chinese and Italian Children: Relations with Social and School Adjustment

    ERIC Educational Resources Information Center

    Chen, Xinyin; Zappulla, Carla; Coco, Alida Lo; Schneider, Barry; Kaspar, Violet; De Oliveira, Ana Maria; He, Yunfeng; Li, Dan; Li, Boshu; Bergeron, Natasha; Tse, Hennis Chi-Hang; DeSouza, Amanda

    2004-01-01

    The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children's self-reports. Information about social behaviours, peer acceptance, and school achievement was…

  13. Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety

    ERIC Educational Resources Information Center

    Putwain, David W.; Symes, Wendy

    2012-01-01

    Background: Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim: To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations.…

  14. Positive Biases in Self-Assessment of Mathematics Competence, Achievement Goals, and Mathematics Performance

    ERIC Educational Resources Information Center

    Dupeyrat, Caroline; Escribe, Christian; Huet, Nathalie; Regner, Isabelle

    2011-01-01

    The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math…

  15. Attributional Beliefs of Singapore Students: Relations to Self-Construal, Competence and Achievement Goals

    ERIC Educational Resources Information Center

    Luo, Wenshu; Hogan, David J.; Yeung, Alexander Seeshing; Sheng, Yee Zher; Aye, Khin Maung

    2014-01-01

    This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy,…

  16. The Influence of Communicative Competence on Perceived Task, Social and Physical Attraction.

    ERIC Educational Resources Information Center

    Duran, Robert L.; Kelly, Lynne

    1988-01-01

    Examines whether communicative competence influences perceived task, social, and physical attractiveness. Results indicated that communicative competence accounted for 17 percent, 14 percent and 8 percent of the variance in perceived task, social, and physical attractiveness, respectively. (MM)

  17. Social Equity Theory and Racial-Ethnic Achievement Gaps

    ERIC Educational Resources Information Center

    McKown, Clark

    2013-01-01

    In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process,…

  18. The enduring predictive significance of early maternal sensitivity: social and academic competence through age 32 years.

    PubMed

    Raby, K Lee; Roisman, Glenn I; Fraley, R Chris; Simpson, Jeffry A

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes. PMID:25521785

  19. The Role of Universities in Achieving Social Justice

    ERIC Educational Resources Information Center

    Jiang, Kai

    2009-01-01

    Social justice is not only a vital ethical principle of the human society but also the all-important value of the entire social system. As a public sphere, the university undertakes the purpose to achieve public interest. It plays a significant role in reflecting, defending, and fostering social justice. Nurturing people with social justice…

  20. African American Preschoolers' Social and Emotional Competence at School: The Influence of Teachers and Mothers

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Strickland, Jennifer; Keenan, Kate

    2014-01-01

    Children learn social and emotional competence through socialization. Research has focused on the role of parents, however teachers also play an important part. This study examined the social and emotional competence of preschool African American children and the role teachers and mothers played in supporting these competencies. Teachers who…

  1. Social Competence in Persons with Prader-Willi, Williams and Down's Syndromes

    ERIC Educational Resources Information Center

    Rosner, Beth A.; Hodapp, Robert M.; Fidler, Deborah J.; Sagun, Jaclyn N.; Dykens, Elisabeth M.

    2004-01-01

    Background: This study explores everyday social competence in the lives of persons with three genetic intellectual disability syndromes. Methods: Using parent reports on the Social and Activity Competence domains of Achenbach's Child Behavior Checklist (CBCL), socially competent behaviours were examined in 58 persons with Williams syndrome, 54…

  2. Response: Spinning the Pinwheel, Together: More Thoughts on Affective Social Competence.

    ERIC Educational Resources Information Center

    Halberstadt, Amy G.; Dunsmore, Julie C.; Denham, Susanne A.

    2001-01-01

    Addresses the variations, reactions, and additions to the affective social competence model presented earlier. Specifically addresses the issue of whether sending, receiving, and experiencing are equal components to affective social competence; the time course of affective social competence; the cognitive representations of self and world;…

  3. Social Goals, Social Status, and Problem Behavior among Low-Achieving and High-Achieving Adolescents from Rural Schools

    ERIC Educational Resources Information Center

    Ludden, Alison Bryant

    2012-01-01

    The current research examines how social goals and perceptions of what is needed for social status at school relate to school misbehavior and substance use among rural adolescents (N = 683). Results indicate that social goals and perceptions of social status have differential links to problem behaviors depending upon adolescents' achievement.…

  4. Social competence: evaluation of assertiveness in Spanish adolescents.

    PubMed

    Castedo, Antonio López; Juste, Margarita Pino; Alonso, José Domínguez

    2015-02-01

    Relations between assertiveness in adolescents' social behavior and demographic variables were assessed in 4,943 Spanish adolescents, ages 12 to 17 years, enrolled in 32 schools for Compulsory Secondary Education. Province of residence, school size, age, grade, and academic focus were statistically significant sources of variance in assertiveness scores. All effects were small. Patterns in responses indicate the items should be reviewed to improve the measure for adolescents, and as a tool for addressing teens' social competence in real life situations. PMID:25621673

  5. Social Networking Web Sites: Teaching Appropriate Social Competence to Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Morgan, Joseph J.

    2010-01-01

    The Internet has opened a variety of different avenues for people to interact with each other. As new digital environments are developed, new sets of social skills are needed to appropriately interact. Students with emotional and behavioral disorders often have deficits in social competence and require specialized training in specific social…

  6. Trajectories of Social Anxiety during Adolescence and Relations with Cognition, Social Competence, and Temperament

    ERIC Educational Resources Information Center

    Miers, A. C.; Blote, A. W.; de Rooij, M.; Bokhorst, C. L.; Westenberg, P. M.

    2013-01-01

    This cohort-sequential study examined developmental trajectories of social anxiety in a nonclinical sample (N = 331, 161 girls) aged 9 to 17 years at initial and 12 to 21 years at final assessment. We tested whether variables assessing cognition, social competence, and temperament discriminated between the trajectories. Variables were collected…

  7. The Homestay in Intensive Language Study Abroad: Social Networks, Language Socialization, and Developing Intercultural Competence

    ERIC Educational Resources Information Center

    Shiri, Sonia

    2015-01-01

    This study investigated the composition of the social network that the homestay offers learners in an intensive summer Arabic language program in diglossic and multilingual Tunisia and examined the types of language socialization as well as the overall linguistic and intercultural competence such opportunities present. The study specifically…

  8. Empathy development in adolescence predicts social competencies in adulthood.

    PubMed

    Allemand, Mathias; Steiger, Andrea E; Fend, Helmut A

    2015-04-01

    This 23-year study explored the predictive associations between empathy development in adolescence and self-reported social competencies and outcomes in adulthood. Participants were 1,527 adults aged 35 years (48.3% female). The predictor variable (adolescent empathy) was measured yearly at the ages of 12 to 16 years. The outcome variables (adult empathy, communication skills, social integration, relationship satisfaction, and conflicts in relationships) were measured at the age of 35 years. Five important results stand out. First, longitudinal measurement invariance was established for the measure of adolescent empathy. Second, empathy tended to increase during the adolescent years. Third, significant interindividual differences in level and change of adolescent empathy were found. Fourth, gender was related to level of adolescent empathy, favoring girls over boys. Fifth, not only level but also change in adolescent empathy predicted individual differences in social competencies in adulthood two decades later. These findings demonstrate that developmental processes that are relevant for adjustment reveal long-term social consequences beyond the adolescent years. PMID:24684661

  9. Adolescent social competence: effectiveness in a group setting.

    PubMed

    Englund, M M; Levy, A K; Hyson, D M; Sroufe, L A

    2000-01-01

    We used a longitudinal data set to evaluate an observational assessment of adolescent competence within a group context. Participants were 40 (21 males, 19 females) ethnically diverse children who had earlier been observed in summer camp (age 10) and preschool (age 4 1/2), as well as in infancy. A revealed differences task was videotaped as part of an intensive weekend camp reunion at ages 15 to 16. Raters, blind to the adolescents' developmental histories, coded each adolescent on the following behavioral rating scales: enjoyment of the task, involvement, leadership, self-confidence in the task, and global social competence. Both concurrent validity (strong correlations with independent camp reunion counselor ratings and peer sociometric measures) and clear associations with antecedent measures of peer competence in preschool and middle childhood were demonstrated. A pattern of correlations revealed considerable discriminate validity. Neither IQ nor socioeconomic status accounted for these associations. Overall, the results confirm the power of a developmentally appropriate, taxing, behaviorally based assessment of group functioning as a measure of competence in adolescence. PMID:11016565

  10. Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement

    ERIC Educational Resources Information Center

    Froiland, John Mark; Oros, Emily

    2014-01-01

    This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

  11. Using Culturally Competent Responsive Services to Improve Student Achievement and Behavior

    ERIC Educational Resources Information Center

    Schellenberg, Rita; Grothaus, Tim

    2011-01-01

    This article illustrates standards blending, the integration of core academic and school counseling standards, as a culturally alert responsive services strategy to assist in closing the achievement gap while also enhancing employability skills and culturally salient career competencies. The responsive services intervention described in this…

  12. Program Proposal: Certificates of Competence, Certificate of Achievement, Associate in Applied Science Degree in Sustainable Technology.

    ERIC Educational Resources Information Center

    Pezzoli, Jean A.; Ainsworth, Don

    This document proposes a program in sustainable technology at Maui Community College (Hawaii). This new career program would be designed to provide four Certificates of Competence, a Certificate of Achievement, and an Associate in Applied Science degree. The primary objectives of the program are to meet student, county, and state needs for…

  13. Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Seruwagi, Gerald

    2013-01-01

    The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…

  14. Developing Intrinsic Motivation: Student Perceived Autonomy, Relatedness and Competence and the Relationship to Achievement

    ERIC Educational Resources Information Center

    Heck, DeAnn M.

    2013-01-01

    This mixed methods action study examines the relationship of students' three psychological needs of autonomy, relatedness and competence as presented in the Self-Determination Theory (Deci & Ryan, 1985) to the level of achievement of high school seniors at Litchfield High School. In the quantitative phase of the study, the quantitative…

  15. Empirically Valid Strategies to Improve Social and Emotional Competence of Preschool Children

    ERIC Educational Resources Information Center

    McCabe, Paul C.; Altamura, Michelle

    2011-01-01

    Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their…

  16. Appearing socially competent: the effects of a friend's presence on the socially anxious.

    PubMed

    Pontari, Beth A

    2009-03-01

    As hypothesized, while introducing themselves to another person via video, participants high in social anxiety appeared more socially competent with a friend present than when alone. We also examined three potential explanations for this effect and found that while sharing information about themselves on video, most participants high in social anxiety were verbally prompted by their friends. Furthermore, on an open ended question, participants high in social anxiety expressed less negative self-focused thoughts with a friend present than when alone, but friends' presence did not affect their self-reports of anxiety. As predicted, the presence of friends had no effect on social performance or anxiety for participants low in social anxiety. Although more research is needed to ascertain how being with a friend versus alone results in better social performance for people high in social anxiety, friends' support may be part of a repertoire of "safe" social interaction strategies. PMID:19223456

  17. Subordinate male cichlids retain reproductive competence during social suppression

    PubMed Central

    Kustan, Jacqueline M.; Maruska, Karen P.; Fernald, Russell D.

    2012-01-01

    Subordinate males, which are excluded from reproduction often save energy by reducing their investment in sperm production. However, if their position in a dominance hierarchy changes suddenly they should also rapidly attain fertilization capability. Here, we asked how social suppression and ascension to dominance influences sperm quality, spermatogenesis and reproductive competence in the cichlid Astatotilapia burtoni, where reproduction is tightly coupled to social status. Dominant territorial (T) males are reproductively active while subordinate non-territorial (NT) males are suppressed, but given the opportunity, NT males will perform dominance behaviours within minutes and attain T male testes size within days. Using the thymidine analogue 5-bromo-2-deoxyuridine (BrdU) to label germ cell proliferation, we found that the spermatogenic cycle takes approximately 11–12 days, and social status had no effect on proliferation, suggesting that spermatogenesis continues during reproductive suppression. Although sperm velocity did not differ among social states, NT males had reduced sperm motility. Remarkably, males ascending in status showed sperm motility equivalent to T males within 24 h. Males also successfully reproduced within hours of social opportunity, despite four to five weeks of suppression and reduced testis size. Our data suggest that NT males maintain reproductive potential during suppression possibly as a strategy to rapidly improve reproductive fitness upon social opportunity. PMID:21733892

  18. Assessing Adolescent Social Competence Using the Social Responsiveness Scale: Should We Ask Both Parents or Will Just One Do?

    ERIC Educational Resources Information Center

    Pearl, Amanda M.; Murray, Michael J.; Smith, Laura A.; Arnold, Mariah

    2013-01-01

    There is a paucity of instruments designed to measure social competence of adolescents with autism spectrum disorders. The Social Responsiveness Scale is one of a few that can be used. This study compared differences between mother and father reports of social competence of adolescents. Data were collected from parents of 50 adolescents with and…

  19. The Use of Cultural Historical Activity Theory (CHAT) within a Constructivist Learning Environment to Develop Core Competencies in Social Work

    ERIC Educational Resources Information Center

    Fire, Nancy; Casstevens, W. J.

    2013-01-01

    Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a…

  20. Longitudinal Analyses of a Hierarchical Model of Peer Social Competence for Preschool Children: Structural Fidelity and External Correlates

    ERIC Educational Resources Information Center

    Shin, Nana; Vaughn, Brian E.; Kim, Mina; Krzysik, Lisa; Bost, Kelly K.; McBride, Brent; Santos, Antonio J.; Peceguina, Ines; Coppola, Gabrielle

    2011-01-01

    Achieving consensus on the definition and measurement of social competence (SC) for preschool children has proven difficult in the developmental sciences. We tested a hierarchical model in which SC is assumed to be a second-order latent variable by using longitudinal data (N = 345). We also tested the degree to which peer SC at Time 1 predicted…

  1. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college. PMID:25691148

  2. Teaching Standards-Based Group Work Competencies to Social Work Students: An Empirical Examination

    ERIC Educational Resources Information Center

    Macgowan, Mark J.; Vakharia, Sheila P.

    2012-01-01

    Objectives: Accreditation standards and challenges in group work education require competency-based approaches in teaching social work with groups. The Association for the Advancement of Social Work with Groups developed Standards for Social Work Practice with Groups, which serve as foundation competencies for professional practice. However, there…

  3. Positive Illusions of Social Competence in Girls with and without ADHD

    ERIC Educational Resources Information Center

    Ohan, Jeneva L.; Johnston, Charlotte

    2011-01-01

    We compared social self-competence ratings in 9-12 year old girls with (n = 42) versus without (n = 40) ADHD, relative to ratings of the girls' social competence made by mothers, teachers, and blind raters during a social laboratory task. Relative to scores from mothers, teachers, and the lab-task, girls with ADHD over-estimated their competence…

  4. Career Practitioners' Conceptions of Competency for Social Media in Career Services

    ERIC Educational Resources Information Center

    Kettunen, Jaana; Sampson, James P., Jr.; Vuorinen, Raimo

    2015-01-01

    This article reports findings from a phenomenographic investigation into career practitioners' understanding of competency for social media in career services. Sixteen Danish and Finnish practitioners with experience using social media in career services were interviewed in focus groups. Competency for social media in career services was…

  5. A Dyadic Data Analysis of Executive Functioning and Children's Socially Competent Behaviours

    ERIC Educational Resources Information Center

    Huyder, Vanessa; Nilsen, Elizabeth S.

    2012-01-01

    Behaving in a socially competent manner is a complex process that requires the coordination of a number of cognitive skills. The present study examined the unique contributions of executive functions (i.e., inhibitory control and cognitive flexibility), theory of mind, and verbal skills to socially competent behaviours during social interactions.…

  6. Teacher and Observer Ratings of Young African American Children's Social and Emotional Competence

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Keenan, Kate; Wakschlag, Lauren S.

    2012-01-01

    Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3- to 5-year-old), African American children from economically stressed urban environments. There was a specific…

  7. Models of Emotion Skills and Social Competence in the Head Start Classroom

    ERIC Educational Resources Information Center

    Spritz, Becky L.; Sandberg, Elisabeth Hollister; Maher, Edward; Zajdel, Ruth T.

    2010-01-01

    Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional…

  8. Effects of Collaborative Musical Theater on the Development of Social Competence

    ERIC Educational Resources Information Center

    Perez-Aldeguer, Santiago

    2013-01-01

    Introduction: This study analyzes the social competence of university students of the Music Education Teaching Degree through variables group climate, team cohesion and social skills. The need to develop good social competence was the basis to implement a project based on the musical theater applied according to the collaborative learning…

  9. Social Intelligence and Academic Achievement as Predictors of Adolescent Popularity

    ERIC Educational Resources Information Center

    Meijs, Noortje; Cillessen, Antonius H. N.; Scholte, Ron H. J.; Segers, Eliane; Spijkerman, Renske

    2010-01-01

    This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance, and perceived popularity, a measure of social dominance. Participants were 512, 14-15 year-old…

  10. Social Capital and Student Achievement in Norwegian Secondary Schools

    ERIC Educational Resources Information Center

    Huang, Lihong

    2009-01-01

    This paper investigates student social capital in Norwegian secondary schools and its effects on student achievement. Using data from the national survey "Young in Norway 2002", it explores the concept and measurement of social capital in the school context by applying factor analysis. The paper also tests an analytical model that links student…

  11. "Feeling" Hierarchy: The Pathway from Subjective Social Status to Achievement

    ERIC Educational Resources Information Center

    Destin, Mesmin; Richman, Scott; Varner, Fatima; Mandara, Jelani

    2012-01-01

    The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As…

  12. Rural Social Studies Teaching: Characteristics and Effects on Achievement.

    ERIC Educational Resources Information Center

    Sunal, Cynthia Szymanski

    1992-01-01

    Presents study results of teaching social studies in a rural environment. Addresses size of school, teacher preparation in social studies, teacher orientation toward teaching content, and achievement scores. Concludes that teachers in rural schools have more positive opinions of their students but need additional teaching materials and inservice…

  13. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  14. ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

    PubMed

    Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

    2013-06-01

    In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. PMID:23510262

  15. Relations of Maternal Socialization and Toddlers' Effortful Control to Children's Adjustment and Social Competence

    ERIC Educational Resources Information Center

    Spinrad, Tracy L.; Eisenberg, Nancy; Gaertner, Bridget; Popp, Tierney; Smith, Cynthia L.; Kupfer, Anne; Greving, Karissa; Liew, Jeffrey; Hofer, Claire

    2007-01-01

    The authors examined the relations of maternal supportive parenting to effortful control and internalizing problems (i.e., separation distress, inhibition to novelty), externalizing problems, and social competence when toddlers were 18 months old (n = 256) and a year later (n = 230). Mothers completed the Coping With Toddlers' Negative Emotions…

  16. Social and Institutional Factors in Reading Achievement in Elementary Schools

    ERIC Educational Resources Information Center

    Auer, Michael; And Others

    1978-01-01

    The relative power of several variables in predicting school reading achievement was considered. Issues were raised concerning the efficacy of altering the resources allocated to a school or changing the social and racial composition of the student body as a strategy for raising achievement levels. (EVH)

  17. Parenting Practices and Perceived Social Support: Longitudinal Relations with the Social Competence of Mexican-origin Children

    PubMed Central

    Taylor, Zoe E.; Conger, Rand D.; Robins, Richard W.; Widaman, Keith F.

    2015-01-01

    Social bonds and supportive relationships are widely recognized as being indispensable to healthy psychological functioning and well-being. Social support is a psychological resource that is expected to also contribute positively to parenting practices. The present study longitudinally examined the relations between mothers’ (N = 674) and fathers’ (N = 430) perceived social support and parenting behaviors, and their relations with children’s social competence during early adolescence in Mexican-origin single and two-parent families. Our constructs of interest (warm parenting, monitoring, perceived social support, and children’s social competence) were significantly correlated at T1, and demonstrated significant stability across time for both parental models. Parental warmth (as reported by the child, and opposite parent) and parental monitoring (self-reported by mothers and fathers) were correlated and also showed bidirectional associations across time. Parental monitoring at T2 positively predicted change in children’s social competence at T3 (controlling for T1 social competence) for mothers. Parental warmth at T2 positively predicted change in children’s social competence at T3 (controlling for T1 social competence) for fathers. For mothers, the indirect effect of social support at T1 on children’s social competence at T3 via parental monitoring at T2 (and controlling for prior levels) was significant. Findings suggest that maternal perceived social support contributes to children’s social competence due to its positive relation to maternal monitoring. Results may also suggest that mothers’ and fathers’ parenting behaviors differentially relate to children’s social competence in Latino families, although additional work focused on comparing parenting behaviors in two-parent families is needed. PMID:26751039

  18. Assessing adolescent social competence using the Social Responsiveness Scale: should we ask both parents or will just one do?

    PubMed

    Pearl, Amanda M; Murray, Michael J; Smith, Laura A; Arnold, Mariah

    2013-11-01

    There is a paucity of instruments designed to measure social competence of adolescents with autism spectrum disorders. The Social Responsiveness Scale is one of a few that can be used. This study compared differences between mother and father reports of social competence of adolescents. Data were collected from parents of 50 adolescents with and without an autism spectrum disorder diagnosis between the ages of 12 and 17 years. The Social Responsiveness Scale demonstrated high interrater reliability between parents. These results suggest that the Social Responsiveness Scale is an efficient and valuable tool for researchers and clinicians to obtain a more comprehensive understanding of an individual's social skills deficits. Additionally, given the extremely high agreement between mothers and fathers on the ratings of their children's social competence, obtaining data from either parent is sufficient to provide an accurate reflection of social competence at home. PMID:22914777

  19. Comparisons of Social Competence in Young Children With and Without Hearing Loss: A Dynamic Systems Framework

    PubMed Central

    Hoffman, Michael F.; Quittner, Alexandra L.; Cejas, Ivette

    2015-01-01

    This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5–5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that, due to deficits in oral language, children who were deaf would display lower levels of social competence than their hearing peers. Furthermore, language age would predict social competence scores. Social competence was measured with a general and deaf-specific measure. Results showed that children with hearing loss performed significantly worse than hearing peers on the general measure but better than the norms on the deaf-specific measure. Controlling for maternal education and income, regression analyses indicated that hearing status and language age predicted social competence in both groups. Among children with hearing loss, correlations were also found between age at diagnosis, age at amplification, and two of the general social competence measures. Results supported our hypothesis that deficits in language would have cascading negative effects on the development of social competence in young deaf children. Development of early intervention programs that target both language and social skills are needed for this population. PMID:25583707

  20. Comparisons of social competence in young children with and without hearing loss: a dynamic systems framework.

    PubMed

    Hoffman, Michael F; Quittner, Alexandra L; Cejas, Ivette

    2015-04-01

    This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5-5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that, due to deficits in oral language, children who were deaf would display lower levels of social competence than their hearing peers. Furthermore, language age would predict social competence scores. Social competence was measured with a general and deaf-specific measure. Results showed that children with hearing loss performed significantly worse than hearing peers on the general measure but better than the norms on the deaf-specific measure. Controlling for maternal education and income, regression analyses indicated that hearing status and language age predicted social competence in both groups. Among children with hearing loss, correlations were also found between age at diagnosis, age at amplification, and two of the general social competence measures. Results supported our hypothesis that deficits in language would have cascading negative effects on the development of social competence in young deaf children. Development of early intervention programs that target both language and social skills are needed for this population. PMID:25583707

  1. Family Group Conferences and Cultural Competence in Social Work

    PubMed Central

    Barn, Ravinder; Das, Chaitali

    2016-01-01

    Family Group Conferences (FGCs) as a method of preventive work came into being over two decades ago. The FGC approach arose from a minority cultural perspective and the rising numbers of Maori children in state care in New Zealand. Two decades after the Family Rights Group first championed FGC in the UK, it is a great concern that we know little or nothing about how such an approach is being utilised with culturally diverse families in the UK. This paper draws upon an empirical study carried out in London to ascertain the views and experiences of social and community work FGC coordinators and managers, located in statutory and non-government organisations, who employed the FGC approach with culturally diverse families. Findings from this study are discussed in the context of extant research literature into the nature and extent of involvement of black and minority ethnic (BME) families with child welfare services across the globe. Moreover, given the inherent emphasis on the foundational ‘cultural framework’ of the FGC approach, the paper makes an important contribution to the literature on cultural competence within social work through the practice of FGC. PMID:27559207

  2. Repeated Measures in Case Studies Relating Social Competence and Weight Loss in Two Obese Adolescents

    ERIC Educational Resources Information Center

    Meyer, Sonia Beatriz; Barbosa, Debora Regina

    2007-01-01

    In individual behavior therapy two clients were evaluated using behavior categories created by the therapist. Both clients were observed to improve in terms of social competence. One demonstrated a significant inverse correlation between improvement of social competence and weight loss during treatment (16 sessions) and lost weight. The other…

  3. Repeated Measures in Case Studies Relating Social Competence and Weight Loss in Two Obese Adolescents

    ERIC Educational Resources Information Center

    Meyer, Sonia Beatriz; Barbosa, Debora Regina

    2009-01-01

    In individual behavior therapy two clients were evaluated using behavior categories created by the therapist. Both clients were observed to improve in terms of social competence. One demonstrated a significant inverse correlation between improvement of social competence and weight loss during treatment (16 sessions) and lost weight. The other…

  4. The LD Adolescent at Risk: Developmental Tasks, Social Competence, and Communication Effectiveness.

    ERIC Educational Resources Information Center

    Jackson, Moss A.

    1987-01-01

    Key developmental tasks of adolescence and the unique problems that face the learning-disabled adolescent are outlined, focusing on the role of social competency and communication effectiveness. Components of a comprehensive social competency training program include the nature of the learning disability, the affective-defensive pattern, adaptive…

  5. Comparisons of Social Competence in Young Children with and without Hearing Loss: A Dynamic Systems Framework

    ERIC Educational Resources Information Center

    Hoffman, Michael F.; Quittner, Alexandra L.; Cejas, Ivette

    2015-01-01

    This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5-5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that,…

  6. A Case Study of Professional Change: The Impact of the National Gerontological Social Work Competencies Survey

    ERIC Educational Resources Information Center

    Curl, Angela L.; Tompkins, Catherine J.; Rosen, Anita L.; Zlotnik, Joan Levy

    2010-01-01

    Our society is aging, and this demographic change necessitates that all social workers have basic competency in gerontology. This article describes the results of a competency survey conducted in 2000, and how these results helped transform basic social work curricula and enhance gerontology-related resources. Results were used to encourage and…

  7. Sociocultural Influence on Children's Social Competence: A Close Look at Kindergarten Teachers' Beliefs

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2010-01-01

    This study was conducted with White American kindergarten teachers from a southeast region of the United States to examine their beliefs about culture and social competence. Overall, from a sociocultural perspective, these teachers had limited understanding of young children's social competence and showed varying degrees of cultural knowledge for…

  8. Teachers' Ratings of Social Competence of Children with High Versus Low Levels of Depressive Symptoms.

    ERIC Educational Resources Information Center

    Shah, Farhana; Morgan, Sam B.

    1996-01-01

    Examined the relationship between children's self-ratings of depressive symptoms and teachers' ratings of the children's situational social competence. Results show that teachers rated those children who reported high levels of depressive symptoms as having more problems in social competence when compared to children who reported low levels of…

  9. Social Competence and Oral Language Development for Young Children of Latino Immigrants

    ERIC Educational Resources Information Center

    Jensen, Bryant; Reese, Leslie; Hall-Kenyon, Kendra; Bennett, Courtney

    2015-01-01

    Research Findings: In this study we analyze how parent and teacher ratings of young Latino children's social competencies in rural California are associated with children's oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher…

  10. Family Factors Associated with the Peer Social Competence of Young Children with Mild Delays.

    ERIC Educational Resources Information Center

    Guralnick, Michael J.; Neville, Brian; Connor, Robert T.; Hammond, Mary A.

    2003-01-01

    A model addressing family influences on the peer-related social competence of young children with mild developmental (cognitive) delays was developed and tested. Path analytic techniques were used to evaluate the model. Results supported the importance of family influences on the peer-related social competence of young children with mild…

  11. Interactive Effect of Substance Abuse and Depression on Adolescent Social Competence

    ERIC Educational Resources Information Center

    Becker, Sara J.; Curry, John F.

    2007-01-01

    This study explored the interactive effect of substance abuse and depression on social competence among 106 adolescent inpatients (57% female, 86% Caucasian). Substance abuse and depression were conceptualized using dimensional ratings of illness severity based on adolescent interviews, whereas social competence was conceptualized using parent…

  12. Social Competence as a Mediating Factor in Reduction of Behavioral Problems

    ERIC Educational Resources Information Center

    Langeveld, Johannes H.; Gundersen, Knut K.; Svartdal, Frode

    2012-01-01

    The main purpose of the present study was to explore how social competence reduces behavioral problems. Based on previous findings, we assume that increased social competence can be regarded as a mediating factor in reducing behavior problems. All participants (children and adolescents, n = 112) received an intervention intended to increase social…

  13. Emotional and Prosocial Correlates of Teachers' Ratings of Preschool Social Competence and Behavior Problems.

    ERIC Educational Resources Information Center

    Denham, Susanne A.

    Teachers' ratings are often used as early as the preschool period to provide an overall picture of children's behavioral adjustment and social competence. The goals of this study are to (1) show the relations among general, outcome-oriented observational categories of preschoolers' social competence and (2) specify those discrete emotions and…

  14. Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers

    ERIC Educational Resources Information Center

    Zhang, Xiao; Nurmi, Jari-Erik

    2012-01-01

    Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's…

  15. Maternal and Paternal Perceptions of Social Competence in Children and Adolescents

    ERIC Educational Resources Information Center

    Renk, Kimberly; Phares, Vicky

    2007-01-01

    We examined maternal and paternal perceptions of social competence in children and adolescents. One hundred forty-seven parents rated scenarios depicting children who varied in age, gender, and social competence. Parents also completed questionnaires assessing the amount of time they spend with their own children, their gender identity, their…

  16. Outcomes of the Social Competence Program "Second Step" in Norwegian Elementary Schools

    ERIC Educational Resources Information Center

    Holsen, Ingrid; Smith, Brian H.; Frey, Karin S.

    2008-01-01

    The aim of the present article was to investigate the outcomes of the universal social competence promotion program "Second Step" in a typical "real world" implementation in Norway. We addressed the effects of the program on social competence and externalizing and internalizing problem behaviour among 1,153 fifth and sixth grade students (11…

  17. The Social Competence of Latino Kindergartners and Growth in Mathematical Understanding

    ERIC Educational Resources Information Center

    Galindo, Claudia; Fuller, Bruce

    2010-01-01

    We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings. Yet initial evidence is mixed on the social competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth. Building from ecocultural and developmental-risk theory,…

  18. The Contribution of Inhibitory Control to Preschoolers' Social-Emotional Competence

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

    2009-01-01

    Social-emotional competence is a key developmental task during early childhood. This study examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool,…

  19. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    ERIC Educational Resources Information Center

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2010-01-01

    Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

  20. The Mediator Effect of Loneliness between Perceived Social Competence and Cyber Bullying in Turkish Adolescents

    ERIC Educational Resources Information Center

    Sariçam, Hakan; Yaman, Erkan; Çelik, Ismail

    2016-01-01

    The purpose of this research was to examine whether loneliness might play a mediating role between perceived social competence and cyberbullying in Turkish adolescents. The participants were 326 high school students who completed a questionnaire package that included the Cyberbullying Scale, the Perceived Social Competence Scale, and the UCLA…

  1. Intergenerational Continuity in Parenting Quality: The Mediating Role of Social Competence

    ERIC Educational Resources Information Center

    Shaffer, Anne; Burt, Keith B.; Obradovic, Jelena; Herbers, Janette E.; Masten, Ann S.

    2009-01-01

    Prospective studies of intergenerational continuity in parenting quality remain scarce, with little attention given to the potential role of social competence as a mediator of continuity. This study examined social competence as a mediator in the pathway from 1st generation (G1) to 2nd generation (G2) parenting quality. A normative sample of…

  2. The Relationships among Language Ability, Emotion Regulation and Social Competence in Second-Grade Students

    ERIC Educational Resources Information Center

    Monopoli, W. John; Kingston, Sharon

    2012-01-01

    Relationships exist between language ability, emotion regulation, and social competence in preschool children. This study examines how these relationships function in elementary school children, and explores whether language ability partially mediates the relationship between emotion regulation and social competence. Second-grade students (N = 67)…

  3. Sustained Attention and Social Competence in Typically Developing Preschool-Aged Children

    ERIC Educational Resources Information Center

    Murphy, Laura M. Bennett; Laurie-Rose, Cynthia; Brinkman, Tara M.; McNamara, Kelly A.

    2007-01-01

    The current study examines the relationship between sustained attention and social competence in preschool children. While studies demonstrate that children with attention deficit hyperactivity disorder (ADHD) exhibit poor social competence, less is known about typically developing children. Since children with ADHD have associated behavior…

  4. The Effect of Solution-Focused Brief Group Counseling upon the Perceived Social Competences of Teenagers

    ERIC Educational Resources Information Center

    Ates, Bünyamin

    2016-01-01

    In this study, the effect of solution-focused brief group counseling upon the perceived social competences of teenagers was investigated. The study group included 24 volunteer students who took lower scores rather than the ones obtained from perceived social competence scale pre-test measurements out of 227 students studying at a high school in…

  5. Psychometric Characteristics of the California Preschool Social Competence Scale in a Spanish Population Sample

    ERIC Educational Resources Information Center

    Julvez, Jordi; Forns, Maria; Ribas-Fito, Nuria; Mazon, Carlos; Torrent, Maties; Garcia-Esteban, Raquel; Ellison-Loschmann, Lis; Sunyer, Jordi

    2008-01-01

    Research Findings: Few rating scales measure social competence in very young Spanish or Catalan children. We aimed to analyze the psychometric characteristics of the California Preschool Social Competence Scale (CPSCS) when applied to a Spanish- and Catalan-speaking population. Children were rated by their respective teachers within 6 months…

  6. The Role of Social Competence in the Psychological Well-Being of Adolescents in Secondary Education

    ERIC Educational Resources Information Center

    Holopainen, Leena; Lappalainen, Kristiina; Junttila, Niina; Savolainen, Hannu

    2012-01-01

    This study examines the relationship between social competence and psychological well-being of adolescents. The role of academic learning disabilities with social competence and psychological well-being was also studied. The sample (n = 412; 207 girls and 205 boys), one complete age group (mean age 15.5 years), was followed from last year of…

  7. Secondary School Students’ LLL Competencies, and Their Relation with Classroom Structure and Achievement

    PubMed Central

    Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

    2016-01-01

    There is a strong urge to foster lifelong learning (LLL) competencies with its key components – motivation and self-regulated learning – from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students’ LLL, and (3) is there a correlation of students’ LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students – independent from domain and sex – know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students’ self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students’ goals, interest, self-efficacy and learning strategies. Self-efficacy, performance

  8. Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.

    PubMed

    Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

    2016-01-01

    There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students' LLL, and (3) is there a correlation of students' LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students - independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students' self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students' goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta

  9. Social equity theory and racial-ethnic achievement gaps.

    PubMed

    McKown, Clark

    2013-01-01

    In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black-White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses. PMID:23240908

  10. Achieving competence in colonoscopy: Milestones and the need for a new endoscopic curriculum in gastroenterology training

    PubMed Central

    Stanford, Sara B; Lee, Stephanie; Masaquel, Candace; Lee, Robert H

    2015-01-01

    Colonoscopy is considered to be the most effective tool for reducing colorectal cancer (CRC) morbidity and mortality. As a result, certifying trainee competence in the performance of colonoscopy is critical to maximizing CRC screening and prevention efforts. Guidelines on training and accreditation around the world have been revised to emphasize the attainment of milestones in the technical and cognitive skills necessary to perform the procedure. To meet this challenge, new evaluation systems have been developed to measure trainee competence through all aspects of colonoscopy training. These changes stem from increased recognition that procedural numbers alone do not necessarily guarantee trainees’ proficiency in the performance of colonoscopy. Variability in endoscopic practice and in CRC screening outcomes also point to deficiencies in the current approach towards colonoscopy instruction. However, technological innovations hold great promise in training endoscopists to perform high quality colonoscopy. Furthermore, potential advances in the use of feedback as a training tool provide new avenues for research. This review summarizes the latest evidence on the effort to define, evaluate and promote the achievement of competence in colonoscopy among trainees. PMID:26675559

  11. Review of Multidisciplinary Measures of Cultural Competence for Use in Social Work Education

    ERIC Educational Resources Information Center

    Krentzman, Amy R.; Townsend, Aloen L.

    2008-01-01

    This study reviews extant measures of cultural competence from many disciplines and evaluates their suitability for social work education based on 8 criteria: validity, reliability, relevance to social justice, item clarity, definition of diversity, coherence, social desirability, and appropriateness for social work. Nineteen instruments met…

  12. Social Anxiety and Depression in Adolescents in Relation to Perceived Competence and Situational Appraisal.

    ERIC Educational Resources Information Center

    Smari, Jakob; Petursdottir, Guolaug; Porsteindottir, Vin

    2001-01-01

    Questionnaires, as well as an inventory of cost and likelihood appraisal of negative social and non-social events, were filled in by 184 adolescents. It was expected, and supported by the results, that social anxiety would be related to low perceived social competence and threat appraisal, whereas depression would be related to more general…

  13. Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

    PubMed

    Becker, Bronwyn E; Luthar, Suniya S

    2002-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  14. Enhancing Academic Achievement through Direct Instruction of Social Skills.

    ERIC Educational Resources Information Center

    Bendt, Lori; Nunan, Jan

    This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…

  15. Parental Influence on Chinese Students' Achievement: A Social Capital Perspective

    ERIC Educational Resources Information Center

    Wei, Dan

    2012-01-01

    This paper examines how social capital formed by effective parental practices within Chinese families influences student achievement. Survey responses from 266 students from Grades 4 to 6 in a suburban elementary school in China were analysed to identify their perceptions of parental practices (support, pressure, help, monitoring and…

  16. Children's Effortful Control and Academic Achievement: Mediation through Social Functioning

    ERIC Educational Resources Information Center

    Valiente, Carlos; Eisenberg, Nancy; Haugen, Rg; Spinrad, Tracy L.; Hofer, Claire; Liew, Jeffrey; Kupfer, Anne

    2011-01-01

    Research Findings: The purpose of this study was to test the premise that children's effortful control (EC) is prospectively related to their academic achievement and to specify mechanisms through which EC is related to academic success. We used data from 214 children (M age at Time 1 [T1] = 73 months) to test whether social functioning (e.g.,…

  17. Improving Students' Social Skills and Achievement through Cooperative Learning.

    ERIC Educational Resources Information Center

    Caparos, Jennifer; Cetera, Colleen; Ogden, Lynn; Rossett, Kathryn

    This action research project evaluated a program designed to increase the use of appropriate social skills and improve academic achievement. The targeted population was comprised of first through third graders in four separate communities located in northeast Illinois. Evidence of the problem included teacher observational checklists denoting…

  18. Young Children Help Others to Achieve Their Social Goals

    ERIC Educational Resources Information Center

    Beier, Jonathan S.; Over, Harriet; Carpenter, Malinda

    2014-01-01

    From early in development, humans have strong prosocial tendencies. Much research has documented young children's propensity to help others achieve their unfulfilled goals toward physical objects. Yet many of our most common and important goals are social--directed toward other people. Here we demonstrate that children are also inclined, and…

  19. New Directions in Social Psychological Interventions to Improve Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Timothy D.; Buttrick, Nicholas R.

    2016-01-01

    Attempts to improve student achievement typically focus on changing the educational environment (e.g., better schools, better teachers) or on personal characteristics of students (e.g., intelligence, self-control). The 6 articles in this special issue showcase an additional approach, emanating from social psychology, which focuses on students'…

  20. Social Capital and Disparities in Canadian Youth's Mathematics Achievement

    ERIC Educational Resources Information Center

    Bassani, Cherylynn

    2008-01-01

    This article examines the influence of youth's family and school contexts to understand disparities in Canadian youth's mathematics achievement. Using hierarchical linear analysis, some of the main assumptions of social capital theory are tested using the Canadian data from the 1999 Programme for International Student Assessment. Findings revealed…

  1. Child social skills training in developmental crime prevention: effects on antisocial behavior and social competence.

    PubMed

    Beelmann, Andreas; Lösel, Friedrich

    2006-08-01

    Social skills training for children is becoming increasingly popular as a measure for developmental crime prevention. Although previous reviews of such programs have shown positive effects, they have also revealed problems of research design, outcome measures, and long-term follow up. Accordingly, this article reports on a recent meta-analysis of randomized evaluations of the effect of social skills training in preventing antisocial behavior and promoting social competence. Of 841 retrievable references, 84 research reports with a total of 136 treatment-control comparisons fulfilled the eligibility criteria. Results showed a small but significant overall positive effect of d = .39 at post-intervention and d = .28 at follow-up (3 months and later). Effect sizes were somewhat greater for outcome measures of social competence than for measures of antisocial behavior, particularly when delinquency was assessed. Cognitive-behavioral programs revealed the best results in terms of generalization over time and on outcome criteria. In addition, prevention measures indicated for children and adolescents who already manifested some behavioral problems had higher effect sizes than universal approaches. Because most studies dealt with small sample sizes, non-official outcome data, and measurements after less than one year, the results should be interpreted with caution. Further high-quality studies with long-term empirical outcome criteria are needed, particularly outside the United States. PMID:17296094

  2. Friendship quality, social preference, proximity prestige, and self-perceived social competence: interactive influences on children's loneliness.

    PubMed

    Zhang, Fengjuan; You, Zhiqi; Fan, Cuiying; Gao, Chuang; Cohen, Robert; Hsueh, Yeh; Zhou, Zongkui

    2014-10-01

    The purpose of this study was to test an integrative model in which peer relations at different levels of social complexity (friendship quality, social preference, and proximity prestige) are associated with children's loneliness, with children's self-perceived social competence acting as a mediator of these associations. A middle childhood sample of 509 Chinese children (233 girls and 276 boys; 3rd to 6th grade) completed a battery of sociometric and self-report questionnaires. Bootstrap analysis showed that self-perceived social competence mediated the relations between each peer variable and loneliness. In the integrative model tested with SEM, the mediating effect of self-perceived social competence in the relation between friendship quality and loneliness and between social preference and loneliness remained significant. However, self-perceived social competence no longer mediated the association between proximity prestige and loneliness, when considering the simultaneous influences of the three peer variables (friendship quality, social preference, and proximity prestige). The whole model accounted for 56% of the variance in loneliness. These findings suggest that self-perceived social competence played an important role in children's loneliness, that the quality and the quantity of direct peer relations (friendship quality, social preference, and part of proximity prestige) were associated with loneliness, and that indirect friends had a relatively lower but significant influence on children's loneliness. The results are discussed in terms of their implications for preventing children's loneliness. PMID:25267172

  3. The Effect Social Information Processing in Six-Year-Old Children Has on Their Social Competence and Peer Relationships

    ERIC Educational Resources Information Center

    Ogelman, Hulya Gulay; Seven, Serdal

    2012-01-01

    The purpose of this study was to investigate the effect social information processing levels has on the social competence (entering a peer group, response towards provocation, response to failure, response to success, social expectations, teacher expectations, reactive aggression, proactive aggression) and peer relationship (prosocial behaviour,…

  4. Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children

    ERIC Educational Resources Information Center

    McKown, Clark; Gumbiner, Laura M.; Russo, Nicole M.; Lipton, Meryl

    2009-01-01

    Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically…

  5. Korean American maternal acceptance-rejection, acculturation, and children's social competence.

    PubMed

    Kim, Eunjung; Han, Geunhye; McCubbin, Marilyn A

    2007-01-01

    The goal of this study was to examine the relationship between maternal acceptance-rejection and children's social competence and the role that maternal acculturation (ie, American orientation, Korean orientation) played in this relationship in a sample of 53 Korean American mothers. Self-report data were analyzed using Pearson correlations and multiple hierarchical regressions. Low maternal acceptance-rejection was positively related to children's low social competence. Mothers' American orientation had a moderating effect on the relationship between maternal acceptance-rejection and children's social competence. Findings indicate the importance of providing parenting guidelines to mothers who are low on both acceptance-rejection and American orientation. PMID:17413815

  6. Essential training steps to achieving competency in the basic intraoperative transesophageal echocardiography examination for Chinese anesthesiologists.

    PubMed

    Peng, Yong G; Song, Haibo; Wang, E; Wang, Weipeng; Liu, Jin

    2015-03-01

    Guidelines for the intraoperative transesophageal echocardiography (TEE) examination have defined a detailed standard for medical professionals, particularly anesthesiologists, on how a TEE exam should proceed. Over the years, TEE has gained substantial popularity and emerged as a preferred monitoring modality to aid in perioperative management and decision making during hemodynamic instability situations or critical care settings. TEE training pathways and practice guidelines have been well established in western countries and many regions of the world. However, TEE training and practice information for anesthesiologists are lacking in China. As innovative technologies develop, other educational models have emerged to aid in obtaining competency in basic TEE exam. Hence, establishing a consensus on the ideal TEE training approach for anesthesiologists in China is urgently needed. Developing an effective curriculum that can be incorporated into an anesthesiology resident's overall training is also necessary to provide knowledge and skills toward competency in basic TEE exam. With evolving medical system reforms and increasing demands for intraoperative hemodynamic monitoring to accommodate surgical innovations, anesthesiology professionals are increasingly obliged to perform intraoperative TEE exams in their current and future practices. To overcome obstacles and achieve significant progress in using the TEE modality to help in intraoperative management and surgical decision making, publishing basic TEE training guidelines for China's anesthesiologists is an important endeavor. PMID:25337689

  7. The development of stereotype content: The use of warmth and competence in assessing social groups.

    PubMed

    Roussos, Gina; Dunham, Yarrow

    2016-01-01

    Past research suggests that warmth and competence are primary dimensions of social perception used by adults to understand social groups. The current study investigated whether children use these two dimensions to structure their representations of familiar groups. Results indicated that adult warmth and competence judgments were independent from one another and placed groups in warmth by competence space in ways consistent with past work. However, children showed some sensitivity to both dimensions but did not treat them as independent. Children's judgments of competence were closely aligned with adult judgments, but their judgments of warmth were influenced by factors that solely influenced adult judgments of competence. These data suggest that children develop an understanding of competence as an independent dimension prior to developing an understanding of warmth as an independent dimension and that their judgments of warmth may reflect a more general summing of all available evaluative information. Implications for children's developing understanding of the broader intergroup landscape are discussed. PMID:26407824

  8. Achieving army nursing evidence-based practice competencies through a civilian-military nurse partnership.

    PubMed

    Siaki, Leilani A; Lentino, Cynthia V; Mark, Debra D; Hopkins-Chadwick, Denise L

    2014-01-01

    Despite the Institute of Medicine's goal of 90% of all practice being evidence-based by 2020, educational and practice institutions are not on target to achieve this goal. Evidence-based practice is one of 5 core elements of the Army Nurse Corps' patient care delivery system and a key focus of the Hawaii State Center for Nursing. In order to increase evidence-based practice (EBP), a civilian-military partnership was formed to include healthcare organizations in the state, optimize resources, and share strategies for successful practice changes statewide. The partnership has been successful in meeting each of these goals using national EBP competencies and Bloom's taxonomy as a guide. The article presents a discussion regarding the history, processes, and outcomes of this partnership. PMID:24488872

  9. Identifying Developmental Cascades among Differentiated Dimensions of Social Competence and Emotion Regulation

    ERIC Educational Resources Information Center

    Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

    2015-01-01

    This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete…

  10. Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

    ERIC Educational Resources Information Center

    Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.

    2012-01-01

    The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self…

  11. Social competence and conduct problems in young children: issues in assessment.

    PubMed

    Webster-Stratton, C; Lindsay, D W

    1999-03-01

    Examined the differences in various facets of social competence in 2 groups of young children (ages 4-7 years)--a clinic-referred group of aggressive children (N = 60) diagnosed with oppositional defiant disorder or conduct problems and a matched comparison group of typically developing children (N = 60). Four aspects of social competence were assessed: social information processing, actual observations of conflict management skills and social play interactions during peer interactions, positive social interactions with mothers and fathers at home, and teacher reports of social competence. The social information processing assessed included problem-solving skills (hypothetical skills as demonstrated on a social problem-solving test), self-perceptions (child's awareness of his or her own social self and feelings of loneliness), perceptions of others (attributions), and perceptions of others' attitudes toward oneself. To determine the construct validity of various means of assessing child social competence, we correlated children's social information processing measures with parent and teacher reports of social adjustment and with actual observations of interactions during peer play and at home with parents. Results comparing the 2 groups suggest that young children with conduct problems have deficits in their social information processing awareness or interpretation of social cues--they overestimate their own social competence and misattribute hostile intent to others. Tests of cognitive problem solving and observations of peer play interactions indicated that the children with conduct problems had significantly fewer positive problem-solving strategies and positive social skills, more negative conflict management strategies, and delayed play skills with peers than the comparison children. Correlation analyses indicated significant correlations between children's negative attributions and the ratio of positive to negative problem-solving strategies with observations

  12. Language Learner Strategies and Linguistic Competence as Factors Affecting Achievement Test Scores in English for Specific Purposes

    ERIC Educational Resources Information Center

    Jurkovic, Violeta

    2010-01-01

    The article examines the effect of two factors on achievement test scores in English as a foreign language for specific purposes in higher education: preexisting linguistic competence and frequency of use of language learner strategies. The rationale for the analysis of language learner strategies as a factor affecting achievement test outcomes is…

  13. Multicultural and Social Justice Counseling Competencies: Guidelines for the Counseling Profession

    ERIC Educational Resources Information Center

    Ratts, Manivong J.; Singh, Anneliese A.; Nassar-McMillan, Sylvia; Butler, S. Kent; McCullough, Julian Rafferty

    2016-01-01

    In 2014, the Association for Multicultural Counseling and Development (AMCD) appointed a committee to revise the Multicultural Counseling Competencies developed by Sue, Arredondo, and McDavis in 1992 and operationalized by Arredondo et al. in 1996. This article reflects the updated competencies, titled the Multicultural and Social Justice…

  14. Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

    ERIC Educational Resources Information Center

    Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

    2016-01-01

    The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…

  15. Toward a Cultural Competence Measure for Social Work with Specific Populations.

    ERIC Educational Resources Information Center

    Boyle, David P.; Springer, Alyson

    2001-01-01

    Four measures of cultural competency in the social work profession are analyzed and found to measure global constructs that may not be applicable to specific cultures. The development of culture-specific instruments is proposed, from which a general cultural competence instrument can be distilled. (Contains 32 references.) (TD)

  16. Childhood Social Competence in Functionally Disordered Psychiatric Patients and in Normals.

    ERIC Educational Resources Information Center

    Lewine, Richard R. J.; And Others

    1980-01-01

    Childhood social competence in 59 schizophrenics, 40 personality disordered patients, 14 psychotic depressives, 28 neurotics, and normal adults was assessed. The results indicated that children eventually hospitalized for schizophrenia are characterized by their poor interpersonal skills long before symptom onset; academic competence failed to…

  17. The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors

    ERIC Educational Resources Information Center

    Ratts, Manivong J.; DeKruyf, Lorraine; Chen-Hayes, Stuart F.

    2007-01-01

    The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting…

  18. Cultural Competence and Social Work Education: Moving toward Assessment of Practice Behaviors

    ERIC Educational Resources Information Center

    Jani, Jayshree S.; Osteen, Philip; Shipe, Stacy

    2016-01-01

    Social work educators are responsible for ensuring that future practitioners are culturally competent and have the ability to work effectively with people from different backgrounds. The purpose of this article is to address the current limitations in measuring cultural competence and to report the results of a qualitative study examining…

  19. Toddlers as Both More and Less Competent Social Actors in Finnish Day Care Centres

    ERIC Educational Resources Information Center

    Kalliala, Marjatta

    2014-01-01

    In recent decades, the notion of the competent child has, in the field of Early Childhood Education, become a powerful discourse. In this paradigm, inspired by the sociology of childhood, the child is seen as a competent social actor having agency in his or her life. However, critical comments have been made at both the micro-and macro-level about…

  20. Critical Race Theory and the Cultural Competence Dilemma in Social Work Education

    ERIC Educational Resources Information Center

    Abrams, Laura S.; Moio, Jene A.

    2009-01-01

    Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence…

  1. Identifying developmental cascades among differentiated dimensions of social competence and emotion regulation.

    PubMed

    Blair, Bethany L; Perry, Nicole B; O'Brien, Marion; Calkins, Susan D; Keane, Susan P; Shanahan, Lilly

    2015-08-01

    This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. The results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascading and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 years to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation. PMID:26147773

  2. Identifying Developmental Cascades among Differentiated Dimensions of Social Competence and Emotion Regulation

    PubMed Central

    Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

    2015-01-01

    This study utilized data from 356 children, their mothers, teachers, and peers, to examine the longitudinal and dynamic associations among three dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. Results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascade and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation. PMID:26147773

  3. Maternal Behavior and Family Consellation as Predictors of Social Competency in Learning Disabled Children.

    ERIC Educational Resources Information Center

    Freund, Judith Horen; Elardo, Richard

    1978-01-01

    The role of maternal behavior and family constellation factors as predictors of social competence was investigated with 17 learning disabled children (mean age 10 years) and their mothers. Journal availability: see EC 112 927. (DLS)

  4. Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success

    PubMed Central

    Amdurer, Emily; Boyatzis, Richard E.; Saatcioglu, Argun; Smith, Melvin L.; Taylor, Scott N.

    2014-01-01

    Career scholars have called for a broader definition of career success by inviting greater exploration of its antecedents. While success in various jobs has been predicted by intelligence and in other studies by competencies, especially in management, long term impact of having intelligence and using competencies has not been examined. Even in collegiate outcome studies, few have examined the longer term impact on graduates' careers or lives. This study assesses the impact of demonstrated emotional, social, and cognitive intelligence competencies assessed at graduation and g measured through GMAT at entry from an MBA program on career and life satisfaction, and career success assessed 5 to 19 years after graduation. Using behavioral measures of competencies (i.e., as assessed by others), we found that emotional intelligence competencies predict career satisfaction and success. Adaptability had a positive impact, but influence had the opposite effect on these career measures and life satisfaction. Life satisfaction was negatively affected by achievement orientation and positively affected by teamwork. Current salary, length of marriage, and being younger at time of graduation positively affect all three measures of life and career satisfaction and career success. GMAT (as a measure of g) predicted life satisfaction and career success to a slight but significant degree in the final model analyzed. Meanwhile, being female and number of children positively affected life satisfaction but cognitive intelligence competencies negatively affected it, and in particular demonstrated systems thinking was negative. PMID:25566128

  5. Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success.

    PubMed

    Amdurer, Emily; Boyatzis, Richard E; Saatcioglu, Argun; Smith, Melvin L; Taylor, Scott N

    2014-01-01

    Career scholars have called for a broader definition of career success by inviting greater exploration of its antecedents. While success in various jobs has been predicted by intelligence and in other studies by competencies, especially in management, long term impact of having intelligence and using competencies has not been examined. Even in collegiate outcome studies, few have examined the longer term impact on graduates' careers or lives. This study assesses the impact of demonstrated emotional, social, and cognitive intelligence competencies assessed at graduation and g measured through GMAT at entry from an MBA program on career and life satisfaction, and career success assessed 5 to 19 years after graduation. Using behavioral measures of competencies (i.e., as assessed by others), we found that emotional intelligence competencies predict career satisfaction and success. Adaptability had a positive impact, but influence had the opposite effect on these career measures and life satisfaction. Life satisfaction was negatively affected by achievement orientation and positively affected by teamwork. Current salary, length of marriage, and being younger at time of graduation positively affect all three measures of life and career satisfaction and career success. GMAT (as a measure of g) predicted life satisfaction and career success to a slight but significant degree in the final model analyzed. Meanwhile, being female and number of children positively affected life satisfaction but cognitive intelligence competencies negatively affected it, and in particular demonstrated systems thinking was negative. PMID:25566128

  6. Predicting Emotional and Social Competence during Early Childhood from Toddler Risk and Maternal Behavior

    PubMed Central

    Blandon, Alysia Y.; Calkins, Susan D.; Keane, Susan P.

    2010-01-01

    The longitudinal associations between maternal parenting behavior and toddler risk with children’s emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions; although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children’s emotional and social competence. In some instances, maternal control has differential implications for children’s emotional and social competence dependent upon the child’s level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children’s emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence. PMID:20102651

  7. Social Perspectives on Reading: Social Influences and Reading Achievement. Perspectives in Reading No. 17.

    ERIC Educational Resources Information Center

    Macdonald, James B., Ed.

    This collection of short papers examines reading as a social institution. Rolland Callaway begins with the idea that the teaching of reading must be looked at in terms of educational policy or politics. Jack E. Williams follows with a semihistorical orientation which traces social class, ethnic, and racial biases on achievement. James B. Macdonald…

  8. The Role of Students' Personality Characteristics, Self-Perceived Competence and Learning Conceptions in the Acquisition and Development of Social Communicative Competence: A Longitudinal Study

    ERIC Educational Resources Information Center

    Bakx, A. W. E. A.; Van der Sanden, J. M. M.; Sijtsma, K.; Croon, M. A.; Vermetten, Y. J. M.

    2006-01-01

    An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies. The purpose of this study was to investigate the role students' personality characteristics, self-perceived communicative competence and learning conceptions play in the acquisition and development of…

  9. Exploring the Social Competence of Students with Autism Spectrum Conditions in a Collaborative Virtual Learning Environment--The Pilot Study

    ERIC Educational Resources Information Center

    Cheng, Yufang; Ye, Jun

    2010-01-01

    Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their…

  10. Self-Perceptions of Social Competence and Self-Worth in Chinese Children: Relations with Social and School Performance

    ERIC Educational Resources Information Center

    Chen, Xinyin; He, Yunfeng; Li, Dan

    2004-01-01

    The purpose of the study was to examine relations between self-perceptions of social competence and general self-worth and social and school performance in Chinese children. A sample of children, initially aged 12 years, in the People's Republic of China, participated in this longitudinal study. Data on self-perceptions were collected from…

  11. Social Information-Processing Skills Training to Promote Social Competence and Prevent Aggressive Behavior in the Third Grades

    ERIC Educational Resources Information Center

    Fraser, Mark W.; Galinsky, Maeda J.; Smokowski, Paul R.; Day, Steven H.; Terzian, Mary A.; Rose, Roderick A.; Guo, Shenyang

    2005-01-01

    This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in…

  12. Pattern of brain activation during social cognitive tasks is related to social competence in siblings discordant for schizophrenia.

    PubMed

    Villarreal, Mirta F; Drucaroff, Lucas J; Goldschmidt, Micaela G; de Achával, Delfina; Costanzo, Elsa Y; Castro, Mariana N; Ladrón-de-Guevara, M Soledad; Busatto Filho, Geraldo; Nemeroff, Charles B; Guinjoan, Salvador M

    2014-09-01

    Measures of social competence are closely related to actual community functioning in patients with schizophrenia. However, the neurobiological mechanisms underlying competence in schizophrenia are not fully understood. We hypothesized that social deficits in schizophrenia are explained, at least in part, by abnormally lateralized patterns of brain activation in response to tasks engaging social cognition, as compared to healthy individuals. We predicted such patterns would be partly heritable, and therefore affected in patients' nonpsychotic siblings as well. We used a functional magnetic resonance image paradigm to characterize brain activation induced by theory of mind tasks, and two tests of social competence, the Test of Adaptive Behavior in Schizophrenia (TABS), and the Social Skills Performance Assessment (SSPA) in siblings discordant for schizophrenia and comparable healthy controls (n = 14 per group). Healthy individuals showed the strongest correlation between social competence and activation of right hemisphere structures involved in social cognitive processing, whereas in patients, the correlation pattern was lateralized to left hemisphere areas. Unaffected siblings of patients exhibited a pattern intermediate between the other groups. These results support the hypothesis that schizophrenia may be characterized by an abnormal functioning of nondominant hemisphere structures involved in the processing of socially salient information. PMID:24927685

  13. New Directions in Evaluating Social Problem Solving in Childhood: Early Precursors and Links to Adolescent Social Competence

    ERIC Educational Resources Information Center

    Landry, Susan H.; Smith, Karen E.; Swank, Paul R.

    2009-01-01

    A major objective of this chapter is to present a novel, ecologically sensitive social problem-solving task for school-aged children that captures the complexity of social and cognitive demands placed on children in naturalistic situations. Competence on this task correlates with a range of skills including executive functions, verbal reasoning,…

  14. Measuring stress resilience and coping in vulnerable youth: the Social Competence Interview.

    PubMed

    Ewart, Craig K; Jorgensen, Randall S; Suchday, Sonia; Chen, Edith; Matthews, Karen A

    2002-09-01

    A brief interview to measure stress coping capabilities was developed and tested in 4 samples of African American and White adolescents in low-income neighborhoods of 2 large U.S. cities. The Social Competence Interview (SCI) is a 10-min social stressor that assesses physiological and social-emotional responses to a recurring real-life problem. A new behavioral coding system using audiotapes permits reliable and valid assessment of components of social competence, including Interpersonal Skills (expressiveness, empathy), Goal-Oriented Strivings in coping (self defense, social acceptance, competitiveness, stimulation-pleasure, approval, self improvement), and Social Impact (high vs. low affiliation/control). High SCI expressiveness and self-defensive striving create a critical-aggressive social impact, which is correlated with increased hostility and anger. PMID:12214440

  15. Developing effective leadership competencies in military social workers.

    PubMed

    Humphries, Jennifer L; Howard, Reginald W

    2014-01-01

    Military social workers are facing transformative times in that demand for military social work has increased and become more complex, challenging, and diverse due to the last 13 years of combat experiences. Developing military social work leaders must be deliberate, continuous, and progressive in order to impact and improve organizational performance in the healthcare delivery system. The transformational leadership model has been proven to be effective in both the military and social service organizations. The strength of this leadership model coincides well with the values of the social work profession. Incorporating leadership development in a clinical Master of Social Work program has the potential to improve service provision and offer strategies for military social workers to effectively manage the ongoing challenges in the field of social work. PMID:25830792

  16. Teaching Social and Emotional Competence in Early Childhood

    ERIC Educational Resources Information Center

    Richardson, Rita Coombs; Myran, Steve P.; Tonelson, Steve

    2009-01-01

    This study evaluated the impact of a social skills curriculum on the social behaviors of students in two pre-kindergarten classrooms. Participating were 30 students in a program based at a university child study center. The average age of the participants was four years ten months. The income levels of the families varied from low social economic…

  17. Identifying Perceived Barriers and Facilitators to Culturally Competent Practice for School Social Workers

    ERIC Educational Resources Information Center

    Teasley, Martell; Gourdine, Ruby; Canfield, James

    2010-01-01

    This study presents descriptive findings from self-reported qualitative and quantitative data on barriers and facilitators to culturally competent school social work practice. The study highlights the need for the development of evaluative methods for the purpose of examining how elements within the practice environment affect school social work…

  18. Perceived Levels of Cultural Competence for School Social Workers: A Follow-up Study

    ERIC Educational Resources Information Center

    Teasley, Martell L.; Archuleta, Adrian; Miller, Christina

    2014-01-01

    The purpose of this article is to report on findings from a follow-up study that examined the relationship among social work education programs, postgraduate professional development, and school social workers' perceived levels of cultural competence in practice with urban minority youth. The initial study demonstrated that African Americans…

  19. Promoting Social Competence and Peer Relationships for Adolescents with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Carter, Erik W.; Common, Eric A.; Sreckovic, Melissa A.; Huber, Heartley B.; Bottema-Beutel, Kristen; Gustafson, Jenny Redding; Dykstra, Jessica; Hume, Kara

    2014-01-01

    This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we…

  20. Relationship between Social Competence and Sensory Processing in Children with High Functioning Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Hilton, Claudia; Graver, Kathleen; LaVesser, Patricia

    2007-01-01

    Purpose: This study examines the relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Methodology: Children, ages 6-10 (N = 36), with high functioning autism spectrum disorders were assessed using the Social Responsiveness Scale (SRS) and the Sensory Profile (SP). A bivariate…

  1. Perceived Social Competence and Loneliness among Young Children with ASD: Child, Parent and Teacher Reports

    ERIC Educational Resources Information Center

    Zeedyk, Sasha M.; Cohen, Shana R.; Eisenhower, Abbey; Blacher, Jan

    2016-01-01

    Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the "Loneliness and Social Dissatisfaction Questionnaire" (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships,…

  2. An Investigation of Preschool Classroom Behavioral Adjustment Problems and Social-Emotional School Readiness Competencies

    ERIC Educational Resources Information Center

    Fantuzzo, John W.; Bulotsky-Shearer, Rebecca; Fusco, Rachel A.; McWayne, Christine

    2005-01-01

    The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and…

  3. Perceived Social Competence and Loneliness among Young Children with ASD: Child, Parent and Teacher Reports

    ERIC Educational Resources Information Center

    Zeedyk, Sasha M.; Cohen, Shana R.; Eisenhower, Abbey; Blacher, Jan

    2016-01-01

    Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the "Loneliness and Social Dissatisfaction Questionnaire" (LSDQ; Cassidy and Asher in "Child Dev" 63:250-365, 1992), the majority of children reported…

  4. Frontal Activation Asymmetry and Social Competence at Four Years of Age.

    ERIC Educational Resources Information Center

    Fox, Nathan A.; And Others

    1995-01-01

    Observed 4-year-olds during interaction tasks, and 2-weeks later recorded brain wave functions while subject attended to a visual stimulus. Found that children who displayed social competence exhibited greater relative left frontal activation than children displaying social withdrawal during the play session, who exhibited greater relative right…

  5. EFL Teachers' Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

    ERIC Educational Resources Information Center

    Ortaçtepe, Deniz

    2015-01-01

    Adapting Norton's (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers' language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan's language socialization in the United…

  6. Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

    ERIC Educational Resources Information Center

    Stichter, Janine P.; O'Connor, Karen V.; Herzog, Melissa J.; Lierheimer, Kristin; McGhee, Stephanie D.

    2012-01-01

    Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS…

  7. Profiles of Social Communicative Competence in Middle School Children with Asperger Syndrome: Two Case Studies

    ERIC Educational Resources Information Center

    Bellon-Harn, Monica L.; Harn, William E.

    2006-01-01

    Among characteristics of children diagnosed with Asperger syndrome (AS) are difficulties in social communication. This study describes the social communicative competence of two middle school children with AS participating in conversations in three different situational contexts. The conversations were transcribed and submitted to three kinds of…

  8. Exploring the Role of Executive Functioning Measures for Social Competence Research

    ERIC Educational Resources Information Center

    Stichter, Janine P.; Christ, Shawn E.; Herzog, Melissa J.; O'Donnell, Rose M.; O'Connor, Karen V.

    2016-01-01

    Numerous research groups have consistently called for increased rigor within the evaluation of social programming to better understand pivotal factors to treatment outcomes. The underwhelming data on the essential features of social competence programs for students with behavior challenges may, in part, be attributed to the manner by which…

  9. Pathways of Influence: Chinese Parents' Expectations, Parenting Styles, and Child Social Competence

    ERIC Educational Resources Information Center

    Ren, Lixin; Edwards, Carolyn Pope

    2015-01-01

    This study examines relations among Chinese parents' expectations for children's development of social-emotional skills, parenting styles, and child social competence. A total of 154 parents with preschool-aged children from mainland China completed questionnaires measuring their timing of expectations for children's mastery of…

  10. Respect, Liking, and Peer Social Competence in China and the United States

    ERIC Educational Resources Information Center

    Cohen, Robert; Hsueh, Yeh; Zhou, Zongkui; Hancock, Miriam H.; Floyd, Randy

    2006-01-01

    Children's peer relations are critical for social adjustment and respect plays an important role in peer relations. Furthermore, children's understanding and expression of respect is related to culture. This chapter discusses the interplay of culture, peer social competence, and respect. (Contains 1 table.)

  11. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  12. An Examination of the Relationship between Self-Perceived Physical Attractiveness and Social Competence.

    ERIC Educational Resources Information Center

    Steward, Robbie J.; Sobczak, Joan

    This study investigated the relationship between self-perceived physical attractiveness and self-perceived social competence. Subjects were 157 male and 215 female college students who completed a consent form, demographic questionnaire, the Texas Social Behavior Inventory, and the Body Parts/Physical Attractiveness Scale. Significant correlations…

  13. Peer-Related Social Competence of Young Children with Down Syndrome

    ERIC Educational Resources Information Center

    Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

    2011-01-01

    The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared with the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested…

  14. Cognitive Socialization and Competence: The Academic Development of Chicanos. Chapter 7.

    ERIC Educational Resources Information Center

    Laosa, Luis M.; Henderson, Ronald W.

    This chapter focuses on the innermost level of Bronfenbrenner's four-level conception of the human environmental ecology, namely the microsystem, and more specifically, the child's socialization in the family. Following discussion of concepts related to socialization, competence, and environmental ecology, selected research studies are reviewed to…

  15. A Framework for Professional Development Focused on Social and Emotional Competencies

    ERIC Educational Resources Information Center

    Quesenberry, Amanda; Doubet, Sharon

    2006-01-01

    This article presents a framework for planning professional development opportunities to increase teachers' confidence and competence in supporting young children's social-emotional development and addressing challenging behaviors. The framework makes use of a comprehensive collection of training materials developed by the Center on the Social and…

  16. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  17. Parent-Child and Triadic Antecedents of Children's Social Competence: Cultural Specificity, Shared Process

    ERIC Educational Resources Information Center

    Feldman, Ruth; Masalha, Shafiq

    2010-01-01

    Guided by theories of cultural participation, the authors examined mother-child, father-child, and triadic interactive behaviors in 141 Israeli and Palestinian couples and their firstborn child at 5 and 33 months as antecedents of children's social competence. Four parent-child measures (parent sensitivity, child social engagement, parental…

  18. Factors Related to Social Competence in Elementary School among Children of Adolescent Mothers.

    ERIC Educational Resources Information Center

    Bates, Laura; Luster, Tom; Vandenbelt, Marcia

    2003-01-01

    This study examined factors related to social competence in first-grade children of low-income, adolescent mothers. Findings indicated that higher social skills and lower levels of problem behaviors related to higher quality parenting, higher academic skills, and residence in neighborhoods with lower poverty rates. Children with higher social…

  19. Convergent and Discriminant Validity of the Iowa Social Competency Scale for Preschool Children.

    ERIC Educational Resources Information Center

    Wirth, Sharon; Pease, Damaris

    1983-01-01

    Convergent and discriminant validity of the Iowa Social Competency Scale-Preschool form was investigated using the Campbell and Fiske validity model. The methods involved were observer, mother, father and teacher ratings whereas the traits were three test factors of social activator, reassurance, and hypersensitivity. Subjects were 92 pre-school…

  20. A Standards-Based Inventory of Foundation Competencies in Social Work with Groups

    ERIC Educational Resources Information Center

    Macgowan, Mark J.

    2012-01-01

    Objective: This article describes the development of a measure of foundation competencies in group work derived from the Standards for Social Work Practice with Groups. Developed by the Association for the Advancement of Social Work with Groups, the Standards have not been widely used. An instrument based on the Standards can help advance…

  1. The Peer-Related Social Competence of Young Children with Down Syndrome

    PubMed Central

    Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

    2014-01-01

    The peer-related social competence of children with Down syndrome was examined in an observational study. Dyadic interactions with peers of children with Down syndrome were compared to the dyadic interactions of matched groups of typically developing children and with playmates differing in both familiarity and social skills. Results suggested that both risk and protective factors influenced the peer interactions of children with Down syndrome. Recommendations were made for applying contemporary models of peer-related social competence to etiologic subgroups to better understand the mechanisms involved and to provide direction for the design of intervention programs. PMID:21291310

  2. Social Obstacles to Intercultural Competence in America's Language Classrooms

    ERIC Educational Resources Information Center

    Fonseca-Greber, Bonnie

    2010-01-01

    In contrast with debates over language pedagogy or aptitude, this paper examines seven societal obstacles which impact the success of classroom language learning and the development of intercultural competence in American language classrooms. These include expectations for teacher preparation, language proficiency and target language use;…

  3. Characteristics of Art Higher Education Institution Students' Social Competence

    ERIC Educational Resources Information Center

    Butova, Yelena Valeryevna; Khan, Natalya Nikolaevna; Illarionova, Ludmila Petrovna; Moldazhanova, Asemqul

    2015-01-01

    This paper represents a profound research of Kazakh and foreign scientific literature and tries to define the structure, the essence and meaningful characteristics of the art higher education institution students' competence as a set of professionally significant qualities of personality, which is determined by the nature and specifics of the…

  4. Boundaryless career and career success: the impact of emotional and social competencies

    PubMed Central

    Gerli, Fabrizio; Bonesso, Sara; Pizzi, Claudio

    2015-01-01

    Even though, over the last two decades, the boundaryless career concept has stimulated a wide theoretical debate, scholars have recently claimed that research on the competencies that are necessary for managing a cross-boundary career is still incomplete. Similarly, the literature on emotional and social competencies has demonstrated how they predict work performance across industries and jobs but has neglected their influence in explaining the individual's mobility across boundaries and their impact on career success. This study aims to fill these gaps by examining the effects of emotional and social competencies on boundaryless career and on objective career success. By analyzing a sample of 142 managers over a period of 8 years, we found evidence that emotional competencies positively influence the propensity of an individual to undertake physical career mobility and that career advancements are related to the possession of social competencies and depend on the adoption of boundaryless career paths. This study also provides a contribution in terms of the evaluation of the emotional and social competencies demonstrated by an individual and of the operationalization of the measurement of boundaryless career paths, considering three facets of the physical mobility construct (organizational, industrial, and geographical boundaries). PMID:26388809

  5. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  6. Associations of Student Temperament and Educational Competence with Academic Achievement: The Role of Teacher Age and Teacher and Student Gender

    ERIC Educational Resources Information Center

    Mullola, Sari; Jokela, Markus; Ravaja, Niklas; Lipsanen, Jari; Hintsanen, Mirka; Alatupa, Saija; Keltikangas-Jarvinen, Liisa

    2011-01-01

    We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students' gender and teachers' gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17…

  7. Unpacking High and Low Efficacy Teachers' Task Analysis and Competence Assessment in Teaching Low-Achieving Students in Secondary Schools

    ERIC Educational Resources Information Center

    Wang, Li-Yi; Jen-Yi, Li; Tan, Liang-See; Tan, Irene; Lim, Xue-Fang; Wu, Bing Sheng

    2016-01-01

    This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers' task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in…

  8. Integrating social networks and human social motives to achieve social influence at scale.

    PubMed

    Contractor, Noshir S; DeChurch, Leslie A

    2014-09-16

    The innovations of science often point to ideas and behaviors that must spread and take root in communities to have impact. Ideas, practices, and behaviors need to go from accepted truths on the part of a few scientists to commonplace beliefs and norms in the minds of the many. Moving from scientific discoveries to public good requires social influence. We introduce a structured influence process (SIP) framework to explain how social networks (i.e., the structure of social influence) and human social motives (i.e., the process of social influence wherein one person's attitudes and behaviors affect another's) are used collectively to enact social influence within a community. The SIP framework advances the science of scientific communication by positing social influence events that consider both the "who" and the "how" of social influence. This framework synthesizes core ideas from two bodies of research on social influence. The first is network research on social influence structures, which identifies who are the opinion leaders and who among their network of peers shapes their attitudes and behaviors. The second is research on social influence processes in psychology, which explores how human social motives such as the need for accuracy or the need for affiliation stimulate behavior change. We illustrate the practical implications of the SIP framework by applying it to the case of reducing neonatal mortality in India. PMID:25225373

  9. Integrating social networks and human social motives to achieve social influence at scale

    PubMed Central

    Contractor, Noshir S.; DeChurch, Leslie A.

    2014-01-01

    The innovations of science often point to ideas and behaviors that must spread and take root in communities to have impact. Ideas, practices, and behaviors need to go from accepted truths on the part of a few scientists to commonplace beliefs and norms in the minds of the many. Moving from scientific discoveries to public good requires social influence. We introduce a structured influence process (SIP) framework to explain how social networks (i.e., the structure of social influence) and human social motives (i.e., the process of social influence wherein one person’s attitudes and behaviors affect another’s) are used collectively to enact social influence within a community. The SIP framework advances the science of scientific communication by positing social influence events that consider both the “who” and the “how” of social influence. This framework synthesizes core ideas from two bodies of research on social influence. The first is network research on social influence structures, which identifies who are the opinion leaders and who among their network of peers shapes their attitudes and behaviors. The second is research on social influence processes in psychology, which explores how human social motives such as the need for accuracy or the need for affiliation stimulate behavior change. We illustrate the practical implications of the SIP framework by applying it to the case of reducing neonatal mortality in India. PMID:25225373

  10. Mothering and anxiety: Social support and competence as mitigating factors for first-time mothers.

    PubMed

    Chavis, Llena

    2016-07-01

    This study investigated anxiety as a phenomenon distinct from depression and evaluated several variables that influence anxiety in first-time mothers. This explored the relationship between maternal sense of competence (both of mothering and efficacy) and perceived social support (from family, friends, and significant others) and first-time mothers' postpartum anxiety, when depression, socioeconomic status (SES), and marital status were controlled for. The population studied were 86 first-time mothers made up of women with children 24 months or younger in two populations of Kentucky and Michigan. The constructs of maternal sense of competence and perceived social support were found to be significant in explaining first-time mothers' anxiety. The study concluded that a combined association of perceived social support and maternal sense of competence were associated with a 34% (change in R-squared = .339) decrease of a first-time mothers' anxiety. However, not all types of social support, or maternal competence appeared to be equally important with regards to maternal anxiety: social support from friends and family and maternal sense of competence in regard to productivity appeared to be most significant. Lastly, some recommendations for health practitioners who work with mothers are provided. PMID:27266719

  11. Profiles of Peer Competence in the Preschool: Interrelations between Measures, Influence of Social Ecology, and Relation to Attachment History.

    ERIC Educational Resources Information Center

    LaFreniere, Peter J.; Sroufe, L. Alan

    1985-01-01

    Peer competence in preschool children in two classes was assessed via (a) teacher rankings of social competence, (b) peer sociometrics, and behavioral measures of (c) social participation, and others. Affective expression and social behavior were temporally stable and consistent across contexts for both classes; however, patterns of…

  12. Improving Social Competence in Children with Autism Spectrum Disorders through a Combined-Strategy Group Intervention: A Pilot Study

    ERIC Educational Resources Information Center

    Sotelo, Marlene

    2009-01-01

    This applied dissertation investigated whether a combined-strategy group intervention improved social competence among children with autism spectrum disorders. Individuals with autism spectrum disorders exhibit deficits in social behaviors that may negatively impact all aspects of their lives. Social competence for individuals with autism spectrum…

  13. The Multicultural Counseling Inventory: A Measure for Evaluating Social Work Student and Practitioner Self-Perceptions of Their Multicultural Competencies

    ERIC Educational Resources Information Center

    Green, Robert G.; Kiernan-Stern, Mary; Bailey, Karen; Chambers, Katrina; Claridge, Rebecca; Jones, Garrett; Kitson, Gwen; Leek, Stephanie; Leisey, Monica; Vadas, Kristina; Walker, Kerri

    2005-01-01

    The standards of the National Association of Social Workers (2001) for culturally competent practice and the Council on Social Work Education's (2001) accreditation standards require monitoring and evaluation of the multicultural competencies of students and professional social workers. The absence of assessment instruments impedes feedback about…

  14. Development of social-emotional competence in boys of color: a cross-sectional cohort analysis from pre-K to second grade.

    PubMed

    Barbarin, Oscar; Iruka, Iheoma U; Harradine, Chistine; Winn, Donna-Marie C; McKinney, Marvin K; Taylor, Lorraine C

    2013-01-01

    This article explores the development of psychosocial competence in boys of color (BOC; 226 African Americans and 109 Latinos). Changes in competence were assessed over 2 years in cohorts of low-income BOC beginning in pre-K, kindergarten, or first grade. Psycho-social competence was assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers. Psycho-social and academic competence in literacy and math were assessed in prekindergarten through second grade using teacher reports, child reports, and normed measures. One-year follow-up data were available on measures of psycho-social competence. BOC evidenced high levels of psycho-social competence, especially on self-regulation, which was related to both math and reading achievement. Teachers and children held similarly favorable views of their relationships, but teacher ratings of peer relationships of BOC were less positive. Although emotional self-regulation was stable, declines were observed in self-regulation of attention, quality of peer relationships, teacher-rated closeness, and satisfaction with life at school, especially over the transition from pre-K to primary school. PMID:23889007

  15. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    PubMed Central

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2014-01-01

    Research Findings The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies. PMID:25632216

  16. Social Competence in Young Children: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Brooks-Gunn, Jeanne

    Aspects of a child's social environment, in this case those connected with networks and dyadic interaction, are influenced by different maternal and child characteristics. The young child's social network is influenced by at-risk status but not by chronological age. Not only do families with handicapped infants receive more support from formal…

  17. Science and Social Issues. Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Office of Instruction.

    The Social Issues course is designed to help students make rational and constructive decisions regarding various social and environmental problems. It is intended to be used with 10, 11, or 12th grade students. This course contains units on decision-making, urban planning, food and nutrition, environmental pollution, nuclear energy, and resource…

  18. Social Networking: Developing Intercultural Competence and Fostering Autonomous Learning

    ERIC Educational Resources Information Center

    Vurdien, Ruby

    2014-01-01

    With the emergence of Web 2.0, the incorporation of internet-based social networking tools is becoming increasingly popular in the foreign language classes of today. This form of social interaction provides students with the opportunity to express and share their views with their peers, and to create profiles as well as online communities of…

  19. Memory for Pro-Social Intentions: When Competing Motives Collide

    ERIC Educational Resources Information Center

    Brandimonte, Maria A.; Ferrante, Donatella; Bianco, Carmela; Villani, Maria Grazia

    2010-01-01

    Memory for future actions, or "prospective memory" (PM), often involves remembering to do things "for others". The present article explores the motivational mechanisms underlying memory for pro-social intentions through the manipulation of the social relevance of goals and presence of material rewards during an activity-based PM task. Results…

  20. Performance-based empathy mediates the influence of working memory on social competence in schizophrenia.

    PubMed

    Smith, Matthew J; Horan, William P; Cobia, Derin J; Karpouzian, Tatiana M; Fox, Jaclyn M; Reilly, James L; Breiter, Hans C

    2014-07-01

    Empathic deficits have been linked to poor functioning in schizophrenia, but this work is mostly limited to self-report data. This study examined whether performance-based empathy measures account for incremental variance in social competence and social attainment above and beyond self-reported empathy, neurocognition, and clinical symptoms. Given the importance of working memory in theoretical models of empathy and in the prediction of functioning in schizophrenia, we also examined whether empathy mediates the relationship between working memory and functioning. Sixty outpatients and 45 healthy controls were compared on performance-based measures of 3 key components of empathic responding, including facial affect perception, emotional empathy (affective responsiveness), and cognitive empathy (emotional perspective-taking). Participants also completed measures of self-reported empathy, neurocognition, clinical symptoms, and social competence and attainment. Patients demonstrated lower accuracy than controls across the 3 performance-based empathy measures. Among patients, these measures showed minimal relations to self-reported empathy but significantly correlated with working memory and other neurocognitive functions as well as symptom levels. Furthermore, cognitive empathy explained significant incremental variance in social competence (∆R (2) = .07, P < .05) and was found to mediate the relation between working memory and social competence. Performance-based measures of empathy were sensitive to functionally relevant disturbances in schizophrenia. Working memory deficits appear to have an important effect on these disruptions in empathy. Empathy is emerging as a promising new area for social cognitive research and for novel recovery-oriented treatment development. PMID:23770935

  1. Developing Social Competence in Children and Youth with Challenging Behaviors. From the Second CCBD Mini-Library Series: Successful Interventions for the 21st Century.

    ERIC Educational Resources Information Center

    Melloy, Kristine J.; Davis, Carol A.; Wehby, Joseph H.; Murry, Francie R.; Leiber, Jennifer

    This monograph provides information on identifying children and youth who could benefit from social skills instruction, highlights strategies for teaching social skills, and presents ideas for reinforcing social competence. After a chapter that introduces the issues, Chapter 2, "Social Competence," defines social competence and discusses elements…

  2. Genetic influences can protect against unresponsive parenting in the prediction of child social competence.

    PubMed

    Van Ryzin, Mark J; Leve, Leslie D; Neiderhiser, Jenae M; Shaw, Daniel S; Natsuaki, Misaki N; Reiss, David

    2015-01-01

    Although social competence in children has been linked to the quality of parenting, prior research has typically not accounted for genetic similarities between parents and children, or for interactions between environmental (i.e., parental) and genetic influences. In this article, the possibility of a Gene x Environment (G × E) interaction in the prediction of social competence in school-age children is evaluated. Using a longitudinal, multimethod data set from a sample of children adopted at birth (N = 361), a significant interaction was found between birth parent sociability and sensitive, responsive adoptive parenting when predicting child social competence at school entry (age 6), even when controlling for potential confounds. An analysis of the interaction revealed that genetic strengths can buffer the effects of unresponsive parenting. PMID:25581124

  3. Longitudinal associations of childhood parenting and adolescent health: the mediating influence of social competence.

    PubMed

    Boyer, Brittany P; Nelson, Jackie A

    2015-01-01

    The current study examined a process through which parenting during the primary school transition contributes to cardiovascular health in adolescence, a foundational period for adult health trajectories. Using path analyses, social competence was tested as a mediator between parental sensitivity and adolescent health among 884 families. Results indicated that mothers' and fathers' sensitivity was associated with increasing social competence from first grade (age 7) to sixth grade (age 12), which was associated with higher awakening cortisol in ninth grade (age 15) and decreasing blood pressure from sixth to ninth grade. Results suggest that social competence mediates associations between childhood parenting and adolescent cardiovascular risk, and may be protective to children's health over time. PMID:25639280

  4. Longitudinal Associations of Childhood Parenting and Adolescent Health: The Mediating Influence of Social Competence

    PubMed Central

    Boyer, Brittany P.; Nelson, Jackie A.

    2014-01-01

    The current study examined a process through which parenting during the primary school transition contributes to cardiovascular health in adolescence, a foundational period for adult health trajectories. Using path analyses, social competence was tested as a mediator between parental sensitivity and adolescent health among 884 families. Results indicated that mothers’ and fathers’ sensitivity was associated with increasing social competence from first grade (age 7) to sixth grade (age 12), which was associated with higher awakening cortisol in ninth grade (age 15) and decreasing blood pressure from sixth to ninth grade. Results suggest that social competence mediates associations between childhood parenting and adolescent cardiovascular risk, and may be protective to children’s health over time. PMID:25639280

  5. Parental Disciplinary Patterns and Social Competence in Children

    ERIC Educational Resources Information Center

    Baumrind, Diana

    1978-01-01

    A number of philosophical points of view that have guided parents' attempts to socialize their children are presented. Research findings and conclusions that explore the impact on children of parental disciplinary practices are discussed. (Author/AM)

  6. The Effect of Social Skills Training on Perceived Competence of Female Adolescents with Deafness

    PubMed Central

    Soleimanieh Naeini, Tahereh; Keshavarzi Arshadi, Farnaz; Hatamizadeh, Nikta; Bakhshi, Enayatollah

    2013-01-01

    Background Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. Objectives This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. Patients and Methods A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the ‘Hearing Impaired Children Self-Image Test’. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. Results The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). Conclusions It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being. PMID:24693408

  7. Development and Assessment of Social and Emotional Competence Through Simulated Patient Consultations

    PubMed Central

    Carr-Lopez, Sian; Seal, Craig R.; Scott, Amy N.; Lopez, Chris

    2012-01-01

    Objective. To determine whether a quantitative tool could be used to measure social emotional competence and whether the development of social emotional competence through a pharmacy practicum course is possible. Design. First-year pharmacy students completed the Social Emotional Development Inventory (SED-I) online and then participated in a series of mock patient consultations on smoking cessation and nonprescription medication. Assessment. The 212 students enrolled in the course completed the SED-I. Evaluation of students’ performance in the clinical cases using a patient counseling assessment form showed that students’ social emotional competencies significantly improved. Observer ratings for “influence” and “connection” on the assessment form predicted student performance in the clinical cases. Conclusions. Role-play exercises in which students engage in patient consultations can be used to develop social emotional competence in pharmacy students, and the SED-I and a patient counseling assessment form can be used to assess learning and improvement in this area. PMID:23049104

  8. Relations between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

    ERIC Educational Resources Information Center

    Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.; Rouse, Heather L.; Fantuzzo, John W.

    2010-01-01

    The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path…

  9. Socially oriented achievement goals of Chinese university students in Singapore: structure and relationships with achievement motives, goals and affective outcomes.

    PubMed

    Chang, Weining C; Wong, Kaishi

    2008-10-01

    Contemporary literature on culture, self, and motivations (Markus & Kitayama, 1991) suggests that in collectivistic cultures, individual achievement is interdependent of one's social others. We proposed that this cultural characteristic could be exemplified in the achievement goal orientation and tested the notion with university students in a collectivistic community-Singapore. A socially oriented achievement goal construct was developed by taking into consideration the significant social others in the students' lives. A measuring instrument was established with a sample of Singaporean Chinese university students (N = 196; 144 females and 52 males); its relationships to achievement motives, goals, and consequences were examined. Although the socially oriented achievement goal items were originally constructed from four categories of social others, confirmatory factor analysis suggested a unifactor structure. Results showed that the socially oriented goal was related positively with students' performance goal, mastery goal, and competitive motive; it bore no relationship to mastery motive, work ethic, and interest in learning; and it predicted negatively future engagement. After the effects of mastery and performance goals were controlled for, the socially oriented goal did not predict test anxiety. PMID:22022792

  10. Integrated language education - a means of enhancing engineers' social competences

    NASA Astrophysics Data System (ADS)

    Lappalainen, P.

    2010-08-01

    The changes facing industries are necessitating a concomitant change in university curriculum. Before instigating a reform, however, education providers need to acquire an understanding of the most pertinent development needs essential for filling industrial competence gaps. The Language Centre at the Helsinki University of Technology in Finland set out to respond to the emerging competence demands by examining industrial requirements through previous research and stakeholder analyses. Surveys conducted among employers and students corroborated a need to shift focus towards oral communication abilities. More specifically, university education needs to address interaction skills essential in meetings and managerial tasks. As a result, a so-called integrated language course was designed and piloted to train students into multi-disciplinary, culturally and ethically aware communicators who possess leveraged self-leadership and managerial abilities. 'Organisational Communications' integrates substance matters such as finance, strategy, leadership and ethics into a language course, while harnessing the English language as a tool. Course methodology is based on project- and problem-based learning and situational learning, rooting the students in real working life by imitating authentic corporate cases and industrial contexts. The course aims to provide the students with preparedness, ability and mindset to deal with working life challenges and ways of working while applying their specialist discourse, that is, the appropriate industrial jargon and linguistic practices. The learning outcomes and student feedback from this course indicate that the pedagogy in use in this experiment, drawing from exercises emulating authentic, industrial problems, offers an effective method of preparing students for working life requirements.

  11. Developing Cognitive-Social-Emotional Competencies to Enhance Academic Learning

    ERIC Educational Resources Information Center

    Linares, L. Oriana; Rosbruch, Nicole; Stern, Marcia B.; Edwards, Martha E.; Walker, Gillian; Abikoff, Howard B.; Alvir, Jose Ma. J.

    2005-01-01

    This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving,…

  12. Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice

    ERIC Educational Resources Information Center

    Mak, Anita S.; Shaw, Tamara L.

    2015-01-01

    Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the know-how to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced…

  13. Executive Function and the Promotion of Social-Emotional Competence

    ERIC Educational Resources Information Center

    Riggs, Nathaniel R.; Jahromi, Laudan B.; Razza, Rachel P.; Dillworth-Bart, Janean E.; Mueller, Ulrich

    2006-01-01

    Executive function is understood as an umbrella term encompassing a number of interrelated sub-skills necessary for purposeful, goal-directed activity. Research suggests a vital role for executive function in children's social-emotional development. However, executive function is rarely considered in models of intervention programs that attempt to…

  14. Associations between Attachment Security and Social Competence in Preschool Children

    ERIC Educational Resources Information Center

    Veríssimo, Manuela; Santos, António J.; Fernandes, Carla; Vaughn, Brian E.

    2014-01-01

    Attachment theorists suggest that attachment security with parents supports the quality of social adaptation in peer groups during early childhood, and numerous studies supporting this conjecture have been published. Most of these studies used enacted representations rather than mental representations of attachment security, and most studies…

  15. Social and Emotional Competencies Evaluation Questionnaire-Teacher's Version: Validation of a Short Form.

    PubMed

    Coelho, Vitor A; Sousa, Vanda; Marchante, Marta

    2016-08-01

    The Social and Emotional Competencies Evaluation Questionnaire-Teacher's version, Short Form (QACSE-P-SF) allows teachers to assess their students' social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teachers reporting girls as having higher scores on Self-Control, Social Awareness, Relationship Skills, and Responsible Decision Making. Developmental differences were also found with fourth-grade students presenting higher levels of Social Awareness and Relationship Skills than older students. The final version of the QACSE-P-SF is composed by 30 items, organized into six scales and less time consuming than the previous version for teachers who need to assess full classes. PMID:27356548

  16. Study Abroad and Global Competence: Exemplary Community College Programs Which Foster Elements of Achievement

    ERIC Educational Resources Information Center

    Arden-Ogle, Ellen A.

    2009-01-01

    The research's purpose was to examine how exemplary community college study abroad programs assisted student participants in acquiring global competence. Three research questions were explored: (1) What issues need to be anticipated when planning a study abroad program for community college students in order to effectively incorporate…

  17. The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

    ERIC Educational Resources Information Center

    Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

    2012-01-01

    Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students.…

  18. Achievement Gap and Developing Cultural Competency Skills for Post-Secondary Teacher Education Program Faculty

    ERIC Educational Resources Information Center

    Ozturgut, Osman

    2012-01-01

    The emphasis on multicultural education and cultural competency has been a popular subject among teacher educators and scholars (Cochran-Smith, 2001; Ladson-Billings, 1995, 1999a, 1999b; Ladson-Billings, 2003, 2006; Perry, Moore, Acosta, Edwards, & Frey, 2006; Sleeter, 2008, 2009; Sleeter & Stillman, 2005; Sleeter,1991, 2001, 2008; Sleeter &…

  19. Competency-Based Training in International Perspective: Comparing the Implementation Processes Towards the Achievement of Employability

    ERIC Educational Resources Information Center

    Boahin, Peter; Eggink, Jose; Hofman, Adriaan

    2014-01-01

    This article undertakes a comparison of competency-based training (CBT) systems in a number of countries with the purpose of drawing lessons to support Ghana and other countries in the process of CBT implementation. The study focuses on recognition of prior learning and involvement of industry since these features seem crucial in achieving…

  20. Extending Antecedents of Achievement Goals: The Double-Edged Sword Effect of Social-Oriented Achievement Motive and Gender Differences

    ERIC Educational Resources Information Center

    Nie, Youyan; Liem, Gregory Arief D.

    2013-01-01

    Underpinned by the hierarchical model of approach and avoidance motivation, the study examined the differential relations of individual-oriented and social-oriented achievement motives to approach and avoidance achievement goals (mastery-approach, performance-approach, mastery-avoidance, performance-avoidance). A total of 570 Chinese high school…

  1. Guidelines for Special Educators: Achieving Socially Valid Outcomes.

    ERIC Educational Resources Information Center

    Carpenter, C. Dale; Bloom, Lisa A.; Boat, Mary B.

    1999-01-01

    Suggests quality indicators for special-education practices that result in socially valid outcomes such as high self-esteem, self-determination, individual empowerment, and joy. Discusses social validity, criteria for determining socially valid outcomes, and practices that promote these outcomes. (Author/DB)

  2. Social responsiveness and competence in Prader-Willi syndrome: direct comparison to autism spectrum disorder.

    PubMed

    Dimitropoulos, Anastasia; Ho, Alan; Feldman, Benjamin

    2013-01-01

    Prader-Willi syndrome (PWS), a neurodevelopmental disorder primarily characterized by hyperphagia and food preoccupations, is caused by the absence of expression of the paternally active genes in the proximal arm of chromosome 15. Although maladaptive behavior and the cognitive profile in PWS have been well characterized, social functioning has only more recently been systematically examined. Findings to date indicate the social impairment exhibited may reflect specific difficulty interpreting and using social information effectively. In addition, evidence suggests that there is an increased risk of social deficits in people with the maternally-derived uniparental disomy (mUPD) subtype of PWS in comparison to those with 15q11-13 paternal deletion (DEL). Using the Social Responsiveness Scale (SRS) and the Social Competence Inventory, our goal was to compare social functioning in PWS to individuals with autism spectrum disorder (ASD). Participants with mUPD scored similarly to the ASD group across most SRS domains. All groups had difficulty with social competence, although the DEL group scored highest on prosocial behavior. Findings suggest further characterization of social behavior in PWS is necessary to aid in advancing the understanding of the contributions of genes in the 15q11-13 critical region to ASD susceptibility, particularly with respect to the overexpression of maternally expressed genes in this region, as well as aiding in awareness and development/implementation of interventions. PMID:22576167

  3. Social competence intervention for elementary students with Aspergers syndrome and high functioning autism.

    PubMed

    Stichter, Janine P; O'Connor, Karen V; Herzog, Melissa J; Lierheimer, Kristin; McGhee, Stephanie D

    2012-03-01

    Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067-1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. PMID:21503797

  4. The Competence of Junior High School Economic-Social Studies Teachers in Research

    ERIC Educational Resources Information Center

    Sukidjo

    2015-01-01

    The objective of this study was to determine how different is the competence of between Junior High School Economic-Social Studies teachers in Indonesia, especially Java and outside of Java. The subjects of this study were teachers who participated in Curriculum 2013 dissemination activities carried out by the Directorate of Elementary and…

  5. The Correlates of Turkish Preschool Preservice Teachers' Social Competence, Empathy and Communication Skills

    ERIC Educational Resources Information Center

    Ahmetoglu, Emine; Acar, Ibrahim H.

    2016-01-01

    The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher's personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field…

  6. Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children's Social Competence

    ERIC Educational Resources Information Center

    Fox, Lise; Hemmeter, Mary; Snyder, Patricia; Binder, Denise Perez; Clarke, Shelley

    2011-01-01

    Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children's social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive…

  7. Social Competence, Cultural Orientations and Gender Differences: A Study of Mandarin-English Bilingual Preschoolers

    ERIC Educational Resources Information Center

    Ren, Yonggang; Wyver, Shirley

    2016-01-01

    This study investigated whether host and heritage cultural orientations were associated with Chinese preschoolers' social competence and whether such associations varied across gender in Western contexts. Ninety-six Chinese-Australian children aged 36-69 months from 15 childcare centres in Sydney participated in the study. The General Ethnicity…

  8. Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom

    ERIC Educational Resources Information Center

    Al Bataineh, Mohammad; Anderson, Sharon

    2015-01-01

    This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the…

  9. Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy

    ERIC Educational Resources Information Center

    Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku-Puttonen, Helena

    2016-01-01

    The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and…

  10. Social Competence of Students with Learning Disabilities Using a Risk-Resilience Model

    ERIC Educational Resources Information Center

    Benowitz, Alison Joy

    2010-01-01

    Children with learning disabilities (LD) makeup 50.5% of all children identified for special services in the schools. Research has found that children with LD have difficulties in areas of functioning related to social competence. This study is based on a risk and resilience model to explore external protective factors (friendships and social…

  11. What Gene-Environment Interactions Can Tell Us about Social Competence in Typical and Atypical Populations

    ERIC Educational Resources Information Center

    Iarocci, Grace; Yager, Jodi; Elfers, Theo

    2007-01-01

    Social competence is a complex human behaviour that is likely to involve a system of genes that interacts with a myriad of environmental risk and protective factors. The search for its genetic and environmental origins and influences is equally complex and will require a multidimensional conceptualization and multiple methods and levels of…

  12. Parent-Child Predictors of Social Competence with Peers in Children with and without Autism

    ERIC Educational Resources Information Center

    Meek, Shantel E.; Robinson, Lauren T.; Jahromi, Laudan B.

    2012-01-01

    The current study investigated the relations among parent-child joint engagement, dyadic interactive behaviors, and children's subsequent social competence with peers. Participants were 40 children (20 children with autism, and 20 developmentally-matched typical children) between the ages of 2.75 and 6.5 years. Observational coding was conducted…

  13. African American and Puerto Rican American Parenting Styles, Paternal Involvement, and Head Start Children's Social Competence.

    ERIC Educational Resources Information Center

    Fagan, Jay

    2000-01-01

    Examined similarities and differences in parenting styles and paternal involvement within and between African American and Puerto Rican American parent groups and the relationship between parenting styles, child care involvement, and Head Start children's social competence. Found a significant relationship between high levels of parental…

  14. Parental Efficacy and the Development of Social Competence in Young Children.

    ERIC Educational Resources Information Center

    Swick, Kevin J.; Hassell, Tammy

    This study examined the relation of two aspects of parental efficacy (locus of control and interpersonal support) to the social competence of 62 children aged 2 to 5 years in a preschool setting. The following assessment instruments were used: Schaefer's (1979) Locus of Control Inventory to measure parental locus of control; Paul's Home Support…

  15. Effectiveness of a Competence Training Programme for Parents of Socially Disruptive Children

    ERIC Educational Resources Information Center

    Lauth, Gerhard W.; Otte, T. Alian; Heubeck, Bernd G.

    2009-01-01

    Modern evaluations of parent training programmes seek evidence not only of efficacy in optimal, often university clinic settings, but also of effectiveness under normal field conditions. The Kompetenztraining fur Eltern sozial auffalliger Kinder (KES) is a cognitive-behavioural competence training for parents of socially disruptive children. This…

  16. Is Cultural Competence Enough? Deepening Social Justice Pedagogy in Art Therapy

    ERIC Educational Resources Information Center

    Gipson, Leah R.

    2015-01-01

    This viewpoint examines the limitations of cultural competency in art therapy education through personal reflection, calling for an immersive engagement with social justice practices of naming difference, asserting counter narratives, and following the leadership of people impacted by systemic violence. The author discusses the impact of…

  17. Assessment of Social Competence, Adaptive Behaviors, and Approaches to Learning with Young Children. Working Paper Series.

    ERIC Educational Resources Information Center

    Meisels, Samuel J.; Atkins-Burnett, Sally; Nicholson, Julie

    Prepared in support of the Early Childhood Longitudinal Study (ECLS), which will examine children's early school experiences beginning with kindergarten, this working paper focuses on research regarding the measurement of young children's social competence, adaptive behavior, and approaches to learning. The paper reviews the key variables and…

  18. Working Alliance, Attachment Memories, and Social Competencies of Women in Brief Therapy.

    ERIC Educational Resources Information Center

    Mallinckrodt, Brent; And Others

    1995-01-01

    Female clients (n=76) at 4 university and community agencies completed surveys containing questionnaires concerning parental bonding, self-efficacy, adult attachment, and working alliance. Results indicated that parental bonds, especially with fathers, were significantly associated with social competencies, although working alliance was negatively…

  19. Fostering Social Work Gerontological Competencies: Qualitative Analysis of an Intergenerational Service-Learning Course

    ERIC Educational Resources Information Center

    Faria, Debra Fromm; Dauenhauer, Jason A.; Steitz, David W.

    2010-01-01

    This article describes the development and qualitative student outcomes of an intergenerational service-learning course designed to promote social work gerontological competencies. Efforts focused on creating a learning environment to actively promote learning opportunities for students and older adults. The course was hosted at a local, private,…

  20. Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

    ERIC Educational Resources Information Center

    Cook, Amy L.; Krell, Megan M.; Hayden, Laura A.; Gracia, Robert; Denitzio, Kari

    2016-01-01

    Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during…

  1. Moral Development in Business Education--Social Conditions Influencing Moral Judgement Competence

    ERIC Educational Resources Information Center

    Bienengräber, Thomas

    2014-01-01

    Workplace relations like any social relation first and foremost have a moral dimension. Thus, if vocational education sees one of its major goals in helping apprentices to deal with moral issues, one of the core objectives in vocational education is the support of the apprentice's development of moral judgement competence. Since Lawrence…

  2. Peer Mediation and Its Effects on Elementary Student Perceptions of Self-Esteem and Social Competence

    ERIC Educational Resources Information Center

    Cardoza, Deanna Janine

    2013-01-01

    The purpose of this research study was to examine the effectiveness of training students in peer mediation (Mediator Mentors Curriculum), and how peer mediation-training influences third- through fifth-grade student perceptions of self-esteem, resiliency, and social competence. The research was a mixed-methods design with both quantitative and…

  3. Relation between Perceived Scholastic Competence and Social Comparison Mechanisms among Elementary School Children

    ERIC Educational Resources Information Center

    Boissicat, Natacha; Pansu, Pascal; Bouffard, Therese; Cottin, Fanny

    2012-01-01

    According to the literature, among social comparison mechanisms, identification with an upward target would be the most frequent mechanism that students report to use. However, it remains unclear how the identification and the contrast mechanisms contribute to the construction of pupils' scholastic perceived competence. The aim of this study was…

  4. Child Competence and Maternal Emotion Socialization Correlates of Attachment Q-Sort Variables.

    ERIC Educational Resources Information Center

    Denham, Susanne A.

    To validate a new approach to research on the attachment behavior of children beyond toddler age, this study investigated relations between Q-sort outcomes and preschool children's affective perspective-taking; prosocial responsiveness to emotion; social competence, as rated by their teachers; and their mothers' expression and handling of…

  5. School Climate Support for Behavioral and Psychological Adjustment: Testing the Mediating Effect of Social Competence

    ERIC Educational Resources Information Center

    Wang, Ming-Te

    2009-01-01

    The present study used an ecological framework to examine the relationships among adolescents' perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using "structural equation modeling" to investigate the hypothesized mediating effect of…

  6. Training Emotional and Social Competences in Higher Education: The Seminar Methodology

    ERIC Educational Resources Information Center

    Oberst, Ursula; Gallifa, Josep; Farriols, Nuria; Vilaregut, Anna

    2009-01-01

    This article discusses the importance of emotional and social competences in higher education and presents a training model. In 1991, Ramon Llull University of Barcelona (Spain) created the Seminar methodology to tackle these challenges. A general model derived from the Emotional Intelligence concept and the general principles of this methodology…

  7. English Proficiency and Competency Background of Social Science and Humanities Students

    ERIC Educational Resources Information Center

    Pelayo, Jose Maria G., III; Kutschera, P. C.; Capili, Claire Ann P.

    2014-01-01

    The study focuses on the background of Social Science and Humanities students (specifically in the course General Psychology) on their English education and competence. This research aims to identify the common factors of these students in terms of their English Proficiency. The students will answer survey questions that will give us information…

  8. Culturally Competent Social Work Research: Methodological Considerations for Research with Language Minorities

    ERIC Educational Resources Information Center

    Casado, Banghwa Lee; Negi, Nalini Junko; Hong, Michin

    2012-01-01

    Despite the growing number of language minorities, foreign-born individuals with limited English proficiency, this population has been largely left out of social work research, often due to methodological challenges involved in conducting research with this population. Whereas the professional standard calls for cultural competence, a discussion…

  9. Pretend and Physical Play: Links to Preschoolers' Affective Social Competence

    ERIC Educational Resources Information Center

    Lindsey, Eric W.; Colwell, Malinda J.

    2013-01-01

    This study investigated different forms of pretend and physical play as predictors of preschool children's "affective social competence" (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated…

  10. Effects of Communication Competence and Social Network Centralities on Learner Performance

    ERIC Educational Resources Information Center

    Jo, Il-Hyun; Kang, Stephanie; Yoon, Meehyun

    2014-01-01

    Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of this study was to investigate the effects of college students' communication competence and…

  11. Parental Control and Affect as Predictors of Children's Display Rule Use and Social Competence with Peers

    ERIC Educational Resources Information Center

    McDowell, David J.; Parke, Ross D.

    2005-01-01

    Seventy-six fourth-grade children and their parents participated in a study of the linkages among parental control and positive affect, children's display rule use, and children's social competence with peers. Using observational measures of parental behavior and children's display rule use, it was found that parental positive affect and control…

  12. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  13. Peer Preference: A Way of Evaluating Social Competence and Behavioural Well-Being in Early Childhood

    ERIC Educational Resources Information Center

    Öneren Sendil, Çagla; Tantekin Erden, Feyza

    2014-01-01

    This study investigated the differences in peer preference, gender and temperamental characteristics of children aged five to six in relation to their social competence (SC) and behavioural adaptation. The data were collected through the use of "Picture Sociometry Scale", "SC and Behaviour Evaluation Scale" and "Short…

  14. Contribution of Self-Compassion to Competence and Mental Health in Social Work Students

    ERIC Educational Resources Information Center

    Ying, Yu-Wen

    2009-01-01

    This study examined the potential contribution of self-compassion to perceived competence and mental health in master's of social work students (N=65). It was hypothesized that the components of self-compassion (i.e., mindfulness, common humanity, self-kindness, overidentification, isolation, and self-judgment) would impact perceived competence…

  15. Association for Specialists in Group Work: Multicultural and Social Justice Competence Principles for Group Workers

    ERIC Educational Resources Information Center

    Singh, Anneliese A.; Merchant, Niloufer; Skudrzyk, Bogusia; Ingene, Daphne

    2012-01-01

    The Association for Specialists in Group Work (ASGW) is committed to understanding how issues of multiculturalism and social justice affect all aspects of group work. This document reflects the updating and revision of a previous document entitled, "Principles for Diversity-Competent Group Workers," which was endorsed by ASGW in 1998 and published…

  16. Understanding Aggression through Attachment and Social Emotional Competence in Korean Middle School Students

    ERIC Educational Resources Information Center

    You, Sukkyung; Kim, Ann Y.

    2016-01-01

    In recent years, increase in adolescent crime in the Republic of Korea has put adolescent aggression in the spotlight. This study examines whether the quality of attachment to parents and peers influences aggressive behaviors and whether social emotional competencies serve as significant mediators for middle school students. These relationships…

  17. Accentuation of Individual Differences in Social Competence during the Transition to Adolescence

    ERIC Educational Resources Information Center

    Monahan, Kathryn C.; Steinberg, Laurence

    2011-01-01

    Using a sample of individuals (277 males, 315 females) studied since birth in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, the present study investigated how early pubertal maturation and school transition alter youth trajectories of social competence during the transition to…

  18. School Television for Social Studies: A Competency-Based Matrix, Grade 5.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This matrix keys school films to the social studies competency-based curriculum cbjectives for grade 5. Three television series are included. Emphasis is placed on geography, people, and the economy, but the themes are also related to history and government. The first series, "Across Cultures," focuses on the people of North America, South…

  19. Language Competence and Social Behavior of Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Rinaldi, Claudia

    2003-01-01

    This study was designed to explore a model of communicative competence (Abbeduto & Nuccio, 1989) and identify whether its components could (a) predict pragmatic language difficulties for children with emotional or behavioral disorders (E/BD) and (b) describe the semantic, syntactic, and pragmatic language ability as well as the social skills of…

  20. An Examination of Social Entrepreneurial Competencies in the Roles of Live-in Housing Professionals

    ERIC Educational Resources Information Center

    Vela, Alicia L.

    2012-01-01

    With budgets on the decline, university officials are seeking alternative methods to maintain and increase the type of services provided to students. By incorporating social entrepreneurial competencies in the daily actions of university staff members, staff members will be able to perform their work more effectively and help students acquire…

  1. Promoting the Social and Cognitive Competence of Children with Autism: Interventions at School

    ERIC Educational Resources Information Center

    Skokut, Mary; Robinson, Suzanne; Openden, Daniel; Jimerson, Shane R.

    2008-01-01

    Addressing the needs of children with autism in the school context is an essential component of facilitating the success of these students. This article provides an overview of scientifically based and promising interventions that may be used to promote the social and cognitive competence of children with autism, focusing on the research base of…

  2. Behavior Individuality and the Development of Social Competence among Preschool Children.

    ERIC Educational Resources Information Center

    Nelson, Jo Ann N.; Simmerer, Norma J.

    This report summarizes three related studies of 3- to 5-year-old children's temperament and its relationship to their social competence, ability to solve interpersonal problems, locus of control, parent behavior and teacher/child interactions. Fifty-eight children, predominantly middle class participants in a laboratory preschool, and their…

  3. Perceived Personal and Social Competence: Development of Valid and Reliable Measures

    ERIC Educational Resources Information Center

    Fetro, Joyce V.; Rhodes, Darson L.; Hey, David W.

    2010-01-01

    During the last 20 years, youth programming has shifted from risk reduction to youth development. While numerous instruments exist to measure selected individual characteristics/competencies among youth, a comprehensive instrument to measure four constructs of personal and social skills could not be identified. The purpose of this study was to…

  4. Systematic Monitoring of Young Children's Social-Emotional Competence and Challenging Behaviors

    ERIC Educational Resources Information Center

    Classen, Audra; Cheatham, Gregory A.

    2015-01-01

    Many children in preschool need support developing appropriate social-emotional competencies. Supportive early educators build confidence in young children to express and regulate emotions, develop solutions to problems, interact with peers, and persist when faced with challenges (Denham, 2006; Webster-Stratton & Reid, 2004). This article…

  5. Display Rule Application in a Disappointing Situation and Children's Emotional Reactivity: Relations with Social Competence.

    ERIC Educational Resources Information Center

    McDowell, David J.; O'Neil, Robin; Parke, Ross D.

    2000-01-01

    Examined associations among emotion display rule use, negative emotional reactivity, and fourth-graders' social competence. Found negative relation between self-reported negative emotional coping strategies and observed measures of display rule use. Found children who reported using more effective coping strategies for managing negative emotions…

  6. Improving Social Competence through Emotion Knowledge in 2-Year-Old Children: A Pilot Study

    ERIC Educational Resources Information Center

    Giménez-Dasí, Marta; Fernández-Sánchez, Marta; Quintanilla, Laura

    2015-01-01

    Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it…

  7. Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers

    ERIC Educational Resources Information Center

    Kiliç, Sükran

    2015-01-01

    The aim of this research is to thoroughly investigate preschool teachers' opinions about emotional competence and emotion socialization. The study group was comprised of 20 preschool teachers working in preschools in the city-center of Aksaray. A semi-structured interview form prepared by the researcher was used as the data collection tool. Data…

  8. The Relationships between Service-Learning, Social Justice, Multicultural Competence, and Civic Engagement

    ERIC Educational Resources Information Center

    Einfeld, Aaron; Collins, Denise

    2008-01-01

    This study qualitatively examined how participants in a long-term service-learning program described their understanding of and commitment to social justice, multicultural competence, and civic engagement. Interviews with members of a university-sponsored AmeriCorps service-learning program explored participants' perceptions of the effects of…

  9. "No-o-o-o Peeking": Preschoolers' Executive Control, Social Competence, and Classroom Adjustment

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Sirotkin, Yana S.; Brown, Chavaughn; Morris, Carol S.

    2015-01-01

    The goals of this study were to evaluate (1) how specific aspects of executive control, briefly assessed, predict social competence and classroom adjustment during preschool and (2) differences between two aspects of executive control, according to child's age, socioeconomic risk status, and gender. The facets of executive control were defined as…

  10. Dispositional Flow in Physical Education: Relationships with Motivational Climate, Social Goals, and Perceived Competence

    ERIC Educational Resources Information Center

    Gonzalez-Cutre, David; Sicilia, Alvaro; Moreno, Juan Antonio; Fernandez-Balboa, Juan Miguel

    2009-01-01

    The purpose of this study was to analyze the mediating effects of social goals and perceived competence on students' perceptions of motivational climates and dispositional flow in physical education. At the beginning of the physical education unit, 779 students, 12 to 16 years old, were asked to complete four questionnaires: Perceived Motivational…

  11. Experiences in Developing a Competency-Based Teacher Education Program for Social Studies.

    ERIC Educational Resources Information Center

    Mahood, Wayne

    The experiences gained in developing a competency based teacher education program (CBTE) for secondary social studies are related in this speech. The program originated from the following needs: to revamp the traditional education program; to develop an experiential base reflecting the realities of public schools; to examine various models of…

  12. Infusing Multicultural and Social Justice Competencies within Counseling Practice: A Guide for Trainers

    ERIC Educational Resources Information Center

    Sheely-Moore, Angela I.; Kooyman, Leslie

    2011-01-01

    In light of the rapidly changing demographics of the United States, it is imperative for counselor educators and trainers of mental health professionals to infuse instructional strategies that promote multicultural and social justice (MSJ) competencies for trainees. The purpose of this article is to translate MSJ-based teaching strategies within…

  13. Social Competence in Preschool Children: Replication of Results and Clarification of a Hierarchical Measurement Model

    ERIC Educational Resources Information Center

    Santos, Antonio J.; Peceguina, Ines; Daniel, Joao R.; Shin, Nana; Vaughn, Brian E.

    2013-01-01

    This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis (CFA) study of the social competence (SC) construct for preschool children. Two samples (total N = 408; a new Portuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for…

  14. Bidirectional Longitudinal Relations between Father-Child Relationships and Chinese Children's Social Competence during Early Childhood

    ERIC Educational Resources Information Center

    Zhang, Xiao

    2013-01-01

    Using a two-year and three-wave cross-lagged design with a sample of 118 Chinese preschoolers, the present study examined bidirectional longitudinal relations between father-child relationships and children's social competence. The results of structural equation modeling showed bidirectional effects between father-child conflict and social…

  15. Predicting First Graders' Social Competence from Their Preschool Classroom Interpersonal Context

    ERIC Educational Resources Information Center

    Spivak, Asha Leah; Farran, Dale C.

    2016-01-01

    Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students' social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the…

  16. Children's Representations of Relationships with Mothers, Teachers, and Friends, and Associations with Social Competence

    ERIC Educational Resources Information Center

    Vu, Jennifer A.

    2015-01-01

    This study describes the use of story stems in order to determine children's representations of relationships with mothers, teachers, and friends, and how these representations are related to mother- and teacher-rated social competence. Thirty preschool-aged children were administered the story stem tasks featuring three different interactional…

  17. Hierarchical Models of Social Competence in Preschool Children: A Multisite, Multinational Study

    ERIC Educational Resources Information Center

    Vaughn, Brian E.; Shin, Nana; Kim, Mina; Coppola, Gabrielle; Krzysik, Lisa; Santos, Antonio J.; Peceguina, Ines; Daniel, Joao R.; Verissimo, Manuela; DeVries, Anthon; Elphick, Eric; Ballentina, Xiomara; Bost, Kelly K.; Newell, Wanda Y.; Miller, Ellaine B.; Snider, J. Blake; Korth, Byran

    2009-01-01

    The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5-group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first-order factors across samples also fit…

  18. Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

    ERIC Educational Resources Information Center

    Lyman, Emily

    2013-01-01

    In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

  19. Social Competence and Antisocial Behavior: Continuity and Distinctiveness across Early Adolescence

    ERIC Educational Resources Information Center

    Sorlie, Mari-Anne; Hagen, Kristine Amlund; Ogden, Terje

    2008-01-01

    The degree of continuity and distinctiveness in social competence and antisocial behavior was examined in a longitudinal structural equation model. Participants were 391 typically developing Norwegian middle school students (51% boys), their parents, and teachers and were assessed when they were approximately 13 years of age (a school cohort in…

  20. Competing Meanings of Childhood and the Social Construction of Child Sexual Abuse in the Caribbean

    ERIC Educational Resources Information Center

    Pasura, Dominic; Jones, Adele D.; Hafner, James A. H.; Maharaj, Priya E.; Nathaniel-DeCaires, Karene; Johnson, Emmanuel Janagan

    2013-01-01

    This article examines the dynamic interplay between competing meanings of childhood and the social construction of sexual abuse in the Caribbean. Drawing on qualitative data from a study undertaken in six Caribbean countries, the article suggests that Caribbean childhoods are neither wholly global nor local but hybrid creations of the region's…

  1. Self-Representations of Social and Academic Competence: Contextual Correlates in Middle Childhood

    ERIC Educational Resources Information Center

    Isabella, Russell A.; Diener, Marissa L.

    2010-01-01

    Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower…

  2. "Accept Me, or Else...": Disputed Overestimation of Social Competence Predicts Increases in Proactive Aggression

    ERIC Educational Resources Information Center

    de Castro, Bram Orobio; Brendgen, Mara; Van Boxtel, Herman; Vitaro, Frank; Schaepers, Linda

    2007-01-01

    It has been proposed that aggressive behavior may result from unrealistically positive self-evaluations that are disputed by others (Baumeister, Smart, & Boden, 1996). The present three studies tested this proposition concurrently and longitudinally for the domain of self-perceived social competence (SPSC) in 3-6th grade children on two…

  3. The Longitudinal Interplay of Psychopathology and Social Competence during Chinese Children's Transition to Preschool

    ERIC Educational Resources Information Center

    Zhang, Xiao

    2013-01-01

    The present study examined the longitudinal relations between psychopathology and social competence in a sample of 115 Chinese children during the transition to preschool initiated in their third year of life. Social competence was assessed by maternal reports at three months after preschool entry (T1) and at the end of the first (T2) and second…

  4. Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs.

    ERIC Educational Resources Information Center

    Fisher, Mary; Meyer, Luanna H.

    2002-01-01

    Forty students with severe disabilities were evaluated across two years of either inclusive or self-contained educational programming. Comparison of child development and social competence found the inclusive group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the…

  5. Intersubjectivity as a Measure of Social Competence among Children Attending Head Start: Assessing the Measure's Validity and Relation to Context

    ERIC Educational Resources Information Center

    Garte, Rebecca R.

    2015-01-01

    The present paper reported on a new method and procedure for assessing preschooler's social competence. This method utilized an observational measure of intersubjectivity to assess the social competence that develops in real time during interaction between two or more children. The measure of intersubjectivity reflected a conceptualization of the…

  6. Promotion of Social and Emotional Competence: Experiences from a Mental Health Intervention Applying a Whole School Approach

    ERIC Educational Resources Information Center

    Nielsen, Line; Meilstrup, Charlotte; Nelausen, Malene Kubstrup; Koushede, Vibeke; Holstein, Bjørn Evald

    2015-01-01

    Purpose: Within the framework of Health Promoting Schools "Up" is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of…

  7. Emotion Knowledge and Self-Regulation as Predictors of Preschoolers' Cognitive Ability, Classroom Behavior, and Social Competence

    ERIC Educational Resources Information Center

    Garner, Pamela W.; Waajid, Badiyyah

    2012-01-01

    The development of children's cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys).…

  8. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    ERIC Educational Resources Information Center

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  9. Supporting Early Childhood Teachers to Promote Children's Social Competence: Components for Best Professional Development Practices

    ERIC Educational Resources Information Center

    Han, Heejeong Sophia

    2014-01-01

    There is a growing recognition that young children's social competence is critical because it is positively associated with their school readiness and academic success. However, professional development (PD) opportunities for early childhood teachers to enhance their roles in promoting young children's social competence are limited. In…

  10. The Differential Relations of Maternal and Paternal Support and Control to Adolescent Social Competence, Self-Worth, and Sympathy

    ERIC Educational Resources Information Center

    Laible, Deborah J.; Carlo, Gustavo

    2004-01-01

    The goal of this study was to examine how the parenting dimensions of both mothers and fathers independently and together predict adolescent outcomes in three domains: sympathy, self-worth, and social competence. One-hundred eight adolescents completed self-report measures on their perceived relationship with parents, sympathy, social competence,…

  11. Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Irvin, Dwight W.; Boyd, Brian A.; Odom, Samuel L.

    2015-01-01

    Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos's Teacher Talk classification was used to code videos of 73 children…

  12. Peer Acceptance and Social Behavior during Childhood and Adolescence: How Important Are Appearance, Athleticism, and Academic Competence?

    ERIC Educational Resources Information Center

    Vannatta, Kathryn; Gartstein, Maria A.; Zeller, Meg; Noll, Robert B.

    2009-01-01

    Efforts to identify factors associated with peer acceptance have historically focused on behavioral and social cognitive processes, whereas less empirical attention has focused on the impact of children's other personal attributes and competencies that are not inherently a component of social competence. The current study examined the association…

  13. Factors Affecting Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Irvin, Dwight W.

    2012-01-01

    Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). Research on typically developing children suggests the amount of adult talk they are exposed to can positively affect their social competence. With growth in the number of children with ASD entering the inclusive preschool classroom, there is a need to…

  14. EU-Level Competence Development Projects in Agri-Food-Environment: The Involvement of Sectoral Social Partners

    ERIC Educational Resources Information Center

    Mulder, Martin

    2006-01-01

    Purpose: The European Commission and social partner organisations at EU level encourage the lifelong development of qualifications and competence. This is reflected in many policy reports and reviews. This paper seeks to show the involvement of social partner organisations at the level of EU-funded competence development projects.…

  15. Losing one’s Cool: Social Competence as a Novel Inverse Predictor of Provocation-Related Aggression

    PubMed Central

    Fetterman, Adam K.; Hopkins, Kay; Krishnakumar, Sukumarakurup

    2013-01-01

    Provocations and frustrating events can trigger an urge to act aggressively. Such behaviors can be controlled, but perhaps more so for people who can better distinguish effective from ineffective courses of action. The present three studies (total N = 285) introduce a scenario-based measure of this form of social competence. In Study 1, higher levels of social competence predicted lower levels of trait anger. Study 2 presented provocation scenarios and asked people whether they would engage in direct, indirect, and symbolic forms of aggression when provoked. Social competence was inversely predictive of all forms of aggressive responding. Study 3 focused on reactions to frustrating events in daily life. Such events were predictive of hostile behavior and cognitive failures particularly at low levels of social competence. The research establishes that social competence can be assessed in an objective manner and that variations in it are systematically predictive of reactive aggression. PMID:23754040

  16. Classroom Goal Structures, Social Achievement Goals, and Adjustment in Middle School

    ERIC Educational Resources Information Center

    Shim, Sungok Serena; Cho, YoonJung; Wang, Cen

    2013-01-01

    The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school students (52.8% female). Students' perceptions of classroom goal structures were measured in Fall; social achievement goals and academic and social…

  17. Competing for Attention in Social Media under Information Overload Conditions.

    PubMed

    Feng, Ling; Hu, Yanqing; Li, Baowen; Stanley, H Eugene; Havlin, Shlomo; Braunstein, Lidia A

    2015-01-01

    Modern social media are becoming overloaded with information because of the rapidly-expanding number of information feeds. We analyze the user-generated content in Sina Weibo, and find evidence that the spread of popular messages often follow a mechanism that differs from the spread of disease, in contrast to common belief. In this mechanism, an individual with more friends needs more repeated exposures to spread further the information. Moreover, our data suggest that for certain messages the chance of an individual to share the message is proportional to the fraction of its neighbours who shared it with him/her, which is a result of competition for attention. We model this process using a fractional susceptible infected recovered (FSIR) model, where the infection probability of a node is proportional to its fraction of infected neighbors. Our findings have dramatic implications for information contagion. For example, using the FSIR model we find that real-world social networks have a finite epidemic threshold in contrast to the zero threshold in disease epidemic models. This means that when individuals are overloaded with excess information feeds, the information either reaches out the population if it is above the critical epidemic threshold, or it would never be well received. PMID:26161956

  18. Competing for Attention in Social Media under Information Overload Conditions

    PubMed Central

    Feng, Ling; Hu, Yanqing; Li, Baowen; Stanley, H. Eugene; Havlin, Shlomo; Braunstein, Lidia A.

    2015-01-01

    Modern social media are becoming overloaded with information because of the rapidly-expanding number of information feeds. We analyze the user-generated content in Sina Weibo, and find evidence that the spread of popular messages often follow a mechanism that differs from the spread of disease, in contrast to common belief. In this mechanism, an individual with more friends needs more repeated exposures to spread further the information. Moreover, our data suggest that for certain messages the chance of an individual to share the message is proportional to the fraction of its neighbours who shared it with him/her, which is a result of competition for attention. We model this process using a fractional susceptible infected recovered (FSIR) model, where the infection probability of a node is proportional to its fraction of infected neighbors. Our findings have dramatic implications for information contagion. For example, using the FSIR model we find that real-world social networks have a finite epidemic threshold in contrast to the zero threshold in disease epidemic models. This means that when individuals are overloaded with excess information feeds, the information either reaches out the population if it is above the critical epidemic threshold, or it would never be well received. PMID:26161956

  19. iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism

    ERIC Educational Resources Information Center

    Stichter, Janine P.; Laffey, James; Galyen, Krista; Herzog, Melissa

    2014-01-01

    One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D…

  20. Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

    ERIC Educational Resources Information Center

    Yoder, Nicholas

    2014-01-01

    Social and emotional learning (SEL) is crucial for improved educational attainment. As teachers help students achieve new college and career readiness standards, they need to use teaching practices that promote student social and emotional learning in the classroom. Our new resource, "Self-Assessing Social and Emotional Instruction and…

  1. Social Perceptions of Achieving Students and Achievement Goals of Students in Malaysia and the Philippines

    ERIC Educational Resources Information Center

    Bernardo, Allan B. I.; Ismail, Rosnah

    2010-01-01

    The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…

  2. Parenting and social competence in school: The role of preadolescents' personality traits.

    PubMed

    Lianos, Panayiotis G

    2015-06-01

    In a study of 230 preadolescent students (mean age 11.3 years) from the wider area of Athens, Greece, the role of Big Five personality traits (i.e. Neuroticism, Conscientiousness, Openness to Experience, Agreeableness and Extraversion) in the relation between parenting dimensions (overprotection, emotional warmth, rejection, anxious rearing) and social competence in school was examined. Multiple sets of regression analyses were performed. Main effects of Conscientiousness and Openness to Experience were identified. Limited evidence for moderation and some support of gender-specific parenting was found. Agreeableness and Extraversion interacted with paternal overprotection, whereas Neuroticism interacted with maternal and paternal rejection in predicting social competence. Mean differences in gender and educational grade were reported. The relationship between environmental effects (such as parenting during early adolescence) and social adjustment in school is discussed in terms of the plasticity and malleability of the preadolescents' personality characteristics. PMID:25840002

  3. Adaptability of Physicians Offering Primary Care to the Poor: Social Competency Revisited

    PubMed Central

    Loignon, Christine; Boudreault-Fournier,, Alexandrine

    2013-01-01

    This paper attempts to go deeper into the topic of social competency of physicians who provide primary care to populations living in poverty in Montreal. Adaptability as well as the ability to tailor practices according to patient expectations, needs and capabilities were found to be important in the development of the concept of social competency. The case of paternalism is used to demonstrate how a historically and socially contested medical approach is readapted by players in certain contexts in order to better meet patient expectations. This paper presents data collected in a qualitative study comprising 25 semi-supervised interviews with physicians recognized by their peers as having developed exemplary practices in Montreal's impoverished neighbourhoods. PMID:24289940

  4. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

    This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…

  5. Measuring Social Studies Achievement: A Matter of Values.

    ERIC Educational Resources Information Center

    Elliot, Richard J.

    Questions as to whether measurement can provide a universally applicable set of criteria for making value judgments in the social sciences are raised. Four assumptions about education, experience, reality, and value formation were identified to provide a fuller reference point for social science educators when they are viewing current standardized…

  6. The Impact of Field Experiences on the Competencies and Attitudes of Prospective Social Studies Teachers.

    ERIC Educational Resources Information Center

    Lux, John E.

    This document reports on a project designed to determine whether the amount and type of field experiences of students prior to student teaching would influence the achievement of competencies and result in different instructional patterns and attitudes of prospective teachers. Important subquestions were whether it was desirable to provide basic…

  7. Parent-specific reciprocity from infancy to adolescence shapes children's social competence and dialogical skills.

    PubMed

    Feldman, Ruth; Bamberger, Esther; Kanat-Maymon, Yaniv

    2013-01-01

    Reciprocity - the capacity to engage in social exchange that integrates inputs from multiple partners into a unified social event - is a cornerstone of adaptive social life that is learned within dyad-specific attachments during an early period of neuroplasticity. Yet, very little research traced the expression of children's reciprocity with their mother and father in relation to long-term outcomes. Guided by evolutionary models, we followed mothers, fathers, and their firstborn child longitudinally and observed mother-child and father-child reciprocity in infancy, preschool, and adolescence. In preschool, children's social competence, aggression, and prosocial behavior were observed at kindergarten. In adolescence, children's dialogical skills were assessed during positive and conflict interactions with same-sex best friends. Father-child and mother-child reciprocity were individually stable, inter-related at each stage, and consisted of distinct behavioral components. Structural equation modeling indicated that early maternal and paternal reciprocity were each uniquely predictive of social competence and lower aggression in preschool, which, in turn, shaped dialogical skills in adolescence. Father-adolescent reciprocity contributed to the dialogical negotiation of conflict, whereas mother-adolescent reciprocity predicted adolescents' dialogical skills during positive exchanges. Results highlight the role of parent-child reciprocity in shaping children's social collaboration and intimate relationships with non-kin members of their social world. PMID:23544455

  8. Study Persistence and Academic Achievement as a Function of the Type of Competing Tendencies

    ERIC Educational Resources Information Center

    Lens, Willy; Lacante, Marlies; Vansteenkiste, Maarten; Herrera, Dora

    2005-01-01

    In order to understand and predict students' achievement and persistence at learning activities, many contemporary motivational models consider how much students are motivated for their school work. However, students' achievement and persistence might not only be affected by their amount of study motivation, but also by the motivation to engage in…

  9. Social performance reveals unexpected vocal competency in young songbirds

    PubMed Central

    Kojima, Satoshi; Doupe, Allison J.

    2011-01-01

    Vocal ontogeny in songbirds provides a good model for understanding how complex motor behavior, including speech, is learned. For birdsong, as for other motor learning, it has generally been assumed that a subject's motor output at any point during learning represents what the subject has learned to produce by that time. Here, we show, however, that juvenile zebra finches partway through song learning, singing immature song, are capable of producing song with much more mature properties, depending on the behavioral context. In these birds, we were able to elicit courtship (female-directed) song, which young birds normally sing infrequently, and to compare it with the alone or “undirected” song (Undir) predominantly produced during learning as well as with the same bird's subsequent adult song. We found that the juvenile courtship song was much less variable than the immature Undir and as stereotyped as the adult song produced after a further month of practice. More strikingly, the juvenile courtship song was also acoustically much more similar than Undir to the adult song. This finding demonstrates that the Undir that juvenile birds usually produce underestimates the extent of learning and that song structure is learned faster than previously thought. Moreover, the rapid improvement in song quality in response to external social cues supports the idea that courtship singing is a state of motor “performance,” in which the bird selects the best variants of the song learned during singing alone, and suggests that such performance states can reveal unappreciated progression of learning. PMID:21220335

  10. Testing a developmental cascade model of emotional and social competence and early peer acceptance

    PubMed Central

    Blandon, Alysia Y.; Calkins, Susan D.; Grimm, Kevin J.; Keane, Susan P.; O’Brien, Marion

    2011-01-01

    A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children’s externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait-multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children’s externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, though higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children’s early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood. PMID:20883578

  11. Social competence intervention for youth with Asperger Syndrome and high-functioning autism: an initial investigation.

    PubMed

    Stichter, Janine P; Herzog, Melissa J; Visovsky, Karen; Schmidt, Carla; Randolph, Jena; Schultz, Tia; Gage, Nicholas

    2010-09-01

    Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup's social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11-14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. PMID:20162344

  12. Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

    ERIC Educational Resources Information Center

    Hobbs, Graham

    2016-01-01

    There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

  13. Conduct problems and level of social competence in Head Start children: prevalence, pervasiveness, and associated risk factors.

    PubMed

    Webster-Stratton, C; Hammond, M

    1998-06-01

    The purpose of the current project was to determine the prevalence of conduct problems, low social competence, and associated risk factors in a sample of 4-year-old low-income children (N = 426) from 64 Head Start classrooms in the Seattle area. Conduct problems and social competence were assessed based on a combination of teacher reports, parent reports, and independent observations of children interacting with peers in the classroom and with parents at home. We examined the relative contribution of a variety of risk factors, including maternal history and socioeconomic background, current levels of stress and social support, mothers' emotional state, and parenting competence in relation to "pervasive" (i.e., at home and school) and "nonpervasive" conduct problems and low social competence. Findings indicated similar risk factors for conduct problems and for low social competence, with an ordered increase in the number of risk factors from normal to "nonpervasive" to "pervasive" groups. Harshness of parenting style (i.e., slapping, hitting, yelling) significantly distinguished between the three groups for low social competence and conduct problems. Positive affect, praise, and physical warmth from mothers were positively related to social competence but unrelated to conduct problems. PMID:11324301

  14. Professional competencies and training needs of professional social workers in integrated behavioral health in primary care.

    PubMed

    Horevitz, Elizabeth; Manoleas, Peter

    2013-01-01

    The Affordable Care Act has led to a widespread movement to integrate behavioral health services into primary care settings. Integrated behavioral health (IBH) holds promise for treating mild to moderate psychiatric disorders in a manner that more fully addresses the biopsychosocial spectrum of needs of individuals and families in primary care, and for reducing disparities in accessing behavioral health care. For behavioral health practitioners, IBH requires a shift to a brief, outcome-driven, and team-based model of care. Despite the fact that social workers comprise the majority of behavioral health providers in IBH settings, little research has been done to assess the extent to which social workers are prepared for effective practice in fast-paced primary care. We conducted a survey of social workers (N = 84) in IBH settings to assess the following: (1) Key competency areas for social work practice in IBH settings and (2) Self-rated preparedness for effective practice in IBH settings. Online snowball sampling methods were used over a period of 1 month. Results indicate that social workers feel prepared for general practice in IBH settings, but would benefit from additional training in IBH-specific competency areas identified in the survey. Findings can help guide social work training to improve workforce preparedness for practice in IBH settings in the wake of health care reform. PMID:24028739

  15. Perceived social loafing and anticipated effort reduction among young football (soccer) players: an achievement goal perspective.

    PubMed

    Høigaard, Rune; Ommundsen, Yngvar

    2007-06-01

    This study investigated the relationship between motivational climates, personal achievement goals, and three different aspects of social loafing in football (soccer). 170 male competitive football players completed questionnaires assessing perceived motivational climate, achievement goal, and measures of perceived social loafing (anticipation of lower effort amongst their teammates and themselves). The results indicated a marginal but significant positive relationship between an ego-oriented achievement goal and perceived social loafing. In addition, a mastery climate was negatively associated with perceived social loafing and anticipation of lower effort of team members, particularly for athletes who also strongly endorsed a task-oriented achievement goal. A performance climate, in contrast, related positively with these two aspects of social loafing. A mastery climate also related negatively to the third aspect of social loafing, i.e., players' readiness to reduce their own effort in response to their perception of social loafing among their teammates. PMID:17688105

  16. Nursing Students Achieving Community Health Competencies through Undergraduate Clinical Experiences: A Gap Analysis.

    PubMed

    Pijl-Zieber, Em M; Barton, Sylvia; Awosoga, Oluwagbohunmi A; Konkin, Jill

    2015-01-01

    In Canada, it is widely believed that nursing practice and health care will move from acute care into the community. At the same time, increasing numbers of nursing students are engaged in non-traditional clinical experiences for their community health rotation. These clinical experiences occur at agencies not organizationally affiliated with the health care system and typically do not employ registered nurses (RNs). What has yet to be established is the degree to which nursing students are actually being prepared for community health nursing roles through their community health clinical rotations. In this paper we report the findings of a mixed method study that explored the gap between desired and observed levels of competence in community health of senior nursing students and new graduates. The gap was quantified and then the nature of the gap further explored through focus groups. PMID:26461843

  17. The social competence and behavioral problem substrate of new- and recent-onset childhood epilepsy

    PubMed Central

    Almane, Dace; Jones, Jana E.; Jackson, Daren C.; Seidenberg, Michael; Hermann, Bruce P.

    2014-01-01

    This study examined patterns of syndrome-specific problems in behavior and competence in children with new-or recent-onset epilepsy compared with healthy controls. Research participants consisted of 205 children aged 8–18, including youth with recent-onset epilepsy (n = 125, 64 localization-related epilepsy [LRE] and 61 idiopathic generalized epilepsy [IGE]) and healthy first-degree cousin controls (n = 80). Parents completed the Child Behavior Checklist for children aged 6–18 (CBCL/6–18) from the Achenbach System of Empirically Based Assessment (ASEBA). Dependent variables included Total Competence, Total Problems, Total Internalizing, Total Externalizing, and Other Problems scales. Comparisons of children with LRE and IGE with healthy controls were examined followed by comparisons of healthy controls with those having specific epilepsy syndromes of LRE (BECTS, Frontal/Temporal Lobe, and Focal NOS) and IGE (Absence, Juvenile Myoclonic, and IGE NOS). Children with LRE and/or IGE differed significantly (p < 0.05) from healthy controls, but did not differ from each other, across measures of behavior (Total Problems, Total Internalizing, Total Externalizing, and Other Problems including Thought and Attention Problems) or competence (Total Competence including School and Social). Similarly, children with specific syndromes of LRE and IGE differed significantly (p < 0.05) from controls across measures of behavior (Total Problems, Total Internalizing, and Other Problems including Attention Problems) and competence (Total Competence including School). Only on the Thought Problems scale were there syndrome differences. In conclusion, children with recent-onset epilepsy present with significant behavioral problems and lower competence compared with controls, with little syndrome specificity whether defined broadly (LRE and IGE) or narrowly (specific syndromes of LRE and IGE). PMID:24374977

  18. Linguistic and Communicative Competence of Mexican-American Pupils and Their Relation to Motivation, Length of Residence, and Scholastic Achievement. Bilingual Education Paper Series, Vol. 6, No. 9.

    ERIC Educational Resources Information Center

    Politzer, Robert L.

    A study of the interrelationships of linguistic and communicative competence in English and Spanish, self-concept, field-independent cognitive style, and scholastic achievement among Mexican-American pupils at the elementary, junior high, and high school levels found that linguistic and communicative competence were highly related within…

  19. Effects of stress, health competence, and social support on depressive symptoms after cardiac hospitalization.

    PubMed

    León-Pérez, Gabriela; Wallston, Kenneth A; Goggins, Kathryn M; Poppendeck, Heidi M; Kripalani, Sunil

    2016-06-01

    Little is known about the role of stress on the psychological well-being of patients after cardiac hospitalization or about factors that protect against or exacerbate the effects of stress. We use prospective data from 1542 patients to investigate the relationship between post-discharge stress and changes in depressive symptoms, and whether the level of prior depressive symptoms, health competence, and perceived social support moderate this relationship. Net of depressive symptoms in the 2 weeks prior to hospitalization, higher levels of post-discharge stress significantly increase depressive symptoms 30 days after discharge. The level of prior depressive symptoms moderates the effect of stress. On the other hand, perceived health competence and social support buffer the negative effects of post-discharge stress. Knowing which patients are particularly vulnerable to experiencing stress and a subsequent increase in depressive symptoms can help trigger interventions prior to discharge and possibly ameliorate the prevalence of depression. PMID:26660867

  20. Korean Immigrant Discipline and Children’s Social Competence and Behavior Problems

    PubMed Central

    Kim, Eunjung; Guo, Yuqing; Koh, Chinkang; Cain, Kevin C.

    2009-01-01

    The goal of this correlational study was to explore the relationship between Korean immigrant discipline (e.g., positive, appropriate, harsh discipline) and children’s social competence and behavior problems. Self-report data were collected from 58 mothers and 20 fathers of children aged from three and eight. Only paternal harsh discipline was positively correlated with children’s behavior problems. Among specific discipline strategies, maternal physical affection, correcting misbehaviors, and reasoning were positively correlated with children’s social competence. Paternal physical punishment (e.g., spanking, hitting, raising arms) was positively correlated with children’s behavior problems. Immigrant fathers need to learn alternative ways of managing children’s misbehaviors. PMID:21035016

  1. Social Competence as a Positive Youth Development Construct: A Conceptual Review

    PubMed Central

    Ma, Hing Keung

    2012-01-01

    Social competence is defined in terms of interpersonal relationships, self and group identities, and development of citizenship. While the focus of the author's previous research is on relationship and identity, the main focus of this paper is on the development of citizenship. A 4-stage developmental model of citizenship is proposed. A brief discussion of the educational implication of each of the stages is presented. The issues concerning the assessment of social competence are clearly delineated, and the discussion serves as a basis for future studies. Finally, five current issues concerning the launch of the “Moral and National Education (MNE) Subject” in Hong Kong primary and secondary schools are discussed. PMID:22645418

  2. Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review

    PubMed Central

    Trentacosta, Christopher J.; Fine, Sarah E.

    2010-01-01

    The present meta-analytic review examined the magnitude of the relation between discrete emotion knowledge and three of its most commonly studied correlates in childhood and adolescence: social competence, internalizing problems, and externalizing problems. Emotion knowledge demonstrated small to medium-sized relations with each correlate. Moderators of effect size were also examined and included multiple sample and methodological characteristics. Using random effects models, significant moderators of effect size for relations between emotion knowledge and externalizing problems included sample recruitment, sample age, and the source of externalizing problems ratings. Moderators of effect size were not found for emotion knowledge and social competence, and the effect sizes across samples for emotion knowledge and internalizing problems were homogeneous. Results highlight the relatively consistent yet modest relations between emotion knowledge and its correlates. Implications for applied research and new directions for research on emotion knowledge using innovative methods are discussed. PMID:21072259

  3. Nursing student and professor perceptions and assessments of the achievement of practicum competencies: A mixed method approach.

    PubMed

    Fuentes-Pumarola, Concepció; Ballester-Ferrando, David; Gelabert-Vilella, Sandra; Bosch-Farré, Cristina; Malagón-Aguilera, M Carme; Rascón-Hernán, Carolina; Bonmatí-Tomàs, Anna; Fernandez-Peña, Rosario

    2016-10-01

    Within the context of the European Higher Education Area's requirement of competency-based assessments, the objective of the present study was to evaluate the Nursing Degree Practicum experience at the University of Girona (Spain) and ascertain student and faculty perceptions of the degree of competency achieved as a result of the practicum. This cross-sectional, descriptive, study combined quantitative analysis of a questionnaire and qualitative analysis of focus group comments. In the quantitative part of the study, 163 fourth-year nursing students completed the questionnaire; the qualitative analysis was derived from a focus group of 5 students and 5 professors. On the questionnaire, overall practicum evaluation was 8.39 on a 10-point Likert scale; scores evaluating the nurse mentor/instructor and nursing professor were 8.43 and 7.98, respectively. The geriatrics practicum experience received the lowest overall score (7.81), while the surgical practicum received the lowest score on the adequacy of knowledge acquired in the classroom in previous courses (5.54). The best scores were earned by the mental health and intensive/emergency care practicum experiences (a mean of 9.05 and 8.70, respectively). Students and professors in the focus group agreed that the practicum met the Nursing degree program's competency goals, highlighting practical activity as the best methodology to evaluate competencies. Participants highlighted the importance of reflective practice and the role of the nurse mentor/instructor in student learning, and indicated that it is essential for the university and the health care centers where students take practicum courses to maintain a strong relationship and good communication. Finally, feedback from the nurse mentor/instructor and Nursing professor was very important to students, both to motivate them and to help them learn. PMID:27552714

  4. Social Competence, Theory of Mind, and Executive Function in Institution-Reared Turkish Children

    ERIC Educational Resources Information Center

    Etel, Evren; Yagmurlu, Bilge

    2015-01-01

    This study had two aims. The first aim was to measure mental state understanding in institution-reared children by using a theory of mind (ToM) scale, and to examine the role of cultural context in sequencing of ToM acquisition. The other aim was to investigate ToM in relation to social competence and executive function (EF). Due to its pronounced…

  5. Family Functioning and Academic Achievement in Middle School: A Social-Emotional Perspective.

    ERIC Educational Resources Information Center

    Wentzel, Kathryn R.

    1994-01-01

    Reviews literature on links between parenting and children's cognitive competence, proposing that social and emotional adjustment might play a critical role in mediating the relationship between these variables. Describes a program of research on family functioning, emotional distress, self-restraint, and academic performance. Explores future…

  6. The Effectiveness of Social Media Activities on Taiwanese Undergraduates' EFL Grammar Achievement

    ERIC Educational Resources Information Center

    Singman, Cooper

    2012-01-01

    The purpose of this study was to compare the effects of social media language learning activities with traditional language learning activities on the development of L2 grammatical competence in two English as a Foreign Language (EFL) classes at a Taiwanese university. The study was grounded in four bodies of knowledge: (a) the…

  7. Social Adjustment and Achievement: A Cross National Survey.

    ERIC Educational Resources Information Center

    Peck, Robert F.; Hughes, Robert

    Psychologists and educators have become interested in the development of a child's social and emotional abilities as well as cognitive outcomes. To determine the important coping patterns that predict success in school, a sample of 10- and 14-year old children (N=3600) from the U.S.A., Brazil, Italy, and Mexico completed a multi-lingual battery of…

  8. Social Achievement Goals: Validation among Rural African American Adolescents

    ERIC Educational Resources Information Center

    Jones, Martin H.; Mueller, Christian E.; Royal, Kenneth D.; Shim, Sungok Serena; Hart, Caroline O.

    2013-01-01

    Little extant research attempts to understand why rural African Americans engage in social relationships with peers in school. This is somewhat surprising as rural students' peer interactions often affect their scholastic desires, and peers can alter African Americans' academic performance. Hence, the current study examined both the…

  9. Parental Practices and Educational Achievement: Social Class, Race, and "Habitus"

    ERIC Educational Resources Information Center

    Bodovski, Katerina

    2010-01-01

    A large, nationally representative database of American elementary school students was used to quantitatively assess the complex ways in which race intersects with social class, affecting parenting strategies that in turn produce various educational outcomes among children. The determinants and consequences of parental practices associated with…

  10. “No-o-o-o Peeking”: Preschoolers’ Executive Control, Social Competence, and Classroom Adjustment

    PubMed Central

    Denham, Susanne A.; Bassett, Hideko H.; Sirotkin, Yana S.; Brown, Chavaughn; Morris, Carol S.

    2015-01-01

    The goals of this study were to evaluate (1) how specific aspects of executive control, briefly assessed, predict social competence and classroom adjustment during preschool; and (2) differences between two aspects of executive control, according to child’s age, socioeconomic risk status, and gender. The facets of executive control were defined as cool executive control (CEC; affectively neutral, slow acting, and late developing) and hot executive control (HEC; more emotional, fast acting, and early developing). Two hundred eighty-seven 3- to 5-year-old children from private child care and Head Start centers were directly assessed during executive control tasks, and preschool teachers provided information on their school success. Aspects of executive control varied with age, socioeconomic risk, and gender. Specifically, older children performed better on CEC tasks across three age levels; for HEC tasks, change was seen only between 3-year-olds and 4-year-olds. Children of mothers with less formal education performed less well on CEC than those whose mothers had more education; girls performed better than boys on HEC tasks. Further, facets of executive control were differentially related to later social competence and classroom adjustment. HEC predicted social competence, whereas CEC uniquely predicted classroom adjustment. Implications for everyday practice and specific curricula formulation are discussed. PMID:26166925

  11. The specificity and the development of social-emotional competence in a multi-ethnic-classroom

    PubMed Central

    Petrowski, Katja; Herold, Ulf; Joraschky, Peter; von Wyl, Agnes; Cierpka, Manfred

    2009-01-01

    Background Ethnic diversity in schools increases due to globalization. Thus, the children's social-emotional competence development must be considered in the context of a multi-ethnic classroom. Methods In this study, the social-emotional competence of 65 Asian-American and Latin-American children was observed at the beginning and the end of their kindergarten year. Results Initially, significant differences existed among these ethnic groups in respect to moral reasoning. Furthermore, the male children showed more dysregulated aggression but the female children implemented more moral reasoning than their male counterparts. These ethnic specificities did not disappear over the course of the year. In addition, a significant change in avoidance strategies as well as expressed emotions in the narrative took place over the course of one year. Conclusion Ethnic specificity in social-emotional competence does exist independent of gender at the beginning as well as at the end of the kindergarten year in a multi-ethnic kindergarten classroom. PMID:19476622

  12. Contextual risk and parenting as predictors of effortful control and social competence in preschool children

    PubMed Central

    Lengua, Liliana J.; Honorado, Elizabeth; Bush, Nicole R.

    2011-01-01

    Using a short-term longitudinal design (6 months), this study examined cumulative contextual risk as a predictor of effortful control (EC) and social competence in a community sample of children (N = 80, ages 33–40 months at time 1). Maternal parenting was examined as a mediator of contextual risk. EC was assessed using laboratory tasks, and parenting was assessed using observational ratings. Time 1 contextual risk was negatively related to time 2 EC after controlling for time 1 EC. Mothers’ limit setting and scaffolding predicted higher time 2 EC and accounted for the effect of contextual risk. Time 1 EC, contextual risk, and parenting predicted time 2 social competence, and contextual risk had an indirect effect on social competence through parenting. Results suggest that contextual risk predicts smaller relative increases in EC and that parenting accounts for this effect. Knowledge of the factors that divert or promote effortful control can provide targets for intervention to enhance effortful control abilities and better adjustment. PMID:21687825

  13. Contextual risk and parenting as predictors of effortful control and social competence in preschool children.

    PubMed

    Lengua, Liliana J; Honorado, Elizabeth; Bush, Nicole R

    2007-01-01

    Using a short-term longitudinal design (6 months), this study examined cumulative contextual risk as a predictor of effortful control (EC) and social competence in a community sample of children (N = 80, ages 33-40 months at time 1). Maternal parenting was examined as a mediator of contextual risk. EC was assessed using laboratory tasks, and parenting was assessed using observational ratings. Time 1 contextual risk was negatively related to time 2 EC after controlling for time 1 EC. Mothers' limit setting and scaffolding predicted higher time 2 EC and accounted for the effect of contextual risk. Time 1 EC, contextual risk, and parenting predicted time 2 social competence, and contextual risk had an indirect effect on social competence through parenting. Results suggest that contextual risk predicts smaller relative increases in EC and that parenting accounts for this effect. Knowledge of the factors that divert or promote effortful control can provide targets for intervention to enhance effortful control abilities and better adjustment. PMID:21687825

  14. Gender Difference among Social Studies Teachers' Competences in the Use of the Inquiry Method in South-South Nigeria

    ERIC Educational Resources Information Center

    Clifford, Ogheneakoke Edore

    2015-01-01

    The study assessed social studies teachers' competences in the use of the inquiry method in secondary schools. The target population for the study consisted of 1,110 social studies teachers from all the public secondary schools in Edo, Delta and Bayelsa states of Nigeria. The sample size was 600 social studies teachers drawn from 300 junior…

  15. Social Competence with an Unfamiliar Peer in Children and Adolescents with High Functioning Autism: Measurement and Individual Differences

    PubMed Central

    Usher, Lauren V.; Burrows, Catherine A.; Schwartz, Caley B.; Henderson, Heather A.

    2015-01-01

    Children and adolescents with high functioning autism (HFA) display heterogeneity in social competence, which may be particularly evident during interactions with unfamiliar peers. The goal of this study was to examine predictors of social competence variability during an unfamiliar peer interaction. Thirty-nine participants with HFA and 39 age-, gender- and IQ-matched comparison participants were observed during dyadic laboratory interactions and detailed behavioral coding revealed three social competence dimensions: social initiative, social reciprocity, and social self-monitoring. Participants with HFA displayed higher social initiative but lower reciprocity than comparison participants. For participants with HFA, theory of mind was positively associated with observed initiative. For COM participants, social anxiety was negatively associated with reciprocity. However, for HFA participants, there was a quadratic relation between parent-reported social anxiety and observed reciprocity, demonstrating that low and high levels of anxiety were associated with low reciprocity. Results demonstrated the utility of our behavioral coding scheme as a valid assessment of social competence for children and adolescents with and without HFA. The curvilinear association between social anxiety and reciprocity highlights the importance of examining nonlinear relations in individuals with HFA, and emphasizes that discrete profiles of social anxiety in individuals with HFA may necessitate different treatment options. PMID:26161136

  16. Gifted Population and Adjustment: A Literature Review of Giftedness on Conduct, Family Adjustment, Emotional Functioning, Social Functioning and Perceived Competence.

    ERIC Educational Resources Information Center

    Lum, Mark Stephen

    This review of research studies on the psychological adjustment of gifted persons focused on five dimensions: social/behavioral conduct, family adjustment, emotional functioning (personality characteristics, anxiety, depression), social functioning (interpersonal relationships, social skills), and perceived competence (self-concept, self-esteem,…

  17. Undergraduate Nurse Variables that Predict Academic Achievement and Clinical Competence in Nursing

    ERIC Educational Resources Information Center

    Blackman, Ian; Hall, Margaret; Darmawan, I Gusti Ngurah.

    2007-01-01

    A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for undergraduate nursing students. Sixteen latent variables were considered including the students' background, gender, type of first language, age, their previous successes with their undergraduate nursing studies and status given for…

  18. Validation of the Chinese Version of the Social Achievement Goal Orientation Scale

    ERIC Educational Resources Information Center

    Zhao, Yanhua; Zhu, Xiangru; Zhao, Guoxiang

    2016-01-01

    This study examined the validity of a Chinese version of the Social Achievement Goal Orientation Scale (C-SAGOS), a measure testing the trichotomous framework of achievement goal orientations in a social domain. A total of 208 college students (51% female) aged 18 to 23 participated in the study. Factor analyses showed that the three-factor model…

  19. Social motivation in Qatari schools and their relation to school achievement.

    PubMed

    Nasser, Ramzi

    2014-10-01

    This study assessed the relation between school-social motivation and student academic achievement. A factor analysis was performed on a set of school-social items selected a priori from three measures of school motivation: the Inventory of School Motivation, the General Achievement Goals Orientation Scale, and the Facilitating Conditions Scale. Three factors with fewer items represented Global Motivation, Peer Help, and Social Power. Hierarchical regression analysis showed social motivation measures were weak predictors of achievement scores in the various content areas. Findings are discussed in the context of Qatari education and culture. PMID:25310316

  20. Social Cognitive Skills, Social Adjustment and Perceived Competence in Maltreated Preschoolers.

    ERIC Educational Resources Information Center

    Stoddart, Rebecca M.

    This study investigated the social cognitive abilities, social adjustment, and self-esteem of maltreated preschoolers and those at risk for abuse. Subjects were 12 maltreated children, 22 children at risk for abuse, and 22 control children. Children completed the Social Problem Solving Test--Revised, a test of Attributed Intentions and Aggressive…

  1. Biased self-perceived social competence and engagement in subtypes of aggression: Examination of peer rejection, social dominance goals, and sex of the child as moderators.

    PubMed

    McQuade, Julia D; Breaux, Rosanna P; Gómez, Angelina F; Zakarian, Rebecca J; Weatherly, Julia

    2016-09-01

    This study expands on prior research suggesting that children who either over- or under-estimate their social competence relative to others' reports are more likely to be aggressive. Linear and curvilinear associations between biased social self-perceptions and forms (physical vs. relational) and functions (proactive vs. reactive) of aggression were tested along with three moderators (peer rejection, social dominance goals, and child sex). Children in the fifth through eight grade (N = 167) completed self-reports of perceived social competence and social dominance goals. Teachers completed ratings of children's social competence, peer rejection, and reactive and proactive physical and relational aggression. Bias in self-perceived social competence was quantified as the residual difference between child and teacher ratings of the child's social competence. There was a significant interaction between quadratic bias and peer rejection predicting reactive physical aggression; rejected children with a positive bias or a negative bias were highest in reactive physical aggression. The interaction between linear bias, social dominance goals, and the sex of the child was also significant when predicting proactive physical aggression. Among girls who highly valued social dominance, a positive bias predicted greater proactive physical aggression. Results are discussed in terms of implications for aggression theory and intervention. Aggr. Behav. 42:498-509, 2016. © 2016 Wiley Periodicals, Inc. PMID:26831648

  2. Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

    2015-01-01

    We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

  3. The Impact of ICT on Pupils' Achievement and Attitudes in Social Studies

    ERIC Educational Resources Information Center

    Cener, Emin; Acun, Ismail; Demirhan, Gokhan

    2015-01-01

    The aim of this study is to investigate the impact of teaching social studies with the help of CT on pupils' achievement in social studies. A history, geography and culture oriented theme was selected from the social studies curriculum for the research, Turks on the Silk Road. A multimedia CD, documentaries, PowerPoint and so on were used to teach…

  4. Using Social and Emotional Learning to Foster Academic Achievement in Secondary Mathematics

    ERIC Educational Resources Information Center

    Jones, Jennifer L.; Jones, Karrie A.; Vermette, Paul J.

    2009-01-01

    Teaching social-emotional skills to secondary students has been linked to higher student achievement, more positive student motivation and more socially acceptable classroom behaviors (Elias & Arnold, 2006; Weissburg et al., 2003; Kress et al., 2004). Much of the current literature on social-emotional learning (SEL) focuses on research. This piece…

  5. Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

    NASA Astrophysics Data System (ADS)

    Taylor, Jennifer Anne

    This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching

  6. Generic Competences in Higher Education: Studying Their Development in Undergraduate Social Science Studies by Means of a Specific Methodology

    ERIC Educational Resources Information Center

    Gallifa, Josep; Garriga, Jordi

    2010-01-01

    Research into the acquisition of generic competences was carried out with the undergraduate social science programmes offered by the Ramon Llull University, Barcelona (Spain). For these programmes an innovative methodology called "cross-course seminars" has been developed. Its focus is, amongst others, on developing generic competences. In the…

  7. Factor Structure of the Pictorial Scale of Perceived Competence and Social Acceptance With Two Pre-Elementary Samples

    ERIC Educational Resources Information Center

    Mantzicopoulos, Panayota; French, Brian F.; Maller, Susan J.

    2004-01-01

    Competing models of the factorial structure of the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) were tested for fit using multisample confirmatory factor analysis. The best fitting model was tested for invariance (a) across samples of middle-class (n251) and economically disadvantaged (Head Start, n=117) kindergarten…

  8. Sport Motor Competencies and the Experience of Social Recognition among Peers in Physical Education--A Video-Based Study

    ERIC Educational Resources Information Center

    Grimminger, Elke

    2013-01-01

    Background: Being recognized as a competent and accepted member in the peer group is one of the most important basic human needs for children and youth. However, it is the peer group itself that decides which competencies are estimated and which are not, and through this process, a social order as well as peer power constellations is created.…

  9. Reexamining the Relationship between Academic Achievement and Social Behavior

    ERIC Educational Resources Information Center

    Algozzine, Bob; Wang, Chuang; Violette, Amy S.

    2011-01-01

    Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep…

  10. Social Identity and Achievement Gaps: Evidence from an Affirmation Intervention

    ERIC Educational Resources Information Center

    Dee, Thomas S.

    2015-01-01

    One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., "stereotype threat"). Recent field-experimental studies suggest that modest, low-cost "buffering" interventions…

  11. "Le Contrat Social"--and a New Curricular Approach to Inclusive Education. Occupational Opportunities and Social Competence. Reprints and Miniprints, No. 859.

    ERIC Educational Resources Information Center

    Magne, Olof

    This Swedish paper discusses the design of an inclusive curriculum for students with disabilities based on Rousseau's concept of a social contract. The importance of a curricular philosophy in which social competence and ecological conditions are crucial provisions in shaping the curriculum is discussed. The social contract philosophy is used to…

  12. Mothers' Early Depressive Symptoms Predict Children's Low Social Competence in First Grade: Mediation by Children's Social Cognition

    ERIC Educational Resources Information Center

    Wang, Yiji; Dix, Theodore

    2015-01-01

    Background: This study examined whether social-cognitive processes in children mediate relations between mothers' depressive symptoms across the first 3 years and children's first-grade social competence. Three maladaptive cognitions were examined: self-perceived social inadequacy, hostile attribution, and aggressive response generation.…

  13. Social Cognition Dysfunction in Adolescents with 22q11.2 Deletion Syndrome (Velo-Cardio-Facial Syndrome): Relationship with Executive Functioning and Social Competence/Functioning

    ERIC Educational Resources Information Center

    Campbell, L. E.; McCabe, K. L.; Melville, J. L.; Strutt, P. A.; Schall, U.

    2015-01-01

    Background: Social difficulties are often noted among people with intellectual disabilities. Children and adults with 22q.11.2 deletion syndrome (22q11DS) often have poorer social competence as well as poorer performance on measures of executive and social-cognitive skills compared with typically developing young people. However, the relationship…

  14. Prevention of adolescent substance abuse through the development of personal and social competence.

    PubMed

    Botvin, G J

    1983-01-01

    The initiation of substance use typically begins during adolescence and appears to be the result of the complex interplay of social, personality, cognitive, attitudinal, behavioral, and developmental factors. Traditional smoking, alcohol, and drug education programs have attempted to increase students' knowledge of the risks associated with using these substances in the hope that this would deter use. Other programs have attempted to enrich the personal and social development of students through what has been referred to as "affective" education. Unfortunately, the inescapable conclusion to be drawn from the substance abuse prevention literature is that few of these programs have demonstrated any degree of success in terms of the actual prevention of substance use/abuse. Traditional educational approaches to substance abuse prevention appear to be inadequate because they are based on faulty assumptions and are too narrow in their focus. The "affective" education approaches, on the other hand, appear to have placed too little emphasis on the acquisition of the kind of skills that are likely to increase general personal competence and enable students to cope with the various interpersonal and intrapersonal pressures to begin using tobacco, alcohol, or drugs. From the perspective of social learning theory (Bandura 1977) and problem behavior theory (Jessor and Jessor 1977), substance use is conceptualized as a socially learned, purposive, and functional behavior which is the result of the interplay of social (environmental) and personal factors. One potentially effective approach to substance abuse prevention might involve enhancing general personal competence and teaching adolescents the kind of problem-specific skills and knowledge which will increase their ability to resist the various forms of pro-substance-use social pressure. Brief reviews of the social skills training literature and the literature related to techniques for coping with anxiety not only provide

  15. PERSONAL COMPETENCIES, SOCIAL RESOURCES, AND PSYCHOSOCIAL ADJUSTMENT OF PRIMIPAROUS WOMEN OF ADVANCED MATERNAL AGE AND THEIR PARTNERS.

    PubMed

    Guedes, Maryse; Canavarro, Maria Cristina

    2015-01-01

    The present study aimed to (a) characterize the personal competencies, the social resources, and the psychosocial adjustment (psychological distress, quality of life, and parenting self-perceptions) during the early postpartum period of primiparous women of advanced age (≥35 years at the time of delivery) and their partners (older parents) compared with that of younger first-time mothers (20-34 years) and their partners (younger parents); and (b) explore the role of personal competencies and social resources in couples' psychosocial adjustment, depending on the age group. Older (n = 74) and younger parents (n = 71) completed self-report measures to assess personal competencies and social resources (third trimester of pregnancy), psychological distress, and quality of life (third trimester of pregnancy and 1-month' postpartum) and parenting self-perceptions (1-month' postpartum). Older parents were more similar than different from younger parents regarding personal competencies, social resources, and psychosocial adjustment during the first postnatal month. Regardless of the age group, higher personal competencies and social resources predicted lower anxiety and more positive parenting self-perceptions in women. Beyond higher personal competencies, older maternal age also predicted higher quality of life. In men, higher personal competencies were protective against anxiety, but only at older maternal age. PMID:26331727

  16. Academic Achievement and Social Functioning of Children with and without Learning Difficulties

    ERIC Educational Resources Information Center

    Walker, Ann; Nabuzoka, Dabie

    2007-01-01

    The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7-12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these…

  17. Occupational health nurses’ achievement of competence and comfort in respiratory protection and preferred learning methods results of a nationwide survey.

    PubMed

    Burgel, Barbara J; Novak, Debra A; Carpenter, Holly Elizabeth; Gruden, MaryAnn; Lachat, Ann M; Taormina, Deborah

    2014-02-01

    Additional findings are presented from a 2012 nationwide survey of 2,072 occupational health nurses regarding how they achieved competence in respiratory protection, their preferred methods of learning, and how they motivated employees to use respiratory protection. On-the-job training, taking a National Institute for Occupational Safety and Health spirometry course, or attending professional conferences were the primary ways occupational health nurses gained respiratory protection knowledge. Attending professional conferences was the preferred method of learning, varying by type of industry and years of occupational health nurse experience. Employee motivational strategies were not widely used; the most common strategy was to tailor respiratory protection training to workplace culture. Designing training methods that match learning preferences, within the context of the organization's safety and quality improvement culture, is a key recommendation supported by the literature and these findings. Including respiratory protection content and competencies in all levels of academic nursing education is an additional recommendation. Additional research is needed to link training strategies with consistent and correct use of respiratory protection by employees. PMID:24812690

  18. Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Child Care

    PubMed Central

    2007-01-01

    The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large-scale NICHD Study of Early Child Care. In a sample of 1364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in child care between 24 and 54 months and the number of hours spent in child-care peer groups of different sizes (alone; dyad; small; medium; large), predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer group acceptance. Children who had more positive experiences with peers in child care had better social and communicative skills with peers in third grade, were more sociable and cooperative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in child care were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small-sized peer groups in child care (4 or fewer children at 24 months of age, up to 7 or fewer at 54 months), they were more sociable and cooperative in third grade, but their teachers rated them as more aggressive suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium-sized groups received higher ratings for peer aggression by their third grade teachers. Children who spent more time with one other child in child care or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self report. There were no significant associations between the amount of time children spent in large child-care based peer groups and third grade peer social competence. PMID:18716666

  19. Which Social Emotional Competencies Are Enhanced at a Social Emotional Learning Camp?

    ERIC Educational Resources Information Center

    Ee, Jessie; Ong, Chew Wei

    2014-01-01

    Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both…

  20. Mothers' social coaching, mother-child relationship style, and children's peer competence: is the medium the message?

    PubMed

    Mize, J; Pettit, G S

    1997-04-01

    Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 (n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence. PMID:9180004

  1. Assessing Self-Efficacy of Cultural Competence with Lesbian, Gay, and Bisexual Clients: A Comparison of Training Methods with Graduate Social Work Students

    ERIC Educational Resources Information Center

    Johnson, Steven D.

    2013-01-01

    Graduate social work students are mandated to be cultural competent to work with lesbian, gay, and bisexual (LGB) clients. This exploratory study examined how best to teach graduate social work students to be culturally competent in working with LGB clients by assessing their perceived competence of attitudes, knowledge and skills as well as their…

  2. Achieving Optimal Privacy in Trust-Aware Social Recommender Systems

    NASA Astrophysics Data System (ADS)

    Dokoohaki, Nima; Kaleli, Cihan; Polat, Huseyin; Matskin, Mihhail

    Collaborative filtering (CF) recommenders are subject to numerous shortcomings such as centralized processing, vulnerability to shilling attacks, and most important of all privacy. To overcome these obstacles, researchers proposed for utilization of interpersonal trust between users, to alleviate many of these crucial shortcomings. Till now, attention has been mainly paid to strong points about trust-aware recommenders such as alleviating profile sparsity or calculation cost efficiency, while least attention has been paid on investigating the notion of privacy surrounding the disclosure of individual ratings and most importantly protection of trust computation across social networks forming the backbone of these systems. To contribute to addressing problem of privacy in trust-aware recommenders, within this paper, first we introduce a framework for enabling privacy-preserving trust-aware recommendation generation. While trust mechanism aims at elevating recommender's accuracy, to preserve privacy, accuracy of the system needs to be decreased. Since within this context, privacy and accuracy are conflicting goals we show that a Pareto set can be found as an optimal setting for both privacy-preserving and trust-enabling mechanisms. We show that this Pareto set, when used as the configuration for measuring the accuracy of base collaborative filtering engine, yields an optimized tradeoff between conflicting goals of privacy and accuracy. We prove this concept along with applicability of our framework by experimenting with accuracy and privacy factors, and we show through experiment how such optimal set can be inferred.

  3. The Significance of Attachment Security for Children’s Social Competence with Peers: A Meta-Analytic Study

    PubMed Central

    Groh, Ashley M.; Fearon, R. Pasco; Bakermans-Kranenburg, Marian J.; van IJzendoorn, Marinus H.; Steele, Ryan D.; Roisman, Glenn I.

    2014-01-01

    This meta-analytic review examines the association between attachment during the early life course and social competence with peers during childhood, and compares the strength of this association with those for externalizing and internalizing symptomatology. Based on eighty independent samples (N = 4,441), the association between security and peer competence was significant (d = 0.39, CI 0.32; 0.47) and not moderated by the age at which peer competence was assessed. Avoidance (d = 0.17, CI 0.05; 0.30), resistance (d = 0.29, CI 0.09; 0.48), and disorganization (d = 0.25, CI 0.10; 0.40) were significantly associated with lower peer competence. Attachment security was significantly more strongly associated with peer competence than internalizing (but not externalizing) symptomatology. Discussion focuses on the significance of early attachment for the development of peer competence versus externalizing and internalizing psychopathology. PMID:24547936

  4. Think fast! The relationship between goal prediction speed and social competence in infants

    PubMed Central

    Krogh-Jespersen, Sheila; Liberman, Zoe; Woodward, Amanda L.

    2015-01-01

    Skilled social interactions require knowledge about others’ intentions and the ability to implement this knowledge in real-time to generate appropriate responses to one’s partner. Young infants demonstrate an understanding of other people’s intentions (e.g. Woodward, Sommerville, Gerson, Henderson & Buresh, 2009), yet it is not until the second year that infants seem to master the real-time implementation of their knowledge during social interactions (e.g. Warneken & Tomasello, 2007). The current study investigates the possibility that developments in social competence during the second year are related to increases in the speed with which infants can employ their understanding of others’ intentions. Twenty- to 22-month-old infants (N = 23) viewed videos of goal-directed actions on a Tobii eye-tracker and then engaged in an interactive perspective-taking task. Infants who quickly and accurately anticipated another person’s future behavior in the eye-tracking task were more successful at taking their partner’s perspective in the social interaction. Success on the perspective-taking task was specifically related to the ability to correctly predict another person’s intentions. These findings highlight the importance of not only being a ‘smart’ social partner but also a ‘fast’ social thinker. PMID:25659980

  5. Relations among Teachers’ Emotion Socialization Beliefs and Practices, and Preschoolers’ Emotional Competence

    PubMed Central

    Morris, Carol A.S.; Denham, Susanne A.; Bassett, Hideko H.; Curby, Timothy W.

    2013-01-01

    Research Findings Utilizing a three-part model of emotion socialization that includes Modeling, Contingent Responding, and Teaching, this study examined the associations between 44 teachers’ self-reported and observed emotion socialization practices and 326 preschoolers’ emotion knowledge and observed emotional behavior. Multi-level analyses revealed that the majority of the variance in the children’s emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers’ use of all three emotion socialization techniques did contribute to the prediction of the children’s scores; however, the nature of these associations differed by children’s age and gender. Practice or Policy The development of children’s emotional competence is a complex, multi-faceted process in which many interaction partners play a role; early childhood teachers act as emotion socialization agents for the children in their care by modeling emotions, responding either supportively or punitively to children’s expressions of emotions, and engaging in direct instruction regarding emotional experience. This research may provide a basis for potential future interventions designed to assist teachers in developing their own emotion socialization skills so that they can be more effective emotion socialization agents for the children in their care. PMID:24159256

  6. Think fast! The relationship between goal prediction speed and social competence in infants.

    PubMed

    Krogh-Jespersen, Sheila; Liberman, Zoe; Woodward, Amanda L

    2015-09-01

    Skilled social interactions require knowledge about others' intentions and the ability to implement this knowledge in real-time to generate appropriate responses to one's partner. Young infants demonstrate an understanding of other people's intentions (e.g. Woodward, Sommerville, Gerson, Henderson & Buresh, 2009), yet it is not until the second year that infants seem to master the real-time implementation of their knowledge during social interactions (e.g. Warneken & Tomasello, 2007). The current study investigates the possibility that developments in social competence during the second year are related to increases in the speed with which infants can employ their understanding of others' intentions. Twenty- to 22-month-old infants (N = 23) viewed videos of goal-directed actions on a Tobii eye-tracker and then engaged in an interactive perspective-taking task. Infants who quickly and accurately anticipated another person's future behavior in the eye-tracking task were more successful at taking their partner's perspective in the social interaction. Success on the perspective-taking task was specifically related to the ability to correctly predict another person's intentions. These findings highlight the importance of not only being a 'smart' social partner but also a 'fast' social thinker. PMID:25659980

  7. Designing and Testing an Inventory for Measuring Social Media Competency of Certified Health Education Specialists

    PubMed Central

    Bernhardt, Jay M; Stellefson, Michael; Weiler, Robert M; Anderson-Lewis, Charkarra; Miller, M David; MacInnes, Jann

    2015-01-01

    Background Social media can promote healthy behaviors by facilitating engagement and collaboration among health professionals and the public. Thus, social media is quickly becoming a vital tool for health promotion. While guidelines and trainings exist for public health professionals, there are currently no standardized measures to assess individual social media competency among Certified Health Education Specialists (CHES) and Master Certified Health Education Specialists (MCHES). Objective The aim of this study was to design, develop, and test the Social Media Competency Inventory (SMCI) for CHES and MCHES. Methods The SMCI was designed in three sequential phases: (1) Conceptualization and Domain Specifications, (2) Item Development, and (3) Inventory Testing and Finalization. Phase 1 consisted of a literature review, concept operationalization, and expert reviews. Phase 2 involved an expert panel (n=4) review, think-aloud sessions with a small representative sample of CHES/MCHES (n=10), a pilot test (n=36), and classical test theory analyses to develop the initial version of the SMCI. Phase 3 included a field test of the SMCI with a random sample of CHES and MCHES (n=353), factor and Rasch analyses, and development of SMCI administration and interpretation guidelines. Results Six constructs adapted from the unified theory of acceptance and use of technology and the integrated behavioral model were identified for assessing social media competency: (1) Social Media Self-Efficacy, (2) Social Media Experience, (3) Effort Expectancy, (4) Performance Expectancy, (5) Facilitating Conditions, and (6) Social Influence. The initial item pool included 148 items. After the pilot test, 16 items were removed or revised because of low item discrimination (r<.30), high interitem correlations (Ρ>.90), or based on feedback received from pilot participants. During the psychometric analysis of the field test data, 52 items were removed due to low discrimination, evidence of

  8. Racial and Social Class Differences in How Parents Respond to Inadequate Achievement: Consequences for Children’s Future Achievement

    PubMed Central

    Robinson, Keith; Harris, Angel L.

    2013-01-01

    Objective Despite numerous studies on parental involvement in children’s academic schooling, there is a dearth of knowledge on how parents respond specifically to inadequate academic performance. This study examines whether 1) racial differences exist in parenting philosophy for addressing inadequate achievement, 2) social class has implications for parenting philosophy, and 3) parents’ philosophies are consequential for children’s academic achievement. Methods Using data from the Child Development Supplement (N=1041) to the Panel Study of Income Dynamics, we sort parents into two categories—those whose parenting repertoires for addressing poor achievement include punitive responses and those whose repertoires do not. We then determine whether racial differences exist between these categories and how various responses within the aforementioned categories are related to students’ academic achievement. Results The findings show that white and black parents have markedly different philosophies on how to respond to inadequate performance, and these differences appear to impact children’s achievement in dramatically different ways. Conclusion Educators and policy makers should pay particular attention to how parents respond to inadequate achievement as imploring parents of inadequately performing students to be more involved without providing them with some guidance might exacerbate the problem. PMID:24563554

  9. Do competence skills moderate the impact of social influences to drink and perceived social benefits of drinking on alcohol use among inner-city adolescents?

    PubMed

    Epstein, Jennifer A; Zhou, Xi Kathy; Bang, Heejung; Botvin, Gilbert J

    2007-03-01

    Only a few studies have found competence skills to be a protective factor against adolescent alcohol use; others did not find a direct effect on alcohol. A possible reason for this is that competence skills may moderate the effects of risk factors for alcohol use and that aspect has not been examined often or in a longitudinal design. This study tested whether several competence skills served either as direct protective factors against alcohol use or moderators of the impact of social risk factors on alcohol use. Participants (N = 1318) completed questionnaires that included measures of decision-making skills, refusal skill techniques, resisting media influences, friends' drinking and perceived social benefits of drinking, as well as current drinking amount and future drinking at baseline, one-year follow-up and two-year follow-up. Data analyses were conducted using multi-level mixed effects generalized linear models with random intercept. All the competence skills and the risk factors predicted current and future drinking. Several significant interactions were found between (1) perceived social benefits of drinking and decision-making skills, (2) perceived social benefits of drinking and refusal skill techniques and (3) friends' drinking and refusal skill techniques. Competence skills served as protective factors, as well as moderators. One possible reason that competence enhancement approaches to alcohol prevention are effective may be due to the inclusion of the competence skills component. PMID:17106653

  10. A model parent group for enhancing aggressive children's social competence in Taiwan.

    PubMed

    Li, Ming-Hui

    2009-07-01

    This paper presents a semi-structured psychoeducational model of group work for parents of aggressive children based on concepts of co-parenting and bidirectionality. The group was developed for enhancing five Taiwanese aggressive children's social competence by promoting positive interactions within family. Topics covered in the group included identifying parenting styles, forming parental alliances, fostering parent-child mutual initiations/mutual compliances, establishing parent-child co-regulation, and responding to aggressive children's negative emotions. Pre- and post-group comparisons suggested the effectiveness of the group model. PMID:19548787

  11. The Relation of Birth Order, Social Class, and Need Achievement to Independent Judgement

    ERIC Educational Resources Information Center

    Rhine, W. Ray

    1974-01-01

    This article reports an investigation in which the brith order, social class, and level of achievement arousal are the variables considered when fifth and sixth-grade girls make independent judgements in performing a set task. (JH)

  12. Filipino Adolescents' Parental Socialization for Academic Achievement in the United States.

    ERIC Educational Resources Information Center

    Salazar, Lilia P.; Schludermann, Shirin M.; Schludermann, Eduard H.; Huynh, Cam-Loi

    2000-01-01

    Explored the processes whereby parental socialization practices lead to Filipino adolescents' academic achievement. Family reputation and internal attribution were found to mediate the relation between authoritative parenting and grade-point average. (JPB)

  13. Social Competency Training Goes to School: Pupil Involvement in the Classroom through Problem-Solving with People.

    ERIC Educational Resources Information Center

    Hallarman, Prudence R.; And Others

    The need for a "systems" approach to school-based social competency training has been highlighted by a national commission and the U.S. Department of Education. The Pupil Involvement/Problem-Solving with People (PI/PSP) curriculum has adapted numerous, well-researched social compentency training models targeted for elementary classroom use.…

  14. Language Impairment and Early Social Competence in Preschoolers with Autism Spectrum Disorders: A Comparison of DSM-5 Profiles

    ERIC Educational Resources Information Center

    Bennett, T. A.; Szatmari, P.; Georgiades, K.; Hanna, S.; Janus, M.; Georgiades, S.; Duku, E.; Bryson, S.; Fombonne, E.; Smith, I. M.; Mirenda, P.; Volden, J.; Waddell, C.; Roberts, W.; Vaillancourt, T.; Zwaigenbaum, L.; Elsabbagh, M.; Thompson, A.

    2014-01-01

    Children with autism spectrum disorder (ASD) and structural language impairment (LI) may be at risk of more adverse social-developmental outcomes. We examined trajectories of early social competence (using the Vineland-II) in 330 children aged 2-4 years recently diagnosed with ASD, and compared 3 subgroups classified by: language impairment…

  15. Language and Social Competence in Typically Developing Children and Late Talkers between 18 and 35 Months of Age

    ERIC Educational Resources Information Center

    Longobardi, Emiddia; Spataro, Pietro; Frigerio, Alessandra; Rescorla, Leslie

    2016-01-01

    The present study examined the relation between language and social ability in a sample of 268 preschoolers aged 18-35 months. Expressive language was assessed with the Italian adaptation of the Language Development Survey (LDS), and Social Competence was assessed with the Questionnaire on Peer Interactions in the Kindergarten (QPI). Results…

  16. Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers

    ERIC Educational Resources Information Center

    Dennis, Lindsay R.; Stockall, Nancy

    2015-01-01

    Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play.…

  17. Gender-Specific Effects of Social Influences and Competence on Lifetime Poly-Drug Use among Inner-City Adolescents

    ERIC Educational Resources Information Center

    Epstein, Jennifer A.; Botvin, Gilbert J.; Doyle, Margaret

    2009-01-01

    This study examined the relationship of social influences to use drugs and competence variables with lifetime poly-drug use for adolescents residing in inner-city regions. The same model was tested separately for boys and girls. Sixth- and seventh-graders (N = 2400) in inner-city schools self-reported substance use, social influences to use drugs…

  18. Modifying Defining Issues Test (DIT) as a Tool for Assessing Secondary Students' Social-Emotional Competencies

    ERIC Educational Resources Information Center

    Ee, Jessie

    2014-01-01

    This paper discusses the use of an alternative instrument to assess the social-emotional competence (SEC) of secondary school students in Singapore. The instrument was used in a larger study to explore an approach to infuse social-emotional learning in the curriculum for children in school. The design of this research instrument is based on the…

  19. A Good Beginning: Sending America's Children to School with the Social and Emotional Competence They Need To Succeed.

    ERIC Educational Resources Information Center

    Peth-Pierce, Robin

    Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success. The first part of the…

  20. The Development of Social-Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program

    ERIC Educational Resources Information Center

    Pahl, Kristine M.; Barrett, Paula M.

    2007-01-01

    The development of social-emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are…

  1. Promoting Social Competence in an Era of School Reform: A Commentary on Gifford-Smith and Brownell.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth

    2003-01-01

    Presents a response to Gifford-Smith and Brownell's "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). A focus on enhancing social competence within the context of classrooms designed to accommodate the needs of all students is presented as an integrated framework for applying research concerning…

  2. Links between Local Language Competence and Peer Relations among Swiss and Immigrant Children: The Mediating Role of Social Behavior

    ERIC Educational Resources Information Center

    von Grunigen, Renate; Kochenderfer-Ladd, Becky; Perren, Sonja; Alsaker, Francoise D.

    2012-01-01

    The primary aim of this investigation was to evaluate a model in which children's social behaviors, including prosocial behavior, setting limits, and social withdrawal, were hypothesized to mediate the links between local language competence (LLC) and peer acceptance and victimization. Longitudinal data were collected via teacher and peer reports…

  3. Social-Emotional Competence in Young Children with Developmental Delays: Our Reflection and Vision for the Future

    ERIC Educational Resources Information Center

    Brown, William H.; Conroy, Maureen A.

    2011-01-01

    The authors provide a brief historical reflection on social-emotional competence intervention research along with their vision for future directions of intervention investigations for young children with developmental delays and difficulties. Specifically, they summarize "what we 'know'" and "what we "need to know"" in the area of social-emotional…

  4. The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits.

    PubMed

    Gooding, Lori F

    2011-01-01

    Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning. PMID:22506299

  5. Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study

    ERIC Educational Resources Information Center

    Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette

    2012-01-01

    The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…

  6. Social Capital and Adolescents Mathematics Achievement: A Comparative Analysis of Eight European Cities

    ERIC Educational Resources Information Center

    Gisladottir, Berglind

    2013-01-01

    This study examines the impact of social capital on mathematics achievement in eight European cities. The study draws on data from the 2008 Youth in Europe survey, carried out by the Icelandic Center for Social Research and Analysis. The sample contains responses from 17,312 students in 9th and 10th grade of local secondary schools in the…

  7. Improving Low Achievers' Academic Performance at University by Changing the Social Value of Mastery Goals

    ERIC Educational Resources Information Center

    Dompnier, Benoît; Darnon, Céline; Meier, Emanuele; Brandner, Catherine; Smeding, Annique; Butera, Fabrizio

    2015-01-01

    Recent research has shown that, in a university context, mastery goals are highly valued and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which…

  8. Integrating Economic and Social Policy: Good Practices from High-Achieving Countries. Innocenti Working Papers.

    ERIC Educational Resources Information Center

    Mehrotra, Santosh

    This paper examines the successes of 10 "high achievers," countries with social indicators far higher than might be expected, given their national wealth, pulling together the lessons learned for social policy in the developing world. The 10 countries identified are Costa Rica, Cuba, Barbados, Botswana, Zimbabwe, Mauritius, Kerala, Sri Lanka,…

  9. A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

    ERIC Educational Resources Information Center

    Mattanah, Jonathan F.; Brooks, Leonie J.; Brand, Bethany L.; Quimby, Julie L.; Ayers, Jean F.

    2012-01-01

    The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their…

  10. Social Media Use, Loneliness, and Academic Achievement: A Correlational Study with Urban High School Students

    ERIC Educational Resources Information Center

    Neto, Roque; Golz, Nancy; Polega, Meaghan

    2015-01-01

    This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…

  11. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

  12. Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans

    ERIC Educational Resources Information Center

    Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

    2014-01-01

    The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

  13. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  14. Evolution of Opinions on Social Networks in the Presence of Competing Committed Groups

    PubMed Central

    Xie, Jierui; Emenheiser, Jeffrey; Kirby, Matthew; Sreenivasan, Sameet; Szymanski, Boleslaw K.; Korniss, Gyorgy

    2012-01-01

    Public opinion is often affected by the presence of committed groups of individuals dedicated to competing points of view. Using a model of pairwise social influence, we study how the presence of such groups within social networks affects the outcome and the speed of evolution of the overall opinion on the network. Earlier work indicated that a single committed group within a dense social network can cause the entire network to quickly adopt the group's opinion (in times scaling logarithmically with the network size), so long as the committed group constitutes more than about of the population (with the findings being qualitatively similar for sparse networks as well). Here we study the more general case of opinion evolution when two groups committed to distinct, competing opinions and , and constituting fractions and of the total population respectively, are present in the network. We show for stylized social networks (including Erdös-Rényi random graphs and Barabási-Albert scale-free networks) that the phase diagram of this system in parameter space consists of two regions, one where two stable steady-states coexist, and the remaining where only a single stable steady-state exists. These two regions are separated by two fold-bifurcation (spinodal) lines which meet tangentially and terminate at a cusp (critical point). We provide further insights to the phase diagram and to the nature of the underlying phase transitions by investigating the model on infinite (mean-field limit), finite complete graphs and finite sparse networks. For the latter case, we also derive the scaling exponent associated with the exponential growth of switching times as a function of the distance from the critical point. PMID:22448238

  15. Testing the Causal Mediation Component of Dodge's Social Information Processing Model of Social Competence and Depression

    ERIC Educational Resources Information Center

    Possel, Patrick; Seemann, Simone; Ahrens, Stefanie; Hautzinger, Martin

    2006-01-01

    In Dodge's model of "social information processing" depression is the result of a linear sequence of five stages of information processing ("Annu Rev Psychol" 44: 559-584, 1993). These stages follow a person's reaction to situational stimuli, such that each stage of information processing mediates the relationship between earlier and later stages.…

  16. The Social Competence Curriculum Project: A Guide to Instructional Programming for Social and Communicative Interactions.

    ERIC Educational Resources Information Center

    Peck, Charles A.; And Others

    The curriculum guide consists of a set of assessment tools, curriculum decision guidelines, instructional recommendations, and sample activities focused on teaching basic social and communication skills to children with autism and severe developmental handicaps. Section One provides an introductory discussion of issues related to effective…

  17. Beyond Grade Retention and Social Promotion: Promoting the Social and Academic Competence of Students

    ERIC Educational Resources Information Center

    Jimerson, Shane R.; Pletcher, Sarah M. W.; Graydon, Kelly; Schnurr, Britton L.; Nickerson, Amanda B.; Kundert, Deborah K.

    2006-01-01

    During the past decade, amidst the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding…

  18. Assessment of Social Competence in High-Risk Preschoolers: Evaluation of the Adaptive Social Behavior Inventory (ASBI) across Home and School Settings

    ERIC Educational Resources Information Center

    Greenfield, Daryl B.; Iruka, Iheoma U.; Munis, Pelin

    2004-01-01

    This study evaluates the Adaptive Social Behavior Inventory (ASBI) for assessing pre-school children's social competence across home and school settings. Data were collected on a multi-ethnic sample of 191 3- to 5-year-old children attending Head Start centers. Parents, teachers, and teacher aides rated children similarly on the three ASBI…

  19. Promoting social-emotional competence: An evaluation of the elementary version of Second Step®.

    PubMed

    Low, Sabina; Cook, Clayton R; Smolkowski, Keith; Buntain-Ricklefs, Jodie

    2015-12-01

    Research has consistently linked social-emotional skills to important educational and life outcomes. Many children begin their school careers, however, without the requisite social and emotional skills that facilitate learning, which has prompted schools nationwide to adopt specific curricula to teach students the social-emotional skills that enable them to maintain optimal engagement in the learning process. Second Step® is one of the most widely disseminated social-emotional learning (SEL) programs; however, its newly revised version has never been empirically evaluated. The purpose of this study was to conduct a randomized controlled trial investigating the impact of the 4th Edition Second Step® on social-behavioral outcomes over a 1-year period when combined with a brief training on proactive classroom management. Participants were kindergarten to 2nd grade students in 61 schools (321 teachers, 7300 students) across six school districts. Hierarchical models (time×condition) suggest that the program had few main effects from teacher-reported social and behavioral indices, with small effect sizes. The majority of significant findings were moderated effects, with 8 out of 11 outcome variables indicating the intervention-produced significant improvements in social-emotional competence and behavior for children who started the school year with skill deficits relative to their peers. All the significant findings were based on teacher-report data highlighting a need for replication using other informants and sources of data. Findings provide program validation and have implications for understanding the reach of SEL programs. PMID:26563599

  20. Social and school competencies in children with short stature: longitudinal patterns.

    PubMed

    Holmes, C S; Karlsson, J A; Thompson, R G

    1985-10-01

    Longitudinal evaluation of 47 children with short stature secondary to growth hormone deficiency (GHD), constitutional delay (CD), and Turner's syndrome (TS) was undertaken approximately 3 years after initial assessment. Parent ratings of social and school competence indicated a developmental trend of poorer adjustment during early adolescence (ages 12 and 14), which was preceded (age 9) and followed (age 17) by age-appropriate functioning. Evaluation of social competence scores suggested that large organized group activities were avoided, although children had close friends with whom they interacted regularly. Children with short stature obtained age-expected scores for their involvement in solitary activities (i.e., hobbies and household chores) and tended to participate in individual sports (i.e., fishing, swimming), consistent with a pattern of withdrawal from large groups. Younger children with CD evidenced academic functioning at least 1 SD higher than children from all other groups, and this age-related effect may explain performance inconsistencies reported previously with other groups of CD children. Of the children studied, girls with TS experienced the greatest academic difficulty. PMID:4066961

  1. The relation of dialogic, control, and racial socialization practices to early academic and social competence: effects of gender, ethnicity, and family socioeconomic status.

    PubMed

    Barbarin, Oscar; Jean-Baptiste, Esther

    2013-01-01

    This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not. PMID:23889013

  2. Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence

    PubMed Central

    Hornung, Caroline; Schiltz, Christine; Brunner, Martin; Martin, Romain

    2014-01-01

    Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners' nonverbal number sense and domain-general abilities (i.e., working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (i.e., arithmetic, shape and space skills, and number line estimation) assessed 1 year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms. PMID:24772098

  3. Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.

    PubMed

    Hornung, Caroline; Schiltz, Christine; Brunner, Martin; Martin, Romain

    2014-01-01

    Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners' nonverbal number sense and domain-general abilities (i.e., working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (i.e., arithmetic, shape and space skills, and number line estimation) assessed 1 year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms. PMID:24772098

  4. Emotional and social competencies and perceptions of the interpersonal environment of an organization as related to the engagement of IT professionals.

    PubMed

    Pittenger, Linda M

    2015-01-01

    There is a dearth of research focused on the engagement of information technology (IT) professionals. This study analyzed the relationship between emotional and social competencies and the quality of the IT professional's perceptions of the interpersonal environment in an organization as they relate to employee engagement. Validated instruments were used and data was collected from 795 IT professionals in North America to quantitatively analyze the relationship between emotional and social competencies, role breadth self-efficacy (RBSE), with the quality of the IT professional's perceptions of the interpersonal environment, and those perceptions with employee engagement. The study results indicate that specific emotional and social competencies and RBSE relate differently to the quality of the perceptions of the interpersonal environment. The study also reveals how the quality of the IT professional's perceptions of the interpersonal environment relates to how much they engage in the organization. The findings indicate that the relationship between achievement orientation and the perceived interpersonal environment was positive and the relationship between influencing others and the perceived interpersonal environment was negative. Understanding such relationships offers much needed insight to practitioners and can benefit organizations that wish to increase the engagement of their IT professionals. The findings also can support practitioners to more effectively select and develop talent with the desired motives and traits. By doing so, organizations can experience increased employee satisfaction, engagement, and retention, resulting in higher productivity, quality, and profitability. PMID:26113824

  5. Emotional and social competencies and perceptions of the interpersonal environment of an organization as related to the engagement of IT professionals

    PubMed Central

    Pittenger, Linda M.

    2015-01-01

    There is a dearth of research focused on the engagement of information technology (IT) professionals. This study analyzed the relationship between emotional and social competencies and the quality of the IT professional’s perceptions of the interpersonal environment in an organization as they relate to employee engagement. Validated instruments were used and data was collected from 795 IT professionals in North America to quantitatively analyze the relationship between emotional and social competencies, role breadth self-efficacy (RBSE), with the quality of the IT professional’s perceptions of the interpersonal environment, and those perceptions with employee engagement. The study results indicate that specific emotional and social competencies and RBSE relate differently to the quality of the perceptions of the interpersonal environment. The study also reveals how the quality of the IT professional’s perceptions of the interpersonal environment relates to how much they engage in the organization. The findings indicate that the relationship between achievement orientation and the perceived interpersonal environment was positive and the relationship between influencing others and the perceived interpersonal environment was negative. Understanding such relationships offers much needed insight to practitioners and can benefit organizations that wish to increase the engagement of their IT professionals. The findings also can support practitioners to more effectively select and develop talent with the desired motives and traits. By doing so, organizations can experience increased employee satisfaction, engagement, and retention, resulting in higher productivity, quality, and profitability. PMID:26113824

  6. Social Axioms and Achievement across Cultures: The Influence of Reward for Application and Fate Control

    ERIC Educational Resources Information Center

    Zhou, Fan; Leung, Kwok; Bond, Michael Harris

    2009-01-01

    The present research examined the relationships between two social axiom dimensions, reward for application and fate control, with various achievement-related indexes across a wide range of cultures. Results showed that there was no relationship between reward for application and academic achievement or economic competitiveness, but reward for…

  7. Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

    ERIC Educational Resources Information Center

    Youse, Keith Edward

    2012-01-01

    The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

  8. Social Adaptation and Its Relationship to Achievement Motivation among High School Students in Jordan

    ERIC Educational Resources Information Center

    AlZboon, Saleem Odeh

    2013-01-01

    The study amid at exploring and detecting the level of social adaptation and its relationship with the achievement motivation of the secondary school students in Jordan, the study sample consisted of 495 secondary school students in the province of Jerash, and to achieve the objective of this study comes the development of two tools: the first one…

  9. Profiling Differences in Achievement and Social Goals of Students at Different Levels of Expertise

    ERIC Educational Resources Information Center

    O'Malley, Patricia Tenowich; Sonnenschein, Susan

    2010-01-01

    The purpose of this study was to integrate domain-learning theory and goal theory to investigate the learning processes, achievement goals, social goals, and achievement of 141 college students. Cluster-analytic procedures were used to categorize participants at different levels of expertise based on their responses on knowledge, interest, and…

  10. Achievement Motivation as a Case of Re-Socialization in Developing Countries.

    ERIC Educational Resources Information Center

    Ghosh, Ratna

    The question of achievement motivation in relation to developing countries is explored. A foundation for the study is achieved through discussion of the socialization processes as they are affected by education and economic growth. It is suggested that the societal system determines motivation and values which in turn cause and determine the…

  11. A Longitudinal Investigation of Project-Based Instruction and Student Achievement in High School Social Studies

    ERIC Educational Resources Information Center

    Summers, Emily J.; Dickinson, Gail

    2012-01-01

    This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While…

  12. Predicting Achievement in Mathematics in Adolescent Students: The Role of Individual and Social Factors

    ERIC Educational Resources Information Center

    Levpuscek, Melita Puklek; Zupancic, Maja; Socan, Gregor

    2013-01-01

    The study examined individual factors and social factors that influence adolescent students' achievement in mathematics. The predictive model suggested direct positive effects of student intelligence, self-rated openness and parental education on achievement in mathematics, whereas direct effects of extraversion on measures of achievement…

  13. How Important Is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2011-01-01

    This study explored elementary school counselors' perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social…

  14. Effects of Within-Class Ability Grouping on Social Interaction, Achievement, and Motivation

    ERIC Educational Resources Information Center

    Saleh, Mohammad; Lazonder, Ard W.; De Jong, Ton

    2005-01-01

    This study examined how grouping arrangements affect students' achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the same plant biology course. The main results indicate that low-ability students achieve more and are…

  15. How Do Relationships Influence Student Achievement? Understanding Student Performance from a General, Social Psychological Standpoint

    ERIC Educational Resources Information Center

    Aspelin, Jonas

    2012-01-01

    This article explores the influence of relationships on student achievement by examining empirical evidence and by adopting a social psychological theory. Initially, the issue is addressed from a national, Swedish context. Thereafter, two general questions are raised: (1) What is the influence of relationships on student achievement, according to…

  16. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    ERIC Educational Resources Information Center

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of…

  17. Positive parenting, family cohesion, and child social competence among immigrant Latino families.

    PubMed

    Leidy, Melinda S; Guerra, Nancy G; Toro, Rosa I

    2010-06-01

    The relation between positive parenting, family cohesion, and child social competence was examined among Latino families (predominantly from Mexico) who were recent immigrants to the United States. A mixed method study was conducted, including both pre- and post-test self-reported surveys (9-month interval) and qualitative data from focus groups. A total of 282 parents and 282 children (ages 9-12) participated in the survey study. Results at post-test follow-up indicated that family cohesion predicted improvements in child social problem-solving skills and social self-efficacy, and positive parenting predicted improvements in child social self-efficacy. A total of 12 mothers participated in the focus group study that was designed to explore barriers to positive parenting and family cohesion in this population. Results from focus groups revealed four major themes impacting parenting and family cohesion: (a) acculturation differences between parents and children and the resulting power imbalance; (b) difficulty getting involved in their child's education; (c) loss of extended family; and (d) discrimination against immigrants and legal status. The implications for family support programs for immigrant Latino families and their children are discussed. PMID:20545398

  18. Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program.

    PubMed

    Pendry, Patricia; Carr, Alexa M; Smith, Annelise N; Roeter, Stephanie M

    2014-08-01

    There is growing evidence that promoting social competence in youth is an effective strategy to prevent mental, emotional, and behavioral disorders in adulthood. Research suggests that programs delivered in collaboration with schools are particularly effective when they target social and emotional skill building, utilize an interactive instructional style, provide opportunities for youth participation and self-direction, and include explicit attempts to enhance youth social competence. A relatively new but popular approach that incorporates these characteristics is human animal interaction, which can be implemented in educational settings. We report the results from a randomized clinical trial examining the effects of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th-8th grade children. Children (N = 131) were recruited through referral by school counselors and school-based recruitment and then screened for low social competence. Researchers randomly assigned children to an experimental (n = 53) or waitlisted control group (n = 60). Children in the experimental group participated in an 11-week EFL program consisting of once-weekly, 90-min sessions of individual and team-focused activities, whereas children in the control group served as a wait-listed control and participated 16 weeks later. Parents of children in both groups rated child social competence at pretest and posttest. Three independent raters observed and reported children's positive and negative behavior using a validated checklist during each weekly session. Results indicated that program participation had a moderate treatment effect (d = .55) on social competence (p = .02) that was independent of pretest levels, age, gender, and referral status. Results showed that higher levels of program attendance predicted children's trajectories of observed positive (β = .500; p = .003) and negative behavior (β = -.062; p < .001) over the 11-week program. PMID

  19. Relationship between social competence and neurocognitive performance in children with epilepsy.

    PubMed

    Raud, Triin; Kaldoja, Mari-Liis; Kolk, Anneli

    2015-11-01

    Epilepsy may affect a child's social skills and social cognition. The purpose of the study was to examine associations between sociocognitive skills and neurocognitive performance in children with epilepsy. Thirty-five children with epilepsy between the ages of 7 and 12 years (25 with partial and 10 with generalized epilepsy) and 30 controls participated. Theory of Mind (ToM) tasks, Social Cognition Questionnaire proposed by Saltzman-Benaiah and Lalonde (2007), and Social Skills Rating System were used to assess social competence and sociocognitive skills. Neurocognitive performance was assessed using the NEPSY battery. Children with epilepsy demonstrated more difficulties in understanding false belief (p<.001) and intentional lying (p<.05) and exhibited more behavioral problems (p<.05). Notably, their social skills were at the same level as typically developing peers. Children with epilepsy performed significantly worse in attention, executive, verbal, and fine motor tasks (p<.05). We found positive correlations between the understanding of false belief and in executive (r=.6, p<.05), verbal (r=.45-.49, p<.05), and visuospatial skills (r=.34-.48, p<0.01). Children with generalized epilepsy had more problems in memory tasks (p<.05) and understanding of sarcasm (p<.05) compared with children with partial epilepsy. An age of onset over 9.1 years was positively associated with ToM skills (r=.42, p<.05). In conclusion, better ToM in children with better executive functions, and language and visuospatial skills was revealed. The type of epilepsy and age of onset significantly affected ToM skills. PMID:26409136

  20. Following Different Pathways: Social Integration, Achievement, and the Transition to High School.

    PubMed

    Langenkamp, Amy G

    2009-11-01

    This study expands research on an academic and social turning point for adolescents, the transition to high school, by analyzing how students' level of social integration into school can affect high school academic performance. Using nationally representative data, three different pathways emerged as students transition to high school, characterized by varying amounts of disruption and opportunity for new social relationships upon entering high school. Findings suggest that elements of middle school social integration, including teacher bonding, popularity, and extracurricular participation, affect academic achievement when students enter high school. However, the association between integration into school and academic performance appears to be contingent upon the pathway students follow. PMID:20664813