Journal ArticleDOI
The Nature of Social Competence: A Theoretical Review
TLDR
A Prism Model of social competence is presented in this article, based on theoretical, index and skills levels of analyses, and the implications of the Prism Model for developmental, gender, cultural, assessment and intervention issues are discussed.Abstract:
Consistent with much of the research literature, social competence is defined as effectiveness in social interaction. Effectiveness is broadly considered, and includes both self and other perspectives. Social competence is viewed as an organizing construct, with transactional, context-dependent, and goal-specific characteristics. Four general approaches to the operational definition of social competence are identified: social skills, sociometric status, relationships, and functional outcomes. A Prism Model of social competence is presented, based on theoretical, index and skills levels of analyses. The implications of the Prism Model for developmental, gender, cultural, assessment and intervention issues are also discussed.read more
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Peer Interactions, Relationships, and Groups
TL;DR: In this paper, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence, and methods and measures pertaining to the study of children's peer experiences are described.
Journal ArticleDOI
Preschool emotional competence: Pathway to social competence.
Susanne A. Denham,Kimberly Blair,Elizabeth K. DeMulder,Jennifer Levitas,Katherine Sawyer,Sharon Auerbach-Major,Patrick Queenan +6 more
TL;DR: Preschoolers' patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed and their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling.
Journal ArticleDOI
The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school
TL;DR: This article investigated the relation of kindergarten learning-related skills to reading and math trajectories in 538 children between kindergarten and sixth grade, and examined how children with poor learning related skills fared throughout elementary school on reading and Math.
Journal ArticleDOI
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?
TL;DR: The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated as mentioned in this paper, and the disconnection between the importance of social and emotional domains of development and their status within educational programming and assessment, has long been lamented.
Reference EntryDOI
Emotional Development: Action, Communication, and Understanding
TL;DR: In this article, the authors discuss the importance of emotion communication as evidenced in infants through their emotional signaling to caregivers, their social referencing to significant others, and their growing skills at affective sharing with others.
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Journal ArticleDOI
Self-efficacy: toward a unifying theory of behavioral change.
TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.
Journal ArticleDOI
Motivation reconsidered: The concept of competence.
TL;DR: Reading motivation reconsidered the concept of competence is also a way as one of the collective books that gives many advantages as a way to develop your experiences about everything.
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Motivation Reconsidered: The Concept of Competence
TL;DR: The concept of competence is also a way as one of the collective books that gives many advantages as discussed by the authors, and the advantages are not only for you, but for the other peoples with those meaningful benefits.
Journal ArticleDOI
Relational aggression, gender, and social-psychological adjustment.
TL;DR: In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of third-through sixth-grade children and indicated that girls were significantly more relationally aggressive than were boys.
Journal ArticleDOI
Peer relations and later personal adjustment: Are low-accepted children at risk?
TL;DR: There is general support for the hypothesis that children with poor peer adjustment are at risk for later life difficulties, and support is clearest for the outcomes of dropping out and criminality.
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