Gotowe bibliografie tematyczne / Socially competent behaviour

Gotowa bibliografia na temat „Socially competent behaviour”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Socially competent behaviour"

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Gergely, Anna, Judit Abdai, Eszter Petró, András Kosztolányi, József Topál i Ádám Miklósi. "Dogs rapidly develop socially competent behaviour while interacting with a contingently responding self-propelled object". Animal Behaviour 108 (październik 2015): 137–44. http://dx.doi.org/10.1016/j.anbehav.2015.07.024.

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Heinonen, Kati, Katri Räikkönen, Michael F. Scheier, Anu‐Katriina Pesonen, Pertti Keskivaara, Anna‐Liisa Järvenpää i Timo Strandberg. "Parents' optimism is related to their ratings of their children's behaviour". European Journal of Personality 20, nr 6 (wrzesień 2006): 421–45. http://dx.doi.org/10.1002/per.601.

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Associations between parents' dispositional optimism‐pessimism (LOT‐R) and their ratings of their children's behaviour were studied prospectively from infancy (M = 6.3, SD = 1.3 months) to middle childhood (M = 5.5, SD = 0.23 years) (n = 212). One parent's higher optimism (overall LOT‐R and component score) and/or lower pessimism (component score) at infancy predicted the same parent's own but not the other parent's ratings of the child's behaviour as less internalising and less externalising, and socially more competent and greater in self‐mastery in middle childhood, even when controlling for child's positive and negative affectivity 5 years earlier. Ratings of lower negative affectivity in their infant predicted the same parent's increasing optimism and decreasing pessimism over 5 years. The associations between parental optimism and the child's social competence and self‐mastery survived after adjustments for parental neuroticism and depressive symptoms. Neither parent nor child gender systematically moderated the associations. The current findings shed light on the developmental paths of children's positive behavioural outcomes. (n = 144). Copyright © 2006 John Wiley & Sons, Ltd.
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Gahramanova, Shahla. "ROLE OF EDUCATION IN DEVELOPING ETHICAL DECISION MAKERS". Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, nr 1 (2.09.2021): 21–24. http://dx.doi.org/10.18372/2786-5487.1.15814.

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Growing interest in ethical behaviour and sustainable development of businesses at the global level, as well as the expectations of society for ethical and responsible behaviour of business organizations poses new requirements toward educational institutions in terms of training human resources that responds to more chllenging tasks of modern entrepreneurship activity. From this perspective this research work aims to study the role of higher educational institutions (particularly during the pandemic-forced distant education) in training of competent, innovative and flexible decision makers who are socially responsible and responsive, able to understand and respect universal ethical values, fairness and equality, high level of morality and ethics, cultural, religious, ethnic and other diversities, are willing to take measures to protect the environment from the negative impact of business activity and contribute to sustainable development.
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Ninčević, Marjan, i Dunja Jurić Vukelić. "Social and Communication Competences of Students – Future Teachers". European Journal of Education 2, nr 3 (25.09.2019): 47. http://dx.doi.org/10.26417/ejed.v2i3.p47-50.

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Numerous studies have shown that teachers significantly shape student's learning context. Socially and emotionally competent teachers tend to develop supportive and encouraging relationship with their students by promoting intrinsic motivation, focusing on student's strengths and abilities, mediating through conflict situations and encouraging appropriate communication and prosocial behaviour. Teachers with good communication skills will create a more successful teaching and learning ambience for the students, and without communication, the teaching and learning process will not take place. Educators, parents and public today recognize the need for an educational agenda to improve academic performance, but also to enhance students' social and communicational competence. The aim of the present study was to examine social and communication competence of the students of educational sciences and teacher education at the University of Zagreb Department Of Croatian Studies. As part of the most important aspects of the future educational work, the participants pointed out independence at work, the awareness that they would contribute to the future of the society and the awareness that they play a useful role in society. Participants also expressed optimism about their communication skills with students, planning and organizing teaching process and maintaining discipline, and to some less extent their competences for successful cooperation with students’ parents. Results were discussed in terms of possibilities to contribute to future teachers’ education.
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Tessier, Réjean, Line Nadeau, Michel Boivin i Richard E. Tremblay. "The Social Behaviour of 11- to 12-year-old Children Born as Low Birthweight and/or Premature Infants". International Journal of Behavioral Development 21, nr 4 (listopad 1997): 795–811. http://dx.doi.org/10.1080/016502597384677.

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Two studies (Study 1 and Study 2) were carried out to compare the social behaviour of school-aged children born as premature and/or low birthweight infants, with that of children born as healthy fullterm infants. Participants in Study 1 were 147 11-year-olds of whom 49 (29 females and 20 males) were reported by their parents to have been born prematurely. Participants in Study 2 were 84 11-year-old boys, 28 of whom were born with a birthweight less than 2000 grams. These at-risk subjects were followed for a period of two years. Subgroups within both study groups were matched with control groups using gender, age, and the school environment as common factors. Children in the target classes of Study 1 were classified using the Revised Class Play (Masten, Morison, & Pelligrini, 1985) and the Peer Nomination Inventory (Perry, Kusel, & Perry, 1988). In Study 2, the children completed the Pupil Evaluation Inventory (PEI) (Pekarik, Prinz, Liebert, Weintraub, & Neale, 1976). Findings suggest that aggressive behaviour is not related to birth status and that birth status is not linked to prosocial behaviour associated with sociability and likeability. However, both studies showed that children (boys and girls alike) born as premature or low birthweight infants, expressed greater levels of internalised social behaviour. These findings suggest that infants born premature and/or with a low birthweight may be less socially competent with their peers during their school-age years.
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Emrová, Lenka. "Physicians’ and Patients’ Perceptions of Physicians’ Social Competencies in Gynaecology and Obstetrics". Lifelong Learning 10, nr 3 (2020): 275–309. http://dx.doi.org/10.11118/lifele20201003275.

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The quality and level of the Czech health-care system is a very current and often discussed topic. The Czech health-care system is considered to be the most advanced health system in the world, on the other hand, the Czech health-care system is often criticized for being more “technological” and “scientifical” and that the psychosocial aspects are neglected. The physicians are expected to have acquired social competencies, but not enough attention is paid to defining and developing them as well as creating conditions for their application. We need to change the curriculum for undergraduate and postgraduate physicians’ psychosocial preparation. Lifelong learning plays a significant role as doctors can get into contact with patients and develop their social competencies only in everyday practice. The research focuses on gynaecological and obstetric specialization where the need of psychosocial approach is considered essential. The purpose of this research was to determine if there exists an agreement between gynaecologists-obstetricians and patients‑women expectations on what behaviour make physicians’ social competent behaviour. The main methods used are three focus groups for six doctors and nine semi‑standardized interviews with expectant mothers. The obtained data were processed using the method of coding and creation of clusters. The results indicate that there is considerable agreement between physicians and patients on the categories of socially-competent behaviour. However, the differences are in the perceived importance of the competencies; the physicians consider intrapersonal competencies to be the most important, while mothers consider interpersonal and communication competencies to be the most important. These results are discussed with respect to the implications for future research of interventions in the field of physicians’ social skills training in formal and informal education. We consider knowledge based directly on the perception of physicians and patients to be valuable because it provides further insight into what is important to include in the education of social competencies.
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McPhee, Iain, Chris Holligan, Robert McLean i Ross Deuchar. "Dr Jekyll and Mr Hyde: the strange case of the two selves of clandestine drug users in Scotland". Drugs and Alcohol Today 19, nr 2 (3.06.2019): 133–46. http://dx.doi.org/10.1108/dat-07-2018-0035.

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Purpose The purpose of this paper is to explore the hidden social worlds of competent clandestine users of drugs controlled within the confines of the UK Misuse of Drugs Act 1971, which now includes NPS substances. The authors explore how and in what way socially competent drug users differ from others who are visible to the authorities as criminals by criminal justice bureaucracies and known to treatment agencies as defined problem drug users. Design/methodology/approach This qualitative research utilises a bricoleur ethnographic methodology considered as a critical, multi-perspectival, multi-theoretical and multi-methodological approach to inquiry. Findings This paper challenges addiction discourses and, drawing upon empirical evidence, argues the user of controlled drugs should not be homogenised. Using several key strategies of identity management, drug takers employ a range of risk awareness and risk neutralisation techniques to protect self-esteem, avoid social affronts and in maintaining untainted identities. The authors present illicit drug use as one activity amongst other social activities that (some) people, conventionally, pursue. The findings from this study suggest that punitive drug policy, which links drug use with addiction, crime and antisocial behaviour, is inconsistent with the experience of the participants. Research limitations/implications Due to the small sample size (n=24) employed, the possibility that findings can be generalised is rendered difficult. However, generalisation was never an objective of the research; the experiences of this hidden population are deeply subjective and generalising findings and applying them to other populations would be an unproductive endeavour. While the research attempted to recruit an equal number of males and females to this research, gendered analysis was not a primary objective of this research. However, it is acknowledged that future research would greatly benefit from such a gendered focus. Practical implications The insights from the study may be useful in helping to inform future policy discourse on issues of drug use. In particular, the insights suggest that a more nuanced perspective should be adopted. This perspective should recognise the non-deviant identities of many drug users in the contemporary era, and challenge the use of a universally stigmatising discourse and dominance of prohibition narratives. Social implications It is envisaged that this paper will contribute to knowledge on how socially competent users of controlled drugs identify and manage the risks of moral, medical and legal censure. Originality/value The evidence in this paper indicates that drug use is an activity often associated with non-deviant, productive members of the population. However, the continuing dominance of stigmatising policy discourses often leads to drug users engaging in identity concealment within the context of a deeply capitalist Western landscape.
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Gambrill, Eileen D., i Cheryl A. Richey. "Criteria Used to Define and Evaluate Socially competent Behavior Among Women". Psychology of Women Quarterly 10, nr 2 (czerwiec 1986): 183–96. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00745.x.

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Criteria used to evaluate socially competent behavior of women are described and critiqued. Many definitions of social competence do not employ a process view of social behavior in which individual goals and values as well as specific verbal and nonverbal behaviors are considered. This may result in the imposition of artificial goals on consumers of assertion and social skills training programs and the neglect of individual goals. The relationship between the definition of competence used and the assessment methods relied on is discussed. The advantages of focusing on specific goals are noted and a checklist that consumers can use to review the content of training programs is provided.
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Dimitrova, Maya. "Socially-Competent Computing Implementing Social Sensor Design". International Journal of Web-Based Learning and Teaching Technologies 7, nr 3 (lipiec 2012): 61–70. http://dx.doi.org/10.4018/jwltt.2012070104.

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The paper presents a conceptual model for social sensor design in socially-competent computing systems. The model is based on theories of social behavior being driven by the underlying attitudes, rather than on models predicting behavior in response to behavior representing people as physical objects in dynamic interactions. It is proposed to increase the ability of the systems to extract relevant features and to achieve better social competence, similar to the kind that is underlying human interactions by implementing algorithms, capable of predicting behavior in response to attitude. The paper presents an account of the social level of understanding human interactions in the context of three application scenarios – multi-hop communication networks, embedded systems for support of medical interventions and information systems supporting educational activities. Patterns of real data are discussed in terms of the proposed model of social sensor design for enhanced socially-competent computing.
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Capps, Lisa, Marian Sigman i Nurit Yirmiya. "Self-competence and emotional understanding in high-functioning children with autism". Development and Psychopathology 7, nr 1 (1995): 137–49. http://dx.doi.org/10.1017/s0954579400006386.

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AbstractThis study examined the relationships between perceived self-competence, intellectual ability, emotional understanding, and parent report of social adaptation in 18 nonretarded children with autism. Children who perceived themselves as less socially competent demonstrated stronger intellectual capabilities, greater understanding of others' emotional experiences, and were better able to access their own emotional experiences than were those who perceived themselves as more socially competent. According to their parents, children who reported less social competence also displayed more socially adaptive behavior, and expressed more interest and less sadness and fear than did those who reported greater social competence. Discussion focuses on potential effects of this heightened capacity for emotional understanding on self-esteem and implications for intervention with highly intelligent persons with autism.
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Rozprawy doktorskie na temat "Socially competent behaviour"

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Finlay, John. "Patterns of self disclosing behaviour amongst aggressive, withdrawn and socially competent teenagers". Thesis, Queen's University Belfast, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317061.

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Teague, Rosemary Judith Patricia, i n/a. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061106.132840.

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A consistent finding in the literature is that children who demonstrate lower levels of social functioning (i.e., exhibit high levels of externalising and internalising problems and low levels of socially competent behaviour) have problems interpreting social cues and enacting appropriate behavioural responses in social situations (that is, they have poor social information processing (SIP) skills). Another consistent finding is that children who demonstrate lower levels of social functioning have problems regulating behaviour and/or emotions (that is, they have poor self-regulation skills). The research questions in this study explore two related issues: whether these associations can explain sex differences in social functioning (with girls consistently exhibiting higher levels of social competence and lower levels of externalising problems than boys) and whether an intervention targeting SIP and self-regulation skills can lead to improvements in social functioning. The study forms one component of a larger developmental prevention project (the Pathways to Prevention Project) which involves the provision of an integrated set of intervention strategies to children attending preschools in a highly disadvantaged Brisbane suburb. It also involves programs with their families, their schools and relevant ethnic communities. This study relates to a sub-sample of 308 children who participated solely in the social skills program. Children from two preschools received the program (N=174) and were compared with children from two other preschools who did not receive the program (N=134). The research questions were addressed using a repeated measures design, with data being collected from all intervention and comparison children pre- and post-intervention (that is, at the beginning and end of the school year) and at a one year follow-up at the end of Grade 1. The study is unique as it involves Australian children from a diverse range of cultural backgrounds, many of whom who are non-English speaking. Few studies have involved such diverse samples and none have been implemented in an Australian context. The first two research questions seek to confirm findings from prior studies, examining whether females exhibit higher levels of social functioning than males and whether there is a significant relationship between social functioning and SIP and self-regulation skills. The third research question significantly extends prior findings by examining whether there are sex differences in SIP and self-regulation skills and whether these can account for sex differences in social functioning. This issue has been largely overlooked in the literature. The fourth research question examines whether a social skills intervention designed to improve preschool children's SIP and self-regulatory skills can lead to improvements in these skills and increase levels of social functioning. The fifth research question examines the relative effect of the intervention for boys and girls. Using pre-intervention data, the study confirmed prior research, finding significant sex differences in social functioning with girls exhibiting higher levels of social competence and lower levels of externalising problems. A significant relationship was also found between measures of SIP, self-regulation skills and social functioning. A significant sex difference was found in SIP and self-regulation skills, with girls performing better than boys on these measures. After adjusting for children's scores on the SIP measure, sex differences in social competence were no longer significant. Sex differences in externalising problems remained significant but were markedly reduced. A similar pattern of findings was observed when adjusting for self-regulation skills. These findings represent a major contribution to the understanding of sex differences in social functioning. In comparison to non-participants, participants in the social skills program demonstrated significant improvements in SIP, self-regulation skills and social competence which were sustained 12 months after the completion of the intervention. In general, program participation was not found to be associated with changes in children's levels of externalising and internalising behaviour problems, although there were strong and significant reductions in externalising behaviour problems for disruptive children who were consistently engaged with the program. Program effects were greatest where it was consistently reinforced by teachers. No significant sex differences in program effects were found. Implications for future policy are that child-focused programs designed to increase school readiness and levels of social competence should include SIP and self-regulation components. More intensive programs may be required for long term improvements in behaviour problems. In terms of future practice, it is concluded that the implementation and evaluation of programs for young disadvantaged children from a range of multi-cultural backgrounds must limit English language requirements to increase program engagement, and encourage parental involvement using strategies such as parent training groups that do not demand high levels of parental literacy. Teacher involvement also needs to be maximised either through the provision of teacher training or through intensive mentoring.
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Teague, Rosemary Judith Patricia. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366369.

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A consistent finding in the literature is that children who demonstrate lower levels of social functioning (i.e., exhibit high levels of externalising and internalising problems and low levels of socially competent behaviour) have problems interpreting social cues and enacting appropriate behavioural responses in social situations (that is, they have poor social information processing (SIP) skills). Another consistent finding is that children who demonstrate lower levels of social functioning have problems regulating behaviour and/or emotions (that is, they have poor self-regulation skills). The research questions in this study explore two related issues: whether these associations can explain sex differences in social functioning (with girls consistently exhibiting higher levels of social competence and lower levels of externalising problems than boys) and whether an intervention targeting SIP and self-regulation skills can lead to improvements in social functioning. The study forms one component of a larger developmental prevention project (the Pathways to Prevention Project) which involves the provision of an integrated set of intervention strategies to children attending preschools in a highly disadvantaged Brisbane suburb. It also involves programs with their families, their schools and relevant ethnic communities. This study relates to a sub-sample of 308 children who participated solely in the social skills program. Children from two preschools received the program (N=174) and were compared with children from two other preschools who did not receive the program (N=134). The research questions were addressed using a repeated measures design, with data being collected from all intervention and comparison children pre- and post-intervention (that is, at the beginning and end of the school year) and at a one year follow-up at the end of Grade 1. The study is unique as it involves Australian children from a diverse range of cultural backgrounds, many of whom who are non-English speaking. Few studies have involved such diverse samples and none have been implemented in an Australian context. The first two research questions seek to confirm findings from prior studies, examining whether females exhibit higher levels of social functioning than males and whether there is a significant relationship between social functioning and SIP and self-regulation skills. The third research question significantly extends prior findings by examining whether there are sex differences in SIP and self-regulation skills and whether these can account for sex differences in social functioning. This issue has been largely overlooked in the literature. The fourth research question examines whether a social skills intervention designed to improve preschool children's SIP and self-regulatory skills can lead to improvements in these skills and increase levels of social functioning. The fifth research question examines the relative effect of the intervention for boys and girls. Using pre-intervention data, the study confirmed prior research, finding significant sex differences in social functioning with girls exhibiting higher levels of social competence and lower levels of externalising problems. A significant relationship was also found between measures of SIP, self-regulation skills and social functioning. A significant sex difference was found in SIP and self-regulation skills, with girls performing better than boys on these measures. After adjusting for children's scores on the SIP measure, sex differences in social competence were no longer significant. Sex differences in externalising problems remained significant but were markedly reduced. A similar pattern of findings was observed when adjusting for self-regulation skills. These findings represent a major contribution to the understanding of sex differences in social functioning. In comparison to non-participants, participants in the social skills program demonstrated significant improvements in SIP, self-regulation skills and social competence which were sustained 12 months after the completion of the intervention. In general, program participation was not found to be associated with changes in children's levels of externalising and internalising behaviour problems, although there were strong and significant reductions in externalising behaviour problems for disruptive children who were consistently engaged with the program. Program effects were greatest where it was consistently reinforced by teachers. No significant sex differences in program effects were found. Implications for future policy are that child-focused programs designed to increase school readiness and levels of social competence should include SIP and self-regulation components. More intensive programs may be required for long term improvements in behaviour problems. In terms of future practice, it is concluded that the implementation and evaluation of programs for young disadvantaged children from a range of multi-cultural backgrounds must limit English language requirements to increase program engagement, and encourage parental involvement using strategies such as parent training groups that do not demand high levels of parental literacy. Teacher involvement also needs to be maximised either through the provision of teacher training or through intensive mentoring.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Nebbergall, Allison J. "Assessment of social competence and problem behavior the psychometric properties of a social competency rating form /". College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7216.

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Thesis (M.A.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Hoisington, Edward H. Jr. "Police Recruitment| Best Practices to Ensure a Competent, Skilled Workforce". Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811880.

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This researcher examined the recruitment process to identify best practices for law enforcement leaders to populate vacant positions with a competent and skilled workforce. The purpose of this qualitative exploratory case study was to identify best practices for law enforcement agencies to recruit and maintain trustworthy officers to protect local communities. The conceptual framework for this study was based on the historical evolution of recruitment practices. The researcher used a review of past and present police-recruitment practices to help identify best practices by which law enforcement administrators can select trustworthy officers. This case study was used to examine and compare recruitment practices, minimum requirements, disqualifiers, advertising campaigns, testing procedures, background investigations, and panel interviews. The researcher conducted face-to-face interviews with law enforcement officers and human resource personnel from four of Virginia’s law enforcement departments, and identified three themes based on the sample population’s responses: strategy, trends, and requirements. The researcher identified a progression of recruitment practices executed by a layered-approach. The recruitment process addressed eligibility requirements and potential disqualifiers established by hiring authorities and the State of Virginia. Through the findings of this study, law enforcement leaders may be armed with new knowledge to improve the recruitment process, with the end result of recruiting a qualified and competent workforce.

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Barrett, Angelina. "Behavioural inhibition and social competence in early childhood". Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507562.

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Soenarso, Lany Idawati, i n/a. "Developing social competence in complimenting behaviour among Indonesian learners of English". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.165724.

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The study consists of five chapters. The first chapter gives a brief description of how English as a foreign language is taught in Indonesia and the need to improve the social competence of Indonesian speakers of English so that they will be regarded as competent speakers in social interaction. Language competence, including the notion of linguistic competence, together with the notions of communicative competence and social competence, is discussed in the second chapter, since it underlies the language learner's knowledge and ability to create and maintain a harmonious atmosphere in social interaction. Furthermore, the theory of communicative competence will include competency in sociocultural rules of use which will specify the ways in which utterances are produced and understood appropriately with respect to the components of communicative events outlined by Hymes. Speech act theory, particularly as it relates to complimenting behaviour is discussed. Chapter three reviews research on complimenting behaviour and considers some possible reasons why Indonesians do not pay as many compliments as Australians do. Ways of perceiving face - threatening acts and politeness are related to different cultures with different social values because of their different traditions, experience, ways of development and ways of thinking. Developing from these considerations of theory and research, the fourth chapter describes the study project which deals with what counts as a compliment in Indonesian and Australian English, what to compliment about and how people compliment as well as how people accept and respond to compliments. Analysis of some problems caused by lack of awareness of the differences between cultures and the effects of applying ones own strategy in complimenting behaviour, leading to misunderstanding, are also discussed. In the final chapter, the results of the project suggest what Indonesian learners of English need to be taught to help students develop social competence in complimenting behaviour. Suggestions for improving the social competence of Indonesian speakers of English are made.
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Whipple, Diane L. "Effectiveness of social competence promotion on disruptive behavior : a quantitative review /". View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277010.

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Hood, Kelly Marie. "Social Competence at Age 4 Years, of Children Born Very Preterm". Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/3673.

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Very preterm birth is an important developmental and public health concern, with clear evidence to suggest that very preterm children may be at long term risk of neurodevelopmental impairment and educational difficulties. Although a great deal is known about the neurodevelopmental outcomes associated with very preterm birth,comparatively little is known about the social competence of children born very preterm during the important early childhood period. Therefore, as part of a prospective, longitudinal study, this research examined the social competence of 105 children born very preterm (birth weight <1,500 g and/or gestational age ≤33 weeks) and 108 full term comparison children (gestational age 37-40 weeks) at age 4 years (corrected for extent of prematurity at birth). The aims of this study were 1) to examine the social competence of a regional cohort of children born very preterm and full term comparison children at age four years, 2) to identify infant clinical factors and socio-familial characteristics associated with poor social competence amongst children born very preterm, and 3) to examine the predictive validity of social competence problems amongst both very preterm and full term preschoolers in relation to school academic functioning and behavioural adjustment at age 6 years. At age 4, children were assessed using a range of parent and/or teacher completed questionnaires, spanning emotional regulation, behavioural adjustment and interpersonal social behaviour. Measures included the Emotion Regulation Checklist, the Infant-Toddler Symptoms Checklist, the Strengths and Difficulties Questionnaire, the Behaviour Rating Inventory of Executive Functioning “ Preschool version and the Penn Interactive Peer Play Scale. In addition, as part of a structured research assessment, children completed a battery of false belief tasks and a short form version of the Weschler Preschool and Primary Scales of Intelligence. Two years later at age 6, school teachers qualitatively rated children's behavioural adjustment and academic achievement in math, reading, spelling and language comprehension compared to their classroom peers. Results showed that relative to their full term peers, some children born very preterm tended to score less well across several areas of social competence. Specifically, parent report showed that children born very preterm were more likely to be characterised by higher levels of emotional dysregulation (p=.002) as well as a range of behavioural adjustment problems, spanning inhibitory control problems (p=.03), hyperactivity/inattention (p=.01), conduct problems (p=.01) and emotional symptoms (p=.008). While elevated rates of behavioural adjustment difficulties were also evident amongst very preterm children within the preschool environment, group differences were not statistically significant. However, a statistical trend towards elevated risk of inhibitory control problems amongst very preterm children in the preschool environment was noted (p=.09). Further, children born very preterm were at around a four-fold risk of emotional regulation difficulties of clinical significance,as well as being around 1.5 times more likely to exhibit clinically significant externalising and internalising behavioural difficulties and interpersonal social problems at age 4 years. In contrast, the interpersonal social behaviours and the extent of social cognitive understanding were largely similar across both groups. This pattern of findings remained largely unchanged following statistical control for the selection effects of family socio-economic status. Amongst children born very preterm, significant infant clinical and sociofamilial predictors of both emotional dysregulation and externalizing behaviour were male gender (p=.008/p=.006), neonatal indomethacin (p=.002/p=.005) and elevated maternal anxiety (p=.009/p=.002). Emotional dysregulation was also predicted by low socio-economic status (p=.002). In contrast, internalising behaviour was predicted only by low birth weight (p=.03). Finally, across both groups significant associations were found between overall social competence problems at age 4 years and later school adjustment with those very preterm and full term preschoolers characterised by poor social competence being at elevated risk of a range of behavioural adjustment difficulties and poor academic functioning in reading, spelling and math at age 6 years (corrected). Links between poor social competence and later behavioural adjustment remained across both groups following statistical control for child IQ, while associations with academic functioning were largely attenuated. By age 4 years a number of very preterm children are beginning to display elevated levels of emotional dysregulation, hyperactivity/inattention, conduct problems and emotional symptoms. Further, a substantial proportion of very preterm children may be at risk of developing clinically significant difficulties with these most pronounced in terms of emotional regulation abilities. Children's abilities to regulate their emotions and behaviour represent important building blocks for their later social and emotional functioning. Further, these abilities will likely influence the extent to which children are able to successfully transition to school. Therefore,alongside other important aspects of development, these findings highlight the importance of monitoring the social abilities of preschoolers who were born very preterm across a range of developmental domains and contexts. Preschoolers characterised by emotional, behavioural and/or interpersonal difficulties could then receive targeted intervention aimed at facilitating their social competence prior to school entry.
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Bradshaw, Scott D. "Role of Perceived Competence in the Behavior of Socially Anxious Persons in Problem-Solving Groups". VCU Scholars Compass, 1995. http://scholarscompass.vcu.edu/etd/4376.

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Research finds high-shy persons participate minimally in interactions, withhold ideas from their groups, and negatively evaluate their performance. While commonly true, high-shy persons do not always interact less and it has been suggested (Efran & Korn, 1969) that high-shy persons may dominate a discussion if they can find a "safe" topic. The current study examined whether perceptions of perceived competence can produce this effect and increase the performance level of high-shy persons in a problem-solving group above the performance level of low-shy persons. One hundred and four women, ages 18 to 24, at Virginia Commonwealth University participated. Subjects completed a shyness measure and a simulated creative problem-solving ability measure. Subjects were then placed into nominal brainstorming groups of three to six persons and were asked to generate solutions to a problem. They were led to believe their solutions would be evaluated by their group in preparation for a discussion where the group would select the best solution. Before beginning, subjects were told creative problem-solving ability predicted their performance and that their ability was either significantly below average (low self-competence condition), average (average self-competence condition), or significantly above average (high self-competence condition). After brainstorming, subjects selected their best solution and made a brief tape recording describing their solution. Subjects were told the tape would be played for the group prior to the discussion (neither occurred).
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Książki na temat "Socially competent behaviour"

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Cross-cultural competence. Abingdon, Oxon [England]: Routledge, 2005.

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Meisels, Samuel J. Assessment of social competence, adaptive behaviors, and approaches to learning with young children. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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The development of emotional competence. New York: Guilford Press, 1999.

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Lucchini, Alfio, i Pietro D'Egidio. La società dipendente: Il sistema di competenze e responsabilità per comprendere, decidere e agire. Milano, Italy: FrancoAngeli, 2014.

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Boada, Albert Bastardas i. The relation between linguistic context, behaviour and competence: The second generation of Castilian-speaking immigrants in non-metropolitan Catalonia. Québec: International Center fot Research on Bilingualism, 1986.

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M, Nezu Arthur, red. Problem-solving therapy: A social competence approach to clinical intervention. Wyd. 2. New York, NY: Springer Pub., 1999.

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Problem-solving therapy: A social competence approach to clinical intervention. New York: Springer Pub. Co., 1986.

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Effective school interventions: Strategies for enhancing academic achievement and social competence. New York: Guilford Press, 1999.

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1948-, Davis Karen R., Swindle Faye L i Quirk Constance, red. Developmental therapy-developmental teaching: Fostering social-emotional competence in troubled children and youth. Wyd. 3. Austin, TX: PRO-ED, 1996.

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T, Evans Elizabeth, i Meisgeier Charles H. 1932-, red. Connecting with others: Lessons for teaching social and emotional competence. Champaign, Ill: Research Press, 1996.

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Części książek na temat "Socially competent behaviour"

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Leland, Worner, i August Stockwell. "Clinical Competence and Social Validity". W Multiculturalism and Diversity in Applied Behavior Analysis, 99–114. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263873-9.

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Foster, Sharon L. "Examining the Impact of Social Behavior on Peer Status". W Social Competence in Developmental Perspective, 199–201. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2442-0_12.

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Attili, Grazia. "Social Competence Versus Emotional Security: The Link between Home Relationships and Behavior Problems in Preschool". W Social Competence in Developmental Perspective, 293–311. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2442-0_18.

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Schvaneveldt, Paul L. "Parenting in Ecuador: Behaviors That Promote Social Competence". W Science Across Cultures: The History of Non-Western Science, 323–34. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7503-9_24.

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Stump, Kathryn N., Jacklyn M. Ratliff, Yelena P. Wu i Patricia H. Hawley. "Theories of Social Competence from the Top-Down to the Bottom-Up: A Case for Considering Foundational Human Needs". W Social Behavior and Skills in Children, 23–37. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-0234-4_2.

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van Veelen, Matthijs. "Does It Pay to be Good? Competing Evolutionary Explanations of Pro-Social Behaviour". W The Moral Brain, 185–200. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-6287-2_8.

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Özcan, Beste, Valerio Sperati, Flora Giocondo i Gianluca Baldassarre. "“X-8”: An Experimental Interactive Toy to Support Turn-Taking Games in Children with Autism Spectrum Disorders". W HCI International 2021 - Posters, 233–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78635-9_32.

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AbstractTurn-taking is a type of interaction where two individuals alternate a behaviour (e.g. during a conversation). Such competence – which is a foundamental key in the social behaviour – is often compromised in children with Autism Spectrum Disorders (ASDs). Neurodevelopmental therapists report how it is extremely difficult to teach this skill to young ASDs, yet it would be very important. In the current proposal we present an early prototype of interactive toy called X-8: it is a soft, wearable, six-legged octopus able to distinguish between two people, and produce different luminous patterns according to the user who is touching it. The toy can then potentially support therapists in set up sensory-motor games based on turn-taking rules. A first proof of concept is described and possible activities are proposed.
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Lai, Ka-Hin, Bingcheng Wang i Pei-Luen Patrick Rau. "Effects of Players’ Social Competence on Social Behaviors and Role Choice in Team-Based Multiplayers Online Games". W Lecture Notes in Computer Science, 62–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77074-7_6.

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Suryathi, Wayan, I. Wayan Siwantara i I. Gede Santanu. "Learning Behavior and Student’s Competency Using Accounting Blended Learning at State Polytechnic of Bali". W Proceedings of the International Conference on Applied Science and Technology on Social Science 2022 (iCAST-SS 2022), 530–34. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-83-1_94.

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Anshori, Mohamad Yusak, Denis Fidita Karya, Rizki Amalia Elfita, Laila Alfi Sahrin i Mira Nirmala Gita. "Domestic Consumption: Relative Product Quality Ethnocentrism, and Domestic Product Belief". W Proceedings of the 19th International Symposium on Management (INSYMA 2022), 349–55. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_45.

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Abstract The increasing number of cosmetics imports in Indonesia has resulted in the domestic cosmetic industry has to compete with foreign products. This study aims to determine consumer behavior in using local products using cognitive (quality evaluation), normative (social and personal norms relating to the country of origin), and affective (symbolic and emotional values of the country of origin) in shaping consumer preferences. This research is quantitative. Data collection was carried out via a questionnaire distributed to 400 respondents with a population of Indonesian consumers who used cosmetics. The analysis technique used Smart PLS. The results show that relative product quality, domestic product trust, consumer ethnocentrism, and patriotism have a significant effect on domestic consumption. This research also shows that patriotism and conservatism influence consumer ethnocentrism and cosmopolitanism have an inverse influence on consumer ethnocentrism.
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Streszczenia konferencji na temat "Socially competent behaviour"

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Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship". W 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.

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The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
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Peter, Cruickshank, Hazel Hall i Bruce Ryan. "Information literacy as a joint competence shaped by everyday life and workplace roles amongst Scottish community councillors". W ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2008.

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Introduction: This paper addresses the information practices of hyperlocal democratic representatives, and their acquisition and application of information literacy skills. Method: 1034 Scottish community councillors completed an online questionnaire on the information-related activities they undertake as part of their voluntary roles, and the development of supporting competencies. The questions related to: information needs for community council work; preparation and onward dissemination of information gathered; factors that influence community councillors’ abilities to conduct their information-related duties. Analysis: Data were summarised for quantitative analysis using Microsoft Excel. Free text responses were analysed in respect of the themes from the quantitative analysis and literature. Results: Everyday life and workplace roles are perceived as the primary shapers of information literacy as a predominantly joint competence. Conclusion: The focus of information literacy development has traditionally been the contribution of formal education, yet this study reveals that prior employment, community and family roles are perceived as more important to the acquisition of relevant skills amongst this group. This widens the debate as to the extent to which information literacy is specific to particular contexts. This adds to arguments that information literacy may be viewed as a collective accomplishment dependant on a socially constructed set of practices.
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Lu, Kai, Wenjun Zhou i Xuehua Wang. "Social network of the competing crowd". W 2014 International Conference on Behavior, Economic and Social Computing (BESC). IEEE, 2014. http://dx.doi.org/10.1109/besc.2014.7059502.

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Tolegenova, Aliya. "Emotional competence of the person". W 3th International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.08.19.

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Li, Zhuoshu, Neal Gupta, Sanmay Das i John P. Dickerson. "Equilibrium Behavior in Competing Dynamic Matching Markets". W Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/54.

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Rival markets like rideshare services, universities, and organ exchanges compete to attract participants, seeking to maximize their own utility at potential cost to overall social welfare. Similarly, individual participants in such multi-market systems also seek to maximize their individual utility. If entry is costly, they should strategically enter only a subset of the available markets. All of this decision making---markets competitively adapting their matching strategies and participants arriving, choosing which market(s) to enter, and departing from the system---occurs dynamically over time. This paper provides the first analysis of equilibrium behavior in dynamic competing matching market systems---first from the points of view of individual participants when market policies are fixed, and then from the points of view of markets when agents are stochastic. When compared to single markets running social-welfare-maximizing matching policies, losses in overall social welfare in competitive systems manifest due to both market fragmentation and the use of non-optimal matching policies. We quantify such losses and provide policy recommendations to help alleviate them in fielded systems.
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Naurzalina, Danna. "Formation of teacher’s professional competence in Kazakhstan School". W 3th International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.08.13.

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Chianchana, Chaiwichit, i Sageemas Na Wichian. "Validation of the Assessment of Performance Competency". W 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.21.

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Maung Maung, Kyi Phyu, i Amoneeta Beckstein. "The Need for Ethical and Multiculturally Competent Practice of Psychology in Myanmar". W 7th International Conference on Spirituality and Psychology. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/icsp.2022.011.

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ABSTRACT Myanmar’s mental health system is in dire need of improvement. The importance of mental health care has generally been overlooked and undervalued in the country. The negligence seems to stem from a lack of policies, training, infrastructure, funding, stigmatization, and a suitable ethical code of conduct. Due to six decades of international isolation, the small discipline of psychology, which already faced social disdain due to stigmatization, was further degraded as an academic discipline. Coupled with the recent ongoing violence that likely contributed to trauma amongst some of the population, this highlights the importance of well-established multiculturally competent ethical guidelines for psychology to gain a respectable reputation as a viable mental health treatment and as a scientific study of human behavior. This paper is an autoethnography exploring Myanmar’s barriers to effective mental health care while emphasizing establishing an empirically backed culturally competent ethical code of conduct for Myanmar’s field of psychology. As an individual born and raised in Myanmar, the first author hopes to shed some light on the mental health crisis in Myanmar by sharing her personal experiences. The authors also reviewed and analyzed the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct and explored the multiculturally competent adaptability and applicability of the APA Ethical Code of Conduct to Myanmar culture. Recommendations and implications for practitioners and future research were offered. KEYWORDS: Ethical Code of Conduct, mental health care, multicultural competence, Myanmar, psychology
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Kalymbetova, Elmira, Aktolkyn Kulsariyeva i Aliya Massalimova. "Communicative competence of high school students". W icCSBs January 2015 The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.01.22.

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Danassis, Panayiotis, Aris Filos-Ratsikas i Boi Faltings. "Anytime Heuristic for Weighted Matching Through Altruism-Inspired Behavior". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/31.

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We present a novel anytime heuristic (ALMA), inspired by the human principle of altruism, for solving the assignment problem. ALMA is decentralized, completely uncoupled, and requires no communication between the participants. We prove an upper bound on the convergence speed that is polynomial in the desired number of resources and competing agents per resource; crucially, in the realistic case where the aforementioned quantities are bounded independently of the total number of agents/resources, the convergence time remains constant as the total problem size increases. We have evaluated ALMA under three test cases: (i) an anti-coordination scenario where agents with similar preferences compete over the same set of actions, (ii) a resource allocation scenario in an urban environment, under a constant-time constraint, and finally, (iii) an on-line matching scenario using real passenger-taxi data. In all of the cases, ALMA was able to reach high social welfare, while being orders of magnitude faster than the centralized, optimal algorithm. The latter allows our algorithm to scale to realistic scenarios with hundreds of thousands of agents, e.g., vehicle coordination in urban environments.
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Raporty organizacyjne na temat "Socially competent behaviour"

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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska i Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Hernández-López, Luis Pablo, i Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, kwiecień 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.
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Schneider, Sarah, Daniel Wolf i Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Hefetz, Abraham, i Gene Robinson. Hormonal and Pheromonal Regulation of Reproduction in the Bumble Bee Bombus terrestris. United States Department of Agriculture, lipiec 1994. http://dx.doi.org/10.32747/1994.7568775.bard.

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Bombus terrestris constitute important pollinators of greenhouse crops. In Israel the species utilized is, whose colonies are reared commercially. This is a primitively social species with a particular colony development. It encompasses two social phases: a eusocial phase in which the queen dominates reproduction, and a competition phase in which workers compete with the queen for the parentage of males. These workers are distinguished by accelerated ovarian development, high production of JH, and elevated levels of dopamine in the brain. Queen-worker conflict is also manifested in overt aggression among all members of the nest. High aggression is correlated with dominance status of the bees and is also correlated with octopamine levels in the brain. After verifying that JH III is the only JH produced by the bees and validating the assay for its measurements (RCA & RIA), we used JH as an indicator of worker reproduction. Queens taken from colonies both before and after the competition phase were equally effective in inhibiting worker reproduction. Moreover, there is only a narrow window, around the competition point, in which workers may have the opportunity to initiate reproduction. Before that point they are inhibited by the dominant queen, while after that point both the queen and those workers with accelerated ovarian development exert strong inhibition on worker nest mates. Thus, "queen dominance deterioration" is not the primary cause in eliciting the queen-worker conflict. Queens convey their presence by means of a chemical signal that is extractable in organic solvent and that is normally spread on the cuticle. Total body extract and body washes, applied on dead virgin queens, were able to inhibit the release of JHin vitro in queenless workers. However, none of the prominent exocrine gland investigated mimicked this function. It is possible that the source of the putative pheromone is an unknown gland, or that it emanates from an assembly of glands. Chemical analyses of the prominent glands revealed a plethora of compounds the function of which should be further investigated. Understanding the social behavior of B. terrestris paves the way to facilitate colony manipulation and to adjust the colonies for specific pollination requirements.
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