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1
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 "Patterns of self disclosing behaviour amongst aggressive, withdrawn and socially competent teenagers".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.
3
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
Full Text
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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.
6
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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Cummings, Kelli Dawn. "Advances in the assessment of social competence /". view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136408.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.
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Baistow, Karen Ann. "Behavioural psychology as a social project : from social engineering to the cultivation of competence". Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264393.
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Nelson, Helen. "Age, gender and sociodemographic differences in school entrants' social and emotional competence". Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1830.
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Aim. This research aimed to establish baseline age, gender, and sociodemographic differences in school entrants’ social and emotional competence to provide an empirical base for supporting positive responses to normal development in children as they begin school, thereby promoting life-long patterns of health and wellbeing. Review of Literature. Health priorities for children in a rapidly changing society are shifting due to the changing nature of social and emotional demands, resulting in an increasing complexity of health and developmental problems. Consequently, the role of the school nurse in primary and secondary schools is expanding, with a growing focus on providing support and early interventions for social, emotional, and behavioural issues. Bullying peaks at school entry and is associated with poor outcomes of health and education for children. Supporting the development of empathy in school-aged children has been proposed as a potential solution to the problem of bullying, but pathways of normal development of empathy and aggression are uncertain.Method. A cross-sectional observational study was conducted using a number of reliable and valid child and teacher questionnaires. Participants comprised a sample of children across Pre-primary, Year One and Year Two classes in an independent school. Statistical analysis was conducted using bivariate analyses and linear regression.Results. Teacher reported aggression was lower with age as empathy was higher, and girls were more empathic than boys. The higher level of reported empathy was not progressive, rather it occurred between Year One and Year Two, whereas aggression was not significantly lower between Year One and Year Two. There was no gender difference in teacher reported total aggression or covert aggression, and covert aggression was not reported to be higher with age.Discussion. In the first years of school, aggression lessens while empathy increases indicating that prosocial behaviour is a developmental milestone. Because of this, school nurses must understand the importance of surrounding children with safety in relationships as they begin school; in so doing, supporting developmental pathways of protection.
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Horowitz, Laura. "Conflict resolution and development of communication competence in preschool boys with language impairment /". Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-527-5/.
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Shipp, Francesca. "Construct validity of teacher ratings of ADHD-IN, ADHD-HI, ODD-toward adults, academic competence, and social competence factors with Thai middle and high school students". Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/F_Shipp_1061209.pdf.
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Thesis (M.S. in psychology)--Washington State University, August 2009.Title from PDF title page (viewed on July 15, 2009). "Department of Psychology." Includes bibliographical references (p. 27-31).
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Lee, Eun-Yeop. "Measuring Social Competence in Preschool-Aged Children Through the Examination of Play Behaviors". Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3935.
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For young children, a primary component of social competence is establishing effective interactions with peers during play. To inform the development of practices that promote this competency starting in early childhood, quality assessment measures are needed. These instruments must have the capacity to establish linkages between the home and school as well as utilizing multiple informants. A promising early childhood assessment measure is the Penn Interactive Peer Play Scale (PIPPS), which is a rating scale created with parent and teacher versions. Previous research has established its validity for preschoolers from among various populations.
The purpose of this study was to examine the validity of the PIPPS system in a population of preschool children, by investigating: (1) the concurrent validity of parent and teacher versions of the PIPPS and a standardized assessment measure of social competence (PKBS-2 Social Skills Scale); (2) the relationship between teacher/parent ratings and child gender; (3) the relationships between the teacher and parent versions of vi the PIPPS; and (4) the predictive validity of teacher and parent ratings on the PIPPS and PKBS-2 with level of communication between the two parties.
To meet inclusion criteria, teachers and parents had to have contact with preschool students ages 3-5 years enrolled in a preschool classroom for at least 4 months, and who were proficient in either English and/or Spanish. In total, across the three participating preschool centers, 50 students were found eligible to participate in this study and 32 students returned with completed packets parent rating scales (64%).
Results indicated some relationship between the parent and teacher versions of the PIPPS and PKBS-2 Social Skills rating systems as well as the influence of communication level. However, there were no statistically significant findings for the influence of gender on these ratings. There were several limitations to the external validity of the results of this study. Limitations included sample bias and the use of self-report questionnaires. Implications and future directions for research are discussed.
17
Perry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Mohr, Shelley. "Mothers' memories of childhood peer experiences, associations to child-rearing behaviours and children's social competence". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ37050.pdf.
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Lau, Wing-chi Margaret, i 劉永慈. "Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959520.
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Lau, Wing-chi Margaret. "Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810858.
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Karver, Christine L. "Neuropsychological Functioning, Social Information Processing, and Parent-Reported Behavior and Social Competence in Internationally Adopted Girls with a History of Institutionalization". University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797253.
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Tate, Stephen Lee. "Effect of the Prepare curriculum on the social competency of children in residential treatment". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Choi, Yoon Kyung. "Child care effects and attachment continuity on the growth of social competence and academic achievement of children". Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of Family and Child Ecology, 2008.Title from PDF t.p. (viewed on Sept. 9, 2009) Includes bibliographic references (p. 160-188). Also issued in print.
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Hoyle, Sally G. "Stability and change in social relations of children with and without learning disabilities : social status, social networks, perceived social competence, social cognition, behavior problems, and ecological factors /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984315161.
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Weman-Josefsson, Karin Anna. "EXPLORING MOTIVATIONAL MECHANISMS IN EXERCISE BEHAVIOUR : Applying Self-determination theory in a person-centred approach". Licentiate thesis, Psykologiska Institutionen Göteborgs Universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25427.
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Involvement in physical activity (PA) and exercise behaviour is multifaceted and depends on bidirectional correlations between multiple factors; one avenue to increase the understanding of sustainable exercise behaviours would be to employ a motivational perspective. In this thesis, this was done by placing the primary focus on Self-determination theory (SDT) as a person-centred approach to study the motivational mechanisms believed to impact exercise behaviour based on the SDT process model. Study 1, conducted in a cross-sectional design, included 1,091 members of a web-based exercise service. Based on sophisticated mediation analysis, the results support the hypothesized associations between latent constructs and exercise behaviour in the related steps of the SDT process model. Moreover, moderating effects were discovered, demonstrating that these associations could differ in different subgroups based on gender and age. The results of Study 1 thereby represent a first indication that exercise intervention design might benefit from slightly different approaches when addressing different demographical groups like gender and age. Study 2 was conducted in a two-wave RCT design to test an SDT-informed intervention on 64 voluntary participants. Components of Motivational interviewing (MI), the Relapse prevention model (RPM) and Cognitive behavioural therapy (CBT) were used as practical application guidelines to deliver the intervention content. Results showed intervention effects on exercise level, exercise intensity and motivation quality as well as mediating effects of the RAI (Relative Autonomy Index; an index of the degree of self-determination), and identified regulation in relation to exercise behaviour. The experimental group also demonstrated significantly lower levels of extrinsic motivation than the control group post-intervention. Besides strong support for applying the basic tenets of SDT in the exercise domain, there are some main findings in this thesis. First of all, self-determined motivation was found to act as a mediating variable in the relationship between psychological need satisfaction and exercise, and these patterns of indirect effects differed across age and gender. This indicates that mechanisms in the SDT process model could vary (qualitatively) depending on subgroup, which carries potential implications for practice. Second, the results of Study 2 also provide evidence that the mediating mechanisms of the process model could be manipulated in an intervention, e.g. by creating need-supportive environments facilitating internalization and subsequent exercise behaviour. Furthermore, both studies demonstrated that identified regulation plays a prominent role in the motivational processes, supporting the significance of promoting internalization in activities like exercise. Finally, this thesis represents prospective value for the utility of employing a polytheoretical approach in exercise intervention design, more specifically regarding the prosperous outlooks in combining SDT with other theories and methods.Motion och fysisk aktivitet är multifacetterade beteenden som påverkas av komplexa samband mellan en mängd olika faktorer och ett sätt öka förståelsen för mekanismerna bakom hållbara motionsbeteenden är att studera motivationsrelaterade förhållanden och förutsättningar. Denna licentiatavhandling har därför en personcentrerad ansats som baseras på en deskriptiv processmodell som ingår i Självbestämmandeteorin (Self-determination theory; SDT). I Studie 1 genomfördes en tvärsnittsstudie på 1091 medlemmar i en web-baserad motionstjänst och avancerade medieringsanalyser genererade stöd för de hypotetiska relationerna mellan latenta variabler och motionsbeteende i processmodellen. Analyserna visade även modereringseffekter genom att dessa relationer skilde sig åt mellan grupper baserade på kön och ålder. Resultaten representerar därmed en första indikation på att utformandet av motionsinterventioner eventuellt kan gynnas av att anpassas till olika demografiska grupper, t ex baserat på kön och ålder. I Studie 2 genomfördes en intervention på 64 frivilliga deltagare i form av en RCT-design med två mätpunkter. Det SDT-baserade innehållet i interventionen förmedlades med hjälp av praktiska riktlinjer från metoderna Motiverande samtal (MI), Återfallsprevention (RPM) och Kognitiv beteendeterapi (CBT). Resultaten visade interventionseffekter på motionsbeteenden (mängd och intensitet), samt medieringseffekter av RAI (Relative Autonomy Index; ett index på graden av självbestämmande) och identifierad reglering i relation till motionsbeteende. Experimentgruppen uppvisade även lägre nivåer av yttre motivation än kontrollgruppen efter interventionen. Båda studierna är därmed i linje med det växande empiriska stödet för applicering av SDT inom motionsområdet och bidrar på flera sätt till kunskapsutvecklingen om motivationsrelaterade mekanismer. Det främsta bidraget är att självbestämmande motivation visade sig fungera som en medierande variabel i relationen mellan tillfredsställelse av psykologiska basbehov och motionsbeteende och att dessa latenta effekter skilde sig åt utifrån deltagarnas kön och ålder. Detta pekar på att mekanismerna i processmodellen kan variera i olika grupper, vilket skulle kunna påverka eventuella praktiska implikationer för framtida interventionsdesign. Vidare indikerar resultaten i Studie 2 att medieringsmekanismerna i processmodellen är möjliga att manipulera i en intervention, exempelvis genom att skapa stödjande miljöer som främjar internalisering och därigenom efterföljande motionsbeteenden. Båda studierna visar även att identifierad reglering har en viktig funktion i motivationsprocessen, vilket understryker betydelsen av att främja internalisering i aktiviteter som motion. Slutligen finns det argument för värdet av att anta en poly-teoretisk ansats i skapandet av motionsinterventioner, framförallt genom att kombinera SDT med andra teorier och metoder.
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Campbell, Robert E. (Robert Eugene). "Academic, Behavioral, and Social Competency Characteristics of Non-Handicapped, Learning Disabled, and Emotionally/Behaviorally Disordered Adjudicated Juveniles". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331994/.
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The juvenile justice system is society's response to juvenile misconduct. In spite of numerous federal, state, and local programs, the problem of juvenile delinquency persists. An increasing number of juveniles are being taken into custody and placed in institutional settings.
Although juvenile delinquents share a number of common general characteristics (e.g., sex, minority, lower socioeconomic status, a history of school failure), they are not a homogeneous group. Effective educational interventions with delinquent juveniles can meet their unique academic, vocational, and social skills deficits. Handicapped juveniles are disproportionately represented among juvenile correctional facility populations. The identification of handicapped juveniles among delinquent populations is compounded as they share many of the same general characteristics. Federal statutes require individualized educational programs for all handicapped juveniles.
This research investigated academic, behavioral, and social competencies of non-handicapped and handicapped adjudicated youth. Specifically, this investigation assessed measures of academic performance, classroom behavior, self-esteem, and social behavior. ANOVA indicated statistically significant differences between non-handicapped, learning disabled, and emotionally/behaviorally disordered adjudicated juveniles in reading achievement, mathematics achievement, and teacher generated measures of classroom behavior.
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Weatherill, Robin Pierce. "Does the mother-child relationship moderate the effects of domestic violence on preschool behavior problems and social competence?" online access from Digital Dissertation Consortium access full-text, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3282221.
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Bossard, Lucas O. "Adolescent attachments to parents and peers in relation to aspects of psychological well-being and social competence a meta-analysis /". Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0165.
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Walker, Susan. "Peer acceptance in early childhood : sex and social status differences in social information processing, temperament and social behaviour". Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36634/1/36634_Walker_2001.pdf.
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The apparent relationship between rejection from the peer group and future maladjustment, combined with the fact that peer rejection appears to be a relatively stable phenomenon (Coie & Dodge, 1983), has led to increasing concern about children who are experiencing peer relationship problems or who are socially rejected by their peers. Therefore, the social status of children deserves investigation to identify children
at risk. Three factors that have emerged as important predictors of social status for children in middle childhood are individual differences in social information processing, temperament and social behaviour. However, although early childhood may be a optimum period for implementation of intervention programs, little is known about the correlates of social status in early childhood. Additionally, relatively little research has
addressed the issue of sex differences in the factors that are associated with peer social status. The studies in this thesis were derived from a program of research focused on peer social status in early childhood. Specifically, the studies constitute an examination
of sex and social status differences in social information processing, temperament and social behaviour in a sample of preschool-aged children. The first study used peer informants to identify children's social status as a basis for subject classification for the subsequent research studies. One hundred and eighty-seven
preschool children (94 boys and 93 girls, mean age 62.4 months, SD = 4.22) were assigned to social status groups through a sociometric procedure involving a
combination of limited choice positive nominations and a three-point rating scale (Asher & Dodge, 1986). From this procedure five social status groups were constituted: popular (12 boys, 14 girls), rejected (13 boys, 11 girls), neglected (13 boys, 12 girls), controversial (7 boys, 4 girls) and average (13 boys, 22 girls) and an unclassified group of "others" (36 boys, 30 girls). These social status groups were subsequently used for
analysis of social status differences.
In the second study, sex and social status differences in social information processing were examined. Children took part in individual interviews in which they were asked to respond to hypothetical problematic social situations involving same and opposite sex
target peers. The situations consisted of intentional and ambiguous provocation situations, peer group entry and a situation that violated social expectations, such as sharing or taking turns. There were few social status differences in the competency of children's responses to the problematic social situations however, sex differences were evident both in the overall competency of children's responses and in the ways in which
they responded to same and opposite sex target peers. Overall, girls were more likely than boys to suggest prosocial responses while boys were more likely than girls to suggest aggressive or retaliatory responses. In response to provocation situations, boys
responded less competently to provocation by a boy target than they did to a girl target
while girls responded similarly to same and opposite sex target figures. In contrast, while boys responded similarly across target figures in social expectation and peer group entry situations, girls responded less competently to a girl target child than to a boy
target child in social expectation situations and less competently to a target group of boys
than to a target group of girls in peer group entry situations. The third study assessed sex and social status differences in temperament. Teachers
were asked to complete a 23 item Teacher Temperament Questionnaire (Keogh, Pullis & Cadwell, 1982) and data were analysed along the dimensions of Task Distractibility, Personal-Social Inflexibility, Reactivity and Threshold of Response. There were
significant sex differences in temperament. Specifically, teachers rated boys as more likely than girls to display Task Distractibility in terms of high distractibility, high activity and low persistence. Temperament also emerged as an important discriminator between social status groups in that rejected children were rated by their teachers as displaying a more "difficult" temperamental style than popular children in terms of high Task Distractibility and high Personal-Social Inflexibility. The relationship between temperamental characteristics and social status also differed for boys and girls. Specifically, while Task Distractibility, Personal-Social Inflexibility and Reactivity were
important predictors of rejected social status for girls, temperament did not predict rejected social status for boys. However, low Task Distractibility predicted popular
social status for boys while temperament did not predict popular social status for girls.
The fourth and fifth studies assessed children's social behaviour through teacher report and naturalistic observation. In the fourth study, teachers completed a 30 item questionnaire developed for this program of research which assessed aspects of prosocial behaviour, aggression, peer group entry and peer conflict. With respect to sex differences, teachers rated boys as more likely than girls to engage in aggressive behaviour, use aggressive and disruptive peer group entry strategies and use aggressive strategies when dealing with conflict. Results with respect to status differences indicated
that the most powerful discriminator between children in the rejected and neglected
groups and popular children was a lack of prosocial behaviour. The demonstration of cooperative play behaviour also emerged as the strongest predictor of popular social status for boys while low rates of cooperative play and prosocial behaviour predicted
rejected social status for girls. In the fifth study, rejected, neglected and popular children were observed for a total of 25 minutes over a three month period engaging in free play within their preschool centres. Popular children were observed to engage in cooperative
play, ongoing connected conversation and display positive affect while rejected and
neglected children spent more time alone, engaged in conversation less often and were
more likely to display neutral or negative affect.
The final study investigated the stability of social status over a six month period. Group differences in temperament and social behaviour between children with stable rejected, neglected and popular social status and children whose social status was less stable were
examined and profiles of children with stable rejected social status were described. The results indicated that preschool-aged children's social status classifications showed a moderate to high rate of stability for those children classified as popular, rejected and
neglected. Specifically, half the boys and over half the girls identified as rejected on the basis of peer nominations and a rating scale at the beginning of the year retained this classification six months later. Children who were stably rejected and neglected were
rated by their teachers as displaying higher Personal-Social Inflexibility and less
prosocial behaviour than those children who were more transiently rejected or neglected.
Children who retained popular social status over the six months of the study period were rated by their teachers as displaying lower Task Distractibility and more prosocial behaviour than children who were popular for a shorter period of time. Finally, four stably rejected children were selected and profiled in terms of their social problem solving strategies, teacher-rated temperament, teacher-rated social behaviour and
observed social behaviour. The profiles illustrate both typical and atypical rejected children in order to demonstrate the need for intervention programs to be informed by
observation of individual children and specifically tailored to the needs of each child. Overall, the results from the studies in this thesis suggest that although a lack of positive prosocial behaviours predicts a lack of peer acceptance in early childhood, the relationship between temperament, social behaviour and social status differs for boys and girls. Specifically, with respect to teacher-rated temperament, Task Distractibility,
Personal-Social Inflexibility and Reactivity appeared to be important predictors of rejected social status for girls but not for boys. Similarly, with respect to teacher-rated social behaviour, low rates of prosocial, cooperative behaviour, high rates of aggression,
use of aggressive or disruptive group entry strategies and infrequent use of direct group entry strategies predicted rejected social status for girls but not for boys. These differences appear to be related to gender specific styles of social functioning in that girls
spend more time in small group activities, in cooperative and tum-taking games and are more sensitive to the requirements of collaboration than boys (Dorsch & Keane, 1994; Jones & Glenn, 1991; Maccoby, 1988). The results of these studies are discussed in tenns of the implications for intervention programs and research into the peer
relationships of young children.
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Field, Kristin L. "Effects of sex ratio on ontogeny of sexual behavior and mating competence in male guppies, poecilia reticulata". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091578035.
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Goldetsky, Glenna Lee. "Attachment and the development of peer-related social competency from the toddler period to the preschool period /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Jentzsch, Clarice E. "An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales". DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/6078.
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A relatively recent measure, the Preschool and Kindergarten Behavior Scales (PKBS), has been developed to measure both problem behavior and social competence in young children. The primary purpose of this study was to examine the construct validity of the PKBS through the application of several validation procedures. Results of the study support construct validity of the PKBS. In a discriminant analysis, the PKBS classified correctly 89.36% of the 94 subjects. A secondary purpose of this study was to examine social-emotional behavior differences between kindergarten students who were divided into different behavioral status groups based on a teacher nomination procedure: a behaviorally at-risk group comprised of both internalizing and externalizing students and a comparison group of behaviorally typical students. Statistically significant differences were found between groups on most variables.
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Helms, Sarah W. "Structure of Aggression among Urban Youth: Competing Factor Models of Subtypes of Physical and Relational Aggression". VCU Scholars Compass, 2007. http://hdl.handle.net/10156/2162.
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Young, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.
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Rentsch, Carly A. "The Consistency of Teacher Ratings on the Behavior Assessment System for Children-3 and the Child Behavior Checklist 1.5-5". TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1964.
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The assessment of children’s social-emotional skills, especially in the preschool years, is essential, as it yields early identification of problems and allows for appropriate interventions to be tried. School psychologists and other professionals use a variety of assessment methods (e.g., observations, interviews, behavior rating scales) to determine a child’s social-emotional abilities. Two popular behavior rating scales used frequently by professionals are the Behavior Assessment System for Children-Third Edition (BASC-3) and the Child Behavior Checklist 1.5-5 (CBCL 1.5-5). The current study examines the consistency of results from the two instruments. Fifty-six Head Start teachers from two regions of the country completed both the BASC-3 and the CBCL 1.5-5 at the same point of time while thinking of a specific student who displays behavioral concerns. The findings revealed that most of similarly named scales from the two instruments correlated significantly. However, 40% of those comparisons resulted in significantly different mean scores. Approximately half of the comparisons resulted in adequate classification consistency (i.e., either average or clinically significant). Overall, the findings imply that the two instruments do not always measure similarly named behavioral constructs in a consistent manner.
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Alger, Buddy Dennis. "Social Skill Generalization with "Book in a Bag": Integrating Social Skills into the Literacy Curriculum at a School-Wide Level". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3586.
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Social skill instruction is needed in both targeted and universal contexts. This research utilized a universal social skill intervention, Book in a Bag (BIB), to increase the use of a specific social skill by all students within an elementary school, including students identified as at-risk for behavior problems. BIB was designed to integrate social skills into the curriculum by way of children's literature, specifically a read-aloud book using a direct instruction strategy. The results indicate that BIB had a positive effect on students' behavior in the classroom both for students identified and those not identified as being at-risk for behavior problems. Outcomes suggest that students used the skill across a variety of instructional, independent work, and group work settings. Teacher perceptions of the research were reported as acceptable. Teachers noted positive changes in their classroom. Implications of this research for practice include using BIB as a universal intervention to target specific social skill deficits in students, and using social skill instruction to increase positive student behavior.
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Menclerytė, Jurgita. "Kauno miesto turizmo organizacijų vadybininkų socialinės kompetencijos bei komunikacinės elgsenos ypatumai". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060515_090742-49945.
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Jurgita Menclerytė. The social competence and communicative behavior features of Kaunas town tourism organization managers. Final Master Work. Work supervisor docent doctor S. Laskienė.
SUMMARY
Permanent changes inside organization require flexibility and ability to trim changing environment. Developing public services require high – quality communication and different problem solving skills. Effective function performance with regard to market situation demand different competence, considering action character, organization features. Essential personal social and communicative competence has influence on communicative behavior. Depending on social competence features and communicative competence skills managers have, stands the success and work effectiveness of the organization.
The subject of research
The manager social competence and communicative behavior features (communicative skills).
Scholastic problem
What factors of social competence and features of communicative behavior have managers? Does current (acquired) social competence and communicative behavior of manager guarantee their success of activity?
Objective of research
To explore social competence and communicative behavior features of Kaunas town tourism organization managers.
The goals of research
1. to explore and compare social competence factors considering sex
2. to explore and compare communicative behavior features considering sex
3. to explore and compare social competence factors considering... [to full text]
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Rhodes, Darson Lee. "An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students". OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/75.
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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 skills, interpersonal skills, intrapersonal skills, or judgment skills; 11 health risk behaviors, and college grade point average (GPA). Descriptive statistics, correlations, and multiple regression analyses were calculated to determine relationships among these variables. Thirteen statistically significant correlations were found among personal and social competence constructs and health risk behaviors. Health risk behaviors statistically significantly correlated with one or more constructs of personal and social competence included: frequency of marijuana use, number of days cigarettes were smoked, number of days alcohol was consumed, incidences of binge drinking, incidences of driving and drinking alcohol, alcohol or drug use prior to last incidence of sexual intercourse, non-use of condoms during sexual intercourse, feelings of sadness or hopelessness for two weeks or more that resulted in ceasing some usual activities, and number of physically inactive days. Statistically significant correlations were found most often among perceived judgment skills and health risk behaviors and perceived intrapersonal skills and health risk behaviors. Variance in academic success due to perceived personal and social competence and health risk behaviors was limited. Only a small percentage of variance in self-reported, college GPA could be attributed to perceived coping skills and judgment skills, while no variance could be attributed to perceived intrapersonal skills or interpersonal personal skills. Also, few health risk behaviors accounted for any variance in self-reported, college GPA. Results suggest strategies to improve undergraduates' personal and social skills may reduce engagement in some health risk behaviors.
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Bradbury, Kirsten. "Peer Influences on Risk-taking in Middle Childhood". Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/9747.
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Unintentional injury is the leading cause of death and disability in children. Many injuries to school-aged children occur during unsupervised peer activities, but peer influences on risky behavior in preadolescence remain under-investigated. We examined peer context effects on reported risk-taking, identified predictors of peer influence, and compared peer influence in high- and low-social-functioning groups. Forty-one boys aged 8-10 years listened to scenarios in which they encountered opportunities for risk-taking (e.g., swimming unsupervised, playing with matches) with their best friends, with "cool guys" (desired peers), with disliked peers, and alone. They rated the likelihood that they would engage in risky behavior in each condition for each scenario. Children also completed measures of friendship satisfaction, peer orientation, and socially desirable responding. Parents completed the CBCL and an injury history form. Children reported more risk-taking with positive peers than alone, and less with negative peers than alone. Four variables (peer orientation, friendship satisfaction, social problems, mother unmarried) accounted for 77% of the observed variance in peer influence on risk-taking. Children in the high social competence group showed larger peer influence, and indicated a preference for risk-taking with best friends over cool guys. Results are discussed in terms of improving injury prevention efforts by reconceptualizing "peer pressure" as a developmentally adaptive aspect of child functioning.Master of Science
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Henderson, Sandra H. "Pathways to Externalizing Behavior: The Effects of Mother's Harsh Parenting and Toddler's Emotional Reactivity". VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1326.
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Lyons, Eileen M. "The Effects Of A Leadership And Diversity Awareness Program On Adolescents' Attitudes And Behaviors". Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/754.
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A nonequivalent control-group longitudinal design was used to examine the effects of a leadership and diversity awareness program on adolescents knowledge of discriminatory terms, acceptance of diversity, social competence, feelings of social responsibility, and community involvement. Adolescents who did and did not attend a leadership and diversity awareness program (Anytown) completed three analogous surveys in a 12-month period. Similarly, parents of adolescents who did and did not attend the program reported on their childs social competence and community involvement.
Adolescents who attended the program reported greater increases in their social competence, acceptance of diversity, feelings of social responsibility, and community involvement when compared to the control group. A comparison of females and males who attended the program revealed females scored higher than males in the areas of social competence, diversity acceptance, and social responsibility. Differences also were observed between the race/ethnic groups of program participants. The Hispanic/Latino and Nonwhite/Other race/ethnic groups reported higher diversity acceptance scores than the adolescents in the Black race/ethnic group. Additionally, parents of Anytown participants reported higher community involvement than parents of adolescents who had yet to attend the program. Discussion centers around the results and implications of these findings as well as the need to incorporate effective prejudice reduction strategies into diversity awareness programs.
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Post, Deanne. "Adult's perceptions of children's self-confidence, social competence, and caring behavior as a function of participation in the Big Brothers Big Sisters Program". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998postd.pdf.
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Christianson, Erika Nicole. "Program Evaluation of Behavior Management Training for Preschool Teachers: Child Outcomes". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1305.
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Due to the immense challenges faced by young children who exhibit emotion regulation problems, prevention programs have been designed to train teachers on strategies useful for improving classroom behavior. The current study examines the effects of a prevention program implemented in a blended Head Start/daycare setting and evaluates the outcomes of the training on children’s cognitive/preliteracy skills, selfregulation, and social competence in the fall and spring following teacher training. The intervention group (Western Kentucky University Child Care Center) and control group (Bryant Way Child Care Center) were part of a blended Head Start/child care preschool program. Children’s self-regulation, social competence, and cognitive/preliteracy skills were assessed in the Fall and Spring of the school year. Children in the intervention group exhibited better cognitive/preliteracy skills as shown by results on Woodcock- Johnson subtests. Teacher ratings on the ERC showed that girls improved in teacher reported self-regulation, the control group received higher scores on teacher rated lability than did the intervention group, and boys were rated higher on the lability scale than were girls. In addition, Head Start children were rated higher in emotional lability than were daycare children. Teacher ratings on the SCBE scale indicated that children received higher teacher ratings of social competence in the Spring than in the Fall and girls were rated higher than were boys. Additionally, children received lower internalizing behavior problem ratings in the Fall than in the Spring, Head Start children were rated higher in internalizing behavior problems than children in daycare, and boys in the control group received higher ratings of internalizing problem behaviors than those received by any other group. Furthermore, children in the control group were rated higher than children in the intervention group in externalizing problem behaviors in both Fall and Spring, but neither group showed a significant change in externalizing problem behaviors from Fall to Spring. Self-regulation enables children to inhibit inappropriate emotional outbursts as well as control their reactions to situations. Understanding children’s self-regulation skills is of vast importance to individuals in the field of education as the information provides practitioners the opportunity to improve children’s self-regulation in the preschool years.
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Drummond, Jason A. "The relation between playing violent single and multiplayer video games and adolescents' aggression, social competence, and academic adjustment". Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1236354262.
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Zapata, Lauren B. "Associations Between Maternal Depression and Child Social Competence and Display of Problem Behaviors: A Longitudinal Investigation of Direct, Indirect and Moderating Effects". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001174.
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Rhodes, Darson L. "An exploratory study of the relationship among perceived personal and social competence, health risk behaviors, and academic achievement of selected undergraduate students /". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967963391&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Pinto, Ângela Daniela Moreira. "Competências sociais, problemas de comportamento e competências académicas: um estudo no 2º ciclo do ensino básico". Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4809.
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Dissertação apresentada à Universidade Fernando Pessoa, como parte dos requisitos para a obtenção do grau de mestre em Psicologia, ramo de Psicologia da Educação e Intervenção ComunitáriaO comportamento social corresponde ao conjunto de ações, atitudes e pensamentos que o indivíduo apresenta em relação à comunidade, aos indivíduos com que interage e a si próprio. As competências sociais assumem uma importância decisiva no desenvolvimento humano, pois estão relacionadas, não só com as relações entre pares, mas também, com o sucesso académico e profissional, e com o ajustamento psicossocial (Baptista, Monteiro, Silva, Santos & Sousa, 2011). Os défices nestas competências podem levar a dificuldades na aceitação social, dificuldades escolares, desajustes psicológicos na infância, problemas de saúde mental na adolescência e idade adulta, dificuldades de aprendizagem, maior risco de desenvolvimento de comportamentos antissociais, agressividade, delinquência e ao consumo de substâncias (Baptista et al., 2011; Lopes et al., 2006). Neste estudo, de abordagem quantitativa, pretendeu-se investigar a relação entre as variáveis género, idade, realização escolar e as competências sociais, os problemas de comportamento e competência académica e analisar a influência de um programa estruturado e promotor de competências sociais, aplicado a um grupo de 49 alunos do 2º ciclo do ensino básico nas habilidades sociais, nos problemas de comportamento e competência académica. Foi administrada a Escala de Competências Sociais K-6: Forma para Professores (Lemos & Meneses, 2002) em dois momentos distintos: antes e depois da aplicação do programa de competências sociais. Os resultados encontrados indicam, na perspetiva dos professores, que alunos de 5º e 6º ano não se diferenciam quanto às Habilidades Sociais (HS), Problemas de Comportamento (PC) e Competência Académica (CA); não parecem existir diferenças nas HS e nos PC entre rapazes e raparigas; os resultados indicam que alunos mais velhos parecem apresentar menos HS e mais PC; as HS e os PC parecem associar-se à realização escolar e alunos com valores mais elevados nos PC apresentam resultados escolares mais baixos; parecem existir melhorias nas HS e uma diminuição dos PC com a implementação do programa de intervenção, contudo não foram assinaladas diferenças relativas à CA.
Social behavior corresponds to the set of actions, attitudes and thoughts that the person has in relation to the community, to individuals with which he interacts and to himself. Social skills play a decisive role in human development, since they are related not only with peer relations, but also with the academic and professional success and the psychosocial adjustment (Baptista, Monteiro, Silva, Santos & Sousa, 2011). Deficits in social skills can lead to difficulties in social acceptance, learning difficulties, psychological maladjustment in childhood, mental health problems in adolescence and adulthood, learning disabilities, increased risk of developing anti-social behavior, aggression, delinquency and substances abuse (Baptista et. al., 2011; Lopes et. al., 2006). This quantitative study of aims to investigate the relationship between gender, age, school achievement and social skills, behavior problems and academic competence as well as the influence of a structured program of social skills, applied to a group of 49 students of the 2nd Cycle of Basic Education, in social skills, behavior problems and academic competence. The Social Skills Scale K6: Form for Teachers (Lemos & Meneses, 2002), was administerd before and after the implementation of the social skills program. The results show that, from teachers perspective, students from 5th and 6th grade do not differ in Social Skills (SS), Behavior Problems (BP) and Academic Competence (AC); there seems to be no differences in the SS and BP between boys and girls; the results indicate that, older students seem to show less SS and more BP; there seems to be a relationship between SS and BP regarding school achievement, the students with higher BP showing lower academic results; there seems to be improvements in the SS and a decrease in BP with the implementation of the intervention program, but were not marked differences related to AC.
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Bambino, Linda E. "Physician Communication Behaviors That Elicit Patient Trust". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2185.
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The general relationship between the physician and the patient is one where communication is used to establish and maintain what will likely become a long-term partnership. Health communication research indicates that physicians who have apt communication skills in the patient-physician relationship develop a platform of trust behaviors. The physician communication behaviors perceived to elicit trust reported by patients are; comfort/caring, agency, competence, compassion and honesty. The objective of the research project was to assess patient perceptions of previously determined physician communication behaviors that predict patient trust through individual surveys (N=162) between foreign-born international medical graduates and American-born non-IMG resident physicians. Patients reported finding a difference in the exhibited communication behaviors between non-IMG and IMG resident physicians, with the exception of comfort/caring. A modified Trust Model guided the research and supported certain prior findings, claiming that effective communication cannot exist in the absence of a solid, trusting physician-patient relationship.
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Tornblad, Maria, i Marie Fäldt. "EQ-aktiviteter på förskolans dagordning : En studie om förskollärares uppfattningar av förändringar i det socioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan". Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4333.
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I denna studie har vi undersökt tre förskollärares uppfattning av förändringar i detsocioemotionella samspelet efter ett målinriktat arbete med EQ-aktiviteter på förskolan.Vi har i studien särskilt inriktat oss på följande aspekter av barnens socioemotionellaintelligens och kompetens; empati, prosociala färdigheter, relationsfärdigheter,kommunikationsfärdigheter, samarbetsfärdigheter, problemlösningsfärdigheter, självhävdelseoch självkontroll. De teoretiska begrepp som analyseras i studien är sociokulturellteori, Honneths erkännandeteori, socioemotionell intelligens och kompetens,prosocialt beteende, och socialt samspel. Datainsamlingsmetoden är kvalitativ ochbestår av semistrukturerade intervjuer. Resultatet visar att de intervjuade förskollärarnaanser att arbetet med EQ-aktiviteter på förskolan har förändrat det sociala klimatet ibarngruppen i en positiv riktning samt att barnens socioemotionella intelligens ochförmåga har utvecklats. Denna utveckling visar sig främst genom att barnen i högreutsträckning än tidigare visar benägenhet att agera på ett mer genomtänkt ochprosocialt sätt gentemot varandra i olika sociala sammanhang. I diskussionen behandlarvi kritisk reflektion, den verbala förmågans betydelse för den socioemotionellautvecklingen, samt förutsättningar för, och aspekter av ett målinriktat arbete med EQ–verksamhet på förskolan.
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Zhu, Danhua. "Independent and interdependent self-construals as moderators of links between parents' beliefs about emotions and their emotion socialization behaviors in Chinese families". Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90900.
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To identify potential determinants of emotion socialization (ES) in the socio-cultural context, the current study examined a moderated mediation model whereby parents’ independent and interdependent self-construals were proposed to moderate associations of parents’ beliefs about children’s emotions with parents’ ES, which in turn relate to children’s social competence.
Seventy-five Chinese parents (65 mothers, 10 fathers) with children in middle childhood (43 girls, 32 boys; Mage=9.18, SD=1.26) completed translated Chinese versions of the Parents’ Beliefs about Children’s Emotions Questionnaire, the Coping with Children’s Negative Emotions Scale, the Parental Reactions to Children’s Positive Emotions Scale, the Strengths and Difficulties Questionnaire, the Self-Construal Scale, and a demographic questionnaire. Measurements were modified to include ego-focused and other-focused positive and negative emotions (i.e., pride, warmth, anger, and shame/guilt). Bivariate correlations, hierarchical multiple regressions, and exploratory analyses using the PROCESS macro were conducted.
Parents endorsed both independent and interdependent self-construals, and on average reported significantly higher interdependent than independent self-construals. Chinese parents’ endorsement of independent self-construal may make their beliefs about ego-focused emotions more salient, thereby inducing ES responses aligned with their beliefs. Parents’ interdependent self-construal was related to their ES to other-focused emotions. Chinese parents’ nonsupportive reactions to children’s anger and pride were related to children’s social competence, which suggests that the inhibition of emotions may have some adaptive functions in Chinese society.
Overall, findings contributed to the understanding of parental ES in Chinese families and emphasized the role of parents’ self-construal as an individual-level indicator of cultural values in the ES process.M.S.
Centered around the process through which parents socialize children’s social and emotional competence (emotion socialization, ES), the current study examined how parents’ beliefs about children’s emotions associated with their ES reactions, how their beliefs together with their perceptions of self (self-construal) related to their ES reactions, and how their ES reactions associated with their children’s behaviors in a Chinese sample. Seventy-five Chinese parents (65 mothers, 10 fathers) with children from 7- to 11-year-old (43 girls, 32 boys) completed Chinese versions of questionnaires about their beliefs about children’s emotions, their ES reactions, their self-construal, their perceptions of children’s behaviors, and some demographic information. The associations aforementioned were tested. Chinese parents perceived themselves as both unique entities (independent self-construal) and connected with others (interdependent self-construal), with a higher level of interdependent self-construal. Parents’ endorsement of independent self-construal may spotlight their beliefs about children’s pride and anger, which in turn induce more ES reactions that are consistent with their beliefs. Parents’ interdependent self-construal was related to their ES reactions to children’s feelings of love and shame/guilt. Parents’ nonsupportive reactions to children’s anger and pride were related to children’s higher competence, which suggests that Chinese society may endorse the inhibition of emotions. Overall, findings contributed to the understanding of cross-cultural differences of parental ES between American and Chinese families and the impact of their perceptions of self on their ES reactions.