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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Stavrova, Olga, i Daniel Ehlebracht. "The Cynical Genius Illusion: Exploring and Debunking Lay Beliefs About Cynicism and Competence". Personality and Social Psychology Bulletin 45, nr 2 (11.07.2018): 254–69. http://dx.doi.org/10.1177/0146167218783195.
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Cynicism refers to a negative appraisal of human nature—a belief that self-interest is the ultimate motive guiding human behavior. We explored laypersons’ beliefs about cynicism and competence and to what extent these beliefs correspond to reality. Four studies showed that laypeople tend to believe in cynical individuals’ cognitive superiority. A further three studies based on the data of about 200,000 individuals from 30 countries debunked these lay beliefs as illusionary by revealing that cynical (vs. less cynical) individuals generally do worse on cognitive ability and academic competency tasks. Cross-cultural analyses showed that competent individuals held contingent attitudes and endorsed cynicism only if it was warranted in a given sociocultural environment. Less competent individuals embraced cynicism unconditionally, suggesting that—at low levels of competence—holding a cynical worldview might represent an adaptive default strategy to avoid the potential costs of falling prey to others’ cunning.
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Petrovic, Jelica, i Marija Zotovic. "Group acceptance and emotional competence of preadolescent children". Psihologija 40, nr 3 (2007): 431–45. http://dx.doi.org/10.2298/psi0703431p.
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This study examines contribution of emotional competence on socially competent behavior of preadolescents. The following emotional competencies were registered in 397 children: emotion recognition, emotional regulation, empathy and style of coping with aversive emotions. Discriminant analysis was conducted in order to identify emotional competencies that differentiate among the groups of participants with different levels of social preference. The data showed that groups of popular children, rejected children, and children of average sociometric status significantly differ with respect to their emotional competence. Children rejected by their peers displayed the lowest level of emotional competence. .
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Slifer, Keith J., Adrianna Amari, Tanya Diver, Lisa Hilley, Melissa Beck, Alana Kane i Sharon McDonnell. "Social Interaction Patterns of Children and Adolescents with and without Oral Clefts during a Videotaped Analogue Social Encounter". Cleft Palate-Craniofacial Journal 41, nr 2 (marzec 2004): 175–84. http://dx.doi.org/10.1597/02-084.
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Objective To examine the social interaction patterns of children with and without oral clefts. Design Participants were videotaped while interacting with a peer confederate. Oral cleft and control groups were compared on social behavior and several self- and parent-report measures. Participants Thirty-four 8- to 15-year-olds with oral clefts, matched for sex, age, and socioeconomic status with 34 noncleft controls. Main Outcome Measures Data were obtained on social behaviors coded from videotapes and on child and parent ratings of social acceptance/competence and facial appearance. Results Statistically significant differences were found between groups: children with clefts made fewer choices and more often failed to respond to peer questions; children with clefts and their parents reported greater dissatisfaction with the child's facial appearance; and parents of children with clefts rated them as less socially competent. Significant within-group associations were also found. Parent perception of child social competence and child self-perception of social acceptance were positively correlated for both groups. Children with clefts who felt more socially accepted more often looked a peer in the face. Controls who felt more socially accepted chose an activity less often during the social encounter. Conclusions Differing patterns of overt social behavior as well as parent and self-perception can be measured between children with and without oral clefts. Such results may be helpful in developing interventions to enhance social skills and parent/child adjustment.
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Allen, Joseph P., Bonnie J. Leadbeater i J. Lawrence Aber. "The relationship of adolescents' expectations and values to delinquency, hard drug use, and unprotected sexual intercourse". Development and Psychopathology 2, nr 1 (styczeń 1990): 85–98. http://dx.doi.org/10.1017/s0954579400000614.
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AbstractThis study examined adolescents' expectations and values about how competent behaviors would work for them in difficult social situations and explored the relation of these appraisals to adolescents' delinquency, drug use, and sexual intercourse without use of adequate birth control. Several lines of research on the determinants of adolescent achievement motivation, social competence, and various problem behaviors are integrated within a unified framework based on both motivational and cognitive-social learning theories. One hundred adolescents at-risk for problematic behaviors, aged 15½–18, received structured interviews measuring their expectations of self-efficacy in performing socially competent behaviors, their expectations about the outcomes of these behaviors, their values toward these behaviors, their perceptions of the values of peers, and their identification with the values of important adults. Adolescents also reported their recent levels of delinquency, hard drug use, and unprotected sexual activity. Adolescents' expectations and values were significantly related to all three problem behaviors; males' low efficacy expectations and females' lack of identification with an adult's values were the strongest correlates of problem behaviors. Adolescents' expectations and values are considered as potentially important aspects of adolescents' models of themselves in social interactions, which may mediate the link between problematic family relationships in childhood and deviant behavior in adolescence.
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Diaz-Santos, M., P. Suarez, L. Cavanagh, J. Yañez, E. Ramirez, E. Gracian i X. E. Cagigas. "Cultural and Linguistic Competency Training from a Socially Responsible Neuropsychology Model: Perspectives from Trainees". Archives of Clinical Neuropsychology 34, nr 7 (30.08.2019): 1296. http://dx.doi.org/10.1093/arclin/acz029.63.
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Abstract Objective The Cultural Neuropsychology Program (CNP) is the sole bilingual clinical training program specifically focused on culturally and linguistically competent neuropsychological services to the Latino/a population in the UCLA Health System. Following the Socially Responsible Neuropsychology Model (SRN; Suarez et al., 2016), trainees learn the best practices in providing equitable clinical care to all patients irrespective of their background. The current paper discusses various trainees’ professional development in the process of becoming culturally and linguistically competent clinical neuropsychologists. Method The use of case studies illustrates the competency paradigm shift trainees encounter when systematically integrating the SRN model with their clinical training. Three components of the model are emphasized: (1) integration of Etic and Emic approaches during the clinical intake, (2) merging psychometric properties with qualitative processes to compensate for the cultural-linguistic limitations of mainstream gold-standard neuropsychological tools, and (3) becoming an advocate through this social justice framework. Outcomes All trainees were previously exposed to the foundational - and typically required - knowledge-based competency model of understanding and appreciating cultural-individual differences and diversity in neuropsychology. Attaining cultural and linguistic competency through the SRN model, however, requires a salient paradigm shift in all skill-based competencies that trainees may not have been prepared for through their previous education. Discussion By presenting trainees’ perspectives regarding their professional development, the importance of the explicit and systematic integration of fundamental brain-behavior relationships with the SRN model early in graduate training is highlighted. In so doing, this approach can ultimately augment the number of culturally- and linguistically-competent neuropsychologists needed to reduce health disparities. References Suárez, P., Casas, R., Lechuga, D., Cagigas, X. Socially Responsible Neuropsychology in Action: Another Opportunity for California to Lead the Way. Feature in The California Psychologist. Fall of 2016.
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Burgers, Christian, i Camiel J. Beukeboom. "How Language Contributes to Stereotype Formation: Combined Effects of Label Types and Negation Use in Behavior Descriptions". Journal of Language and Social Psychology 39, nr 4 (25.06.2020): 438–56. http://dx.doi.org/10.1177/0261927x20933320.
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This article focuses on the role of language in social-stereotype formation through interpersonal communication. We conducted a between-subjects experiment ( N = 423), in which participants were exposed to differential remarks about (members of) an unknown social group. Remarks varied in two linguistic devices: (a) label type, by distinguishing between generic and specific labels and (b) behavior descriptions, by contrasting negations and affirmations in descriptions of competent (e.g., not stupid vs. smart) and incompetent behaviors (e.g., not smart vs. stupid). Generic (vs. specific) labels increased perceived entitativity (“groupness” of category members), stereotype content (perceived competence) and perceived essentialism of described behaviors. Compared with affirmations, only the communication pattern with negations in descriptions of competent behaviors (e.g., not stupid) decreased perceived competence of group members, and increased perceived essentialism of incompetent behavior. Label type and negations did not interact, suggesting that these linguistic devices play a distinct, parallel role in stereotype formation.
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Collie, Rebecca J. "The development of social and emotional competence at school: An integrated model". International Journal of Behavioral Development 44, nr 1 (6.06.2019): 76–87. http://dx.doi.org/10.1177/0165025419851864.
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The aim of the current article is to extend prior conceptualizing by presenting a model of social and emotional competence that recognizes both the mechanisms and the manifestations of social and emotional competence. The Social and Emotional Competence School Model draws together conceptual underpinnings from the social and emotional competence literature along with theoretical grounding from self-determination theory and applies this within the schooling context. Social and emotional competence is operationalized by way of three components: basic psychological need satisfaction (of autonomy, competence, and relatedness), autonomous motivation, and behaviors. In the model, the three components form an iterative process of social and emotional competence development. Need satisfaction promotes social–emotional autonomous motivation and, in turn, socially and emotionally competent behaviors. The behaviors then promote need satisfaction in an ongoing cycle. The associations identified in the iterative process are impacted by need-support within the social environment, and the associations influence and are influenced by individual differences and human development.
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Devonish, Dwayne. "Dangers of workplace bullying: evidence from the Caribbean". Journal of Aggression, Conflict and Peace Research 9, nr 1 (9.01.2017): 69–80. http://dx.doi.org/10.1108/jacpr-05-2016-0228.
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Purpose The purpose of this paper is to examine whether person-related bullying, work-related bullying, and physically intimidating bullying predict three forms of job strain: physical exhaustion, work-related depression, and interpersonal counterproductive work behaviour (CWB-P). Design/methodology/approach The study surveyed a wide cross-section of employees across a number of private sector organisations in a small developing country in the Caribbean region. Findings The prevalence rate of workplace bullying in the current Caribbean sample was 54 per cent. The regression results revealed that person-related bullying and work-related were positively related to work-related depression, whereas physically intimidating bullying and work-related bullying were positively related to CWB-P. None of the three forms of bullying predicted physical exhaustion. When the overall workplace bullying composite was used, all three job strains were significantly predicted. Research limitations/implications The study utilised a cross-sectional self-report survey research design which does not permit causal inferences to be made. Common method variance is a possible limitation due to the use of self-report measure but this was ruled out by a Harman’s single factor test. Longitudinal research using a mixture of subjective and objective measures is needed to further investigate these relationships reported here. Practical implications First, social and interpersonal skills and emotional intelligence training and development opportunities should be provided to both managers and employees as a means of developing individuals who are socially aware, interpersonally competent, and emotionally intelligent in their interactions with each other at work. Second, a zero-tolerance approach should be communicated throughout the organisation evidenced by clear and explicit organisational policies against these acts. Third, it would be of good practical value to establish health and safety committees to identify, assess and tackle various psychosocial and other hazards at work (e.g. workplace bullying). Originality/value The study utilised a three-dimensional model of bullying at work (as well as a composite form of bullying) for predicting three forms of job strains among employees in various Caribbean workplaces.
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Mavrogiannis, Christoforos I., i Ross A. Knepper. "Multi-agent path topology in support of socially competent navigation planning". International Journal of Robotics Research 38, nr 2-3 (19.06.2018): 338–56. http://dx.doi.org/10.1177/0278364918781016.
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We present a navigation planning framework for dynamic, multi-agent environments, where no explicit communication takes place among agents. Inspired by the collaborative nature of human navigation, our approach encodes the concept of coordination into an agent’s decision making through an inference mechanism about collaborative strategies of collision avoidance. Each such strategy represents a distinct avoidance protocol, prescribing a distinct class of navigation behaviors to agents. We model such classes as equivalence classes of multi-agent path topology, using the formalism of topological braids. This formalism may naturally encode any arbitrarily complex, spatiotemporal, multi-agent behavior, in any environment with any number of agents into a compact representation of dual algebraic and geometric nature. This enables us to construct a probabilistic inference mechanism that predicts the collective strategy of avoidance among multiple agents, based on observation of agents’ past behaviors. We incorporate this mechanism into an online planner that enables an agent to understand a multi-agent scene and determine an action that not only contributes progress towards its destination, but also reduction of the uncertainty of other agents regarding the agent’s role in the emerging strategy of avoidance. This is achieved by picking actions that compromise between energy efficiency and compliance with everyone’s inferred avoidance intentions. We evaluate our approach by comparing against a greedy baseline that only maximizes individual efficiency. Simulation results of statistical significance demonstrate that our planner results in a faster uncertainty decrease that facilitates the decision-making process of co-present agents. The algorithm’s performance highlights the importance of topological reasoning in decentralized, multi-agent planning and appears promising for real-world applications in crowded human environments.
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Sandberg, David E., Amy E. Brook i Susana P. Campos. "Short Stature: A Psychosocial Burden Requiring Growth Hormone Therapy?" Pediatrics 94, nr 6 (1.12.1994): 832–40. http://dx.doi.org/10.1542/peds.94.6.832.
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Background. Changes in the diagnosis of endocrine-based growth disorders and the advent of biosynthetic growth hormone have altered the long-standing policy of treating only those individuals with "classic" growth hormone deficiency. One justification for treating short children is to improve their psychosocial adaptation. The present investigation assessed the positive and negative behavioral adaptation, self-perceptions of domain-specific competencies, and global self-worth of a large, diagnostically heterogeneous sample of children and adolescents referred to pediatric endocrinologists for a growth evaluation. Methods. All patients seen in a pediatric endocrine clinic (180 boys and 78 girls; 4 to 18 years) with a height at the fifth percentile or lower were included. Parents of all participating children completed the Child Behavior Checklist. Patients 8 years and older completed the Self-Perception Profile and those 11 years and older, in addition, completed the Youth Self Report. Short-stature (SS) subjects were compared with normative and psychiatric samples. Results. The SS boys were described by parents as being significantly less socially competent and showing more behavioral and emotional problems than a normative sample selected for mental health. However, they were significantly more socially competent and showed fewer psychopathologic symptoms than a psychiatric referred sample of comparable age. The SS boys described themselves as less socially active but did not report more behavior disturbance than the normative sample. The SS boys' self-perceptions of domain-specific competencies and global self-worth were comparable to a normative comparison group with the exception that older subjects (13 years or older) described their athletic abilities more positively and their work competence more negatively. The SS girls were, with few exceptions, indistinguishable from the normal comparison groups on both parent- and self-report measures of social competency and behavior disturbance. Younger SS girls (ages 8 to 12 years) described their athletic competence and behavioral conduct more positively than the comparison group on the self-esteem questionnaire. Patient height deficit was unrelated to scores on the three questionnaires. Finally, no statistically significant differences in psychosocial functioning were detected between children with "normal-variant" SS and those with pathologic growth disorders. Conclusions. Short-stature girls show more adaptive psychosocial functioning than SS boys. In either sex, SS does not appear to be associated with clinically significant psychosocial morbidity. Severity of the height deficit does not correlate with the level of behavioral adaptation. These observations challenge the justification of providing growth hormone therapy for all short children to improve their psychosocial functioning.
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Kotler, J. C., i R. J. McMahon. "Differentiating anxious, aggressive, and socially competent preschool children: Validation of the Social Competence and Behavior Evaluation-30 (parent version)". Behaviour Research and Therapy 40, nr 8 (sierpień 2002): 947–59. http://dx.doi.org/10.1016/s0005-7967(01)00097-3.
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Eanes, Angella Y., i Anne C. Fletcher. "Factors Associated with Perceived Parenting Competence among Special Needs Adoptive Mothers". Families in Society: The Journal of Contemporary Social Services 87, nr 2 (kwiecień 2006): 249–58. http://dx.doi.org/10.1606/1044-3894.3518.
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The study reported here considered the nature of associations among children's behavior problems, parenting stress, and mothers’ feelings of competence. Seventy-two adoptive mothers reported on their adopted children's behavior problems, their own parenting stress, and feelings of competence. Parenting stress was found to mediate the association between children's attention problems and mothers’ feelings of competence. When children exhibited higher levels of attention problems, their mothers felt more stress. In turn, when mothers experienced more parenting stress, they felt less competent as parents. Parenting stress moderated the association between children's internalizing behavior and mothers’ feelings of competence. A negative relationship between children's internalizing behavior and mothers’ feelings of competence was stronger when mothers reported more parenting stress than when they reported less parenting stress.
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Huyder, Vanessa, i Elizabeth S. Nilsen. "A dyadic data analysis of executive functioning and children's socially competent behaviours". Journal of Applied Developmental Psychology 33, nr 4 (lipiec 2012): 197–208. http://dx.doi.org/10.1016/j.appdev.2012.05.002.
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Chen, Sylvia Xiaohua, Ben C. P. Lam, Emma E. Buchtel i Michael Harris Bond. "The Conscientiousness Paradox: Cultural Mindset Shapes Competence Perception". European Journal of Personality 28, nr 5 (wrzesień 2014): 425–36. http://dx.doi.org/10.1002/per.1923.
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Studies comparing personality across cultures have found inconsistencies between self–reports and measures of national character or behaviour, especially on evaluative traits such as Conscientiousness. We demonstrate that self–perceptions and other–perceptions of personality vary with cultural mindset, thereby accounting for some of this inconsistency. Three studies used multiple methods to examine perceptions of Conscientiousness and especially its facet Competence that most characterizes performance evaluations. In Study 1, Mainland Chinese reported lower levels of self–efficacy than did Canadians, with the country effect partially mediated by Canadian participants’ higher level of independent self–construal. In Study 2, language as a cultural prime induced similar effects on Hong Kong bilinguals, who rated themselves as more competent and conscientious when responding in English than in Chinese. Study 3 demonstrated these same effects on ratings of both self–perceived and observer–perceived competence and conscientiousness, with participants changing both their competence–communicating behaviours and self–evaluations in response to the cultural primes of spoken language and ethnicity of an interviewer. These results converge to show that self–perceptions and self–presentations change to fit the social contexts shaped by language and culture. Copyright © 2013 European Association of Personality Psychology
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Mykolaychuk, Iryna, Yulia Sylkina i Nina Sychova. "Investigation of socially responsible behavior of trade enterprises on a competent-based approach". Technology audit and production reserves 6, nr 4(38) (30.11.2017): 52–57. http://dx.doi.org/10.15587/2312-8372.2017.119944.
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DE ROSNAY, MARC, ELIAN FINK, SANDER BEGEER, VIRGINIA SLAUGHTER i CANDIDA PETERSON. "Talking theory of mind talk: young school-aged children's everyday conversation and understanding of mind and emotion". Journal of Child Language 41, nr 5 (14.11.2013): 1179–93. http://dx.doi.org/10.1017/s0305000913000433.
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ABSTRACTLinks between young children's everyday use of mindful conversational skills and their success on laboratory tests of theory of mind understanding (ToM) were evaluated. Using published scales, teachers rated the conversational behavior and shyness of 129 children aged 60 to 101 months (M = 78·8 months) who were in their first years of primary school. The children also took batteries of first- and second-order false-belief tests along with tests of emotion understanding and general language ability. Correlational and regression analyses showed that performance on false-belief tests of ToM significantly predicted children's competence at reading others' minds in their everyday conversational interactions. Furthermore, these links transcended individual differences in language ability, shy personality, emotion understanding, and age. These findings augment and extend a growing body of evidence linking performance on laboratory ToM tests to socially competent real-world behavior.
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Petrov, Vladislav. "Psychology of financial literacy of military personnel". Applied psychology and pedagogy 4, nr 4 (15.12.2019): 1–9. http://dx.doi.org/10.12737/2500-0543-2019-1-9.
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The article is devoted to the problem of psychology of financially competent behavior of servicemen. The psychological etiology of financial literacy / illiteracy of the personnel of the Armed Forces of the Russian Federation is shown. The study was conducted using: 1) content analysis of information (publications, materials of official inspections, etc.) about the attitude of the personnel of law enforcement agencies to money and financial behavior; 2) expert survey; 3) psychodiagnostic examination (method "California psychological questionnaire". Experts and subjects were 67 soldiers.
The study found that financially literate / illiterate behavior is determined by a pattern of both General and specific qualities. The basis of the pattern of General qualities of a soldier with a financially competent command were such characteristics as responsibility, self-control and developed intellectual and prognostic abilities. Persons with financially illiterate behavior were distinguished by: inability to competently plan a personal budget; propensity to risky financial transactions; promiscuity and inattention to spending money; frivolous attitude to debts and loans; focus on spending money, not saving it. Thus, the more socially responsible is the behavior of the soldier, the more they demonstrate financially competent behavior.
The material of the article allows to justify the involvement of military psychologists to solve the problem of improving the financial literacy of personnel. First of all, it concerns preventive psychodiagnostics of propensity of the military personnel to financially illiterate behavior. This should be followed by the provision of psychological assistance to persons in need of it, as well as the formation of the personnel of financial responsibility and predictability, the ability to plan and control personal spending. Ultimately, the work to improve the financial literacy of military personnel will have a positive impact on overcoming the problem of deviant behavior of personnel, as a consequence, to maintain a high level of combat readiness of the Armed Forces.
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Koivula, Merja, Leena Turja i Marja-Leena Laakso. "Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence". Journal of Early Intervention 42, nr 2 (16.10.2019): 163–81. http://dx.doi.org/10.1177/1053815119880599.
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This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (b) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5- to 6-year-old children narrated stories of familiar but challenging daily situations and enacted their story in play. The data were analyzed using thematic analysis. The results suggest that the children had knowledge of socially responsible behaviors, but that they also had difficulties executing these behaviors in play. SMPT enabled the children to participate, experiment, and reflect on the emotions and strategies needed for developing socially sustainable solutions.
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Di Battista, Silvia, Heather J. Smith, Chiara Berti i Monica Pivetti. "Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence". Social Sciences 10, nr 1 (12.01.2021): 18. http://dx.doi.org/10.3390/socsci10010018.
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Trust is a fundamental element of educational success. However, compared to what we know about teachers’ perceptions of trust, relatively less is known about students’ perceptions of trust. This paper describes two experimental investigations that tested the effects of authority competence and benevolence on students’ perceptions of trust and their engagement. The investigations also explored whether university identification moderated the influence of authority competence and benevolence on assessments of authority trustworthiness and university engagement. As part of an online experiment administered in the Fall 2010 and the Spring 2011 academic terms, Italian (n = 211; Study 1) and U.S. (n = 226; Study 2) undergraduates were primed to identity or not identify with their university before they read one of four scenarios describing a professor’s behavior (i.e., competent and benevolent; competent but uncaring; incompetent but benevolent; incompetent and uncaring). Results showed that students from both Italy and the United States viewed a competent and caring professor as most trustworthy and an incompetent and uncaring professor as least trustworthy. Furthermore, in both countries, students trusted an incompetent and caring professor more compared to a competent and uncaring professor. University identification did not influence trustworthiness.
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Houck, Gail M., i Lisa Stember. "Small Group Experience for Socially Withdrawn Girls". Journal of School Nursing 18, nr 4 (sierpień 2002): 206–11. http://dx.doi.org/10.1177/10598405020180041001.
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Social competence is the effectiveness of social interaction behavior. Given its link to mental health outcomes, it is an important consideration in child and adolescent development. Social withdrawal is associated with depression. Socially withdrawn children make few social initiations and tend to be isolated in their play, further limiting their social involvement. To develop effective social behavior, experiences must be provided to learn relationship skills. This practice improvement project provided a small group experience for five socially withdrawn school-age girls. Weekly group meetings provided a social situation in which conversations could occur around a shared snack and craft project. The school nurse facilitated self-assertion and the expression of prosocial behavior in a socially safe (nonrejecting) environment and promoted social problem solving. On completion of the program, the participants not only showed more effective social reasoning and social skills, but developed friendships with each other that lasted beyond the life of the group.
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Houck, Gail M., i Lisa Stember. "Small Group Experience for Socially Withdrawn Girls". Journal of School Nursing 18, nr 4 (sierpień 2002): 206–11. http://dx.doi.org/10.1177/10598405020180041101.
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Social competence is the effectiveness of social interaction behavior. Given its link to mental health outcomes, it is an important consideration in child and adolescent development. Social withdrawal is associated with depression. Socially withdrawn children make few social initiations and tend to be isolated in their play, further limiting their social involvement. To develop effective social behavior, experiences must be provided to learn relationship skills. This practice improvement project provided a small group experience for five socially withdrawn school-age girls. Weekly group meetings provided a social situation in which conversations could occur around a shared snack and craft project. The school nurse facilitated self-assertion and the expression of prosocial behavior in a socially safe (nonrejecting) environment and promoted social problem solving. On completion of the program, the participants not only showed more effective social reasoning and social skills, but developed friendships with each other that lasted beyond the life of the group.
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López, Steven Regeser, Ana C. Ribas, Tamara Sheinbaum, María M. Santos, Aldo Benalcázar, Linda Garro i Alex Kopelowicz. "Defining and assessing key behavioral indicators of the Shifting Cultural Lenses model of cultural competence". Transcultural Psychiatry 57, nr 4 (26.04.2020): 594–609. http://dx.doi.org/10.1177/1363461520909599.
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Models of cultural competence highlight the importance of the sociocultural world that is inhabited by patients, and the question of how best to integrate sociocultural factors into clinical assessment and intervention. However, one significant limitation of such approaches is that they leave unclear what type of in-session therapist behaviors actually reflect cultural competence. We draw on the Shifting Cultural Lenses model to operationalize culturally competent in-session behaviors. We argue that a key component of cultural competence is the collaborative relationship between therapists and patients, in which therapists shift between their own cultural lenses and those of their clients, as they co-construct shared narratives together. Accordingly, we propose that culturally competent therapist behaviors include accessing the client’s views, explicitly presenting their own views as mental health care professionals, and working towards a shared understanding. We further specify the latter set of behaviors as including the practitioner’s integration of the patient’s view, their encouragement of the patient to consider their professional view, and the negotiation of a shared view. We developed a coding system to identify these therapist behaviors and examined the reliability of raters across 11 couple and 4 individual therapy sessions. We assessed whether the behavioral codes varied in expected ways over the first 3 sessions of 2 therapists’ couple therapy as well. Operationalizing the behavioral indicators of the Shifting Cultural Lenses model opens the door to the integration of both process- and content-oriented approaches to cultural competence.
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Franco, Mariana Guedes de Oliveira, i Marina Rezende Bazon. "Social Information Processing and Aggravation of Conduct in Young Offenders". International Annals of Criminology 55, nr 1 (maj 2017): 114–31. http://dx.doi.org/10.1017/cri.2017.3.
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AbstractThe present study investigated the differences in patterns of social information processing (SIP) among adolescents with two trajectories of offending: group 1 (G1) composed of adolescents with a trajectory of major persistent offenses, which includes illegal acts considered violent; group 2 (G2) composed of individuals with a trajectory of minor persistent offenses, in which there is no escalation of the gravity of the offenses; and a comparison group (G3) with adolescents without involvement in offenses. SIP is one of the theoretical models most widely evoked to study and explain violent behavior in children/adolescents, in regarding the psychological processes that underlie behavior, specifically the cognitive nature. The participants answered a self-report delinquency interview and a SIP measure protocol. The results showed differences between the groups of offenders (G1 and G2) and the comparison group (G3) on the SIP pattern related to the competent responses. G1 and G2 revealed a SIP pattern poorly associated with socially competent behavior. However, G1 presented an SIP pattern more associated with the emission of aggressive behaviors. This pattern, although also present in G2, is more evident for those adolescents who reported committing crimes with the use of violence against people.
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Tolochko, Svitlana, Nataliia Bordіug i Tetyana Les. "Content, forms and methods of building the environmental competence of education recipients on the basis of axiology". ScienceRise: Pedagogical Education, nr 2(47) (31.03.2022): 20–26. http://dx.doi.org/10.15587/2519-4984.2022.254668.
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The article contains the results of scientific research on the process of building ecological competence of schoolchildren on the basis of axiology. The analysis of the integrated educational process in general secondary and out-of-school education institutions through their transversal ecologization has been carried out. A number of social reasons that determine the urgency of these issues has been characterized. The definition of the term "environmental competence of students" has been defined as awareness of the ecological foundations of nature management, the need to protect nature, compliance with the rules of behavior in nature, economical use of natural resources, understanding of the context and relationship of economic activity and the importance of nature conservation to ensure the sustainable development of the society. The analysis of the legislative field on determining the axiological basis for building environmental competence of schoolchildren, particularly through the provisions of the Law of Ukraine "On Education" and the State Standard of Basic Secondary Education has been carried out. The formation of the concept of "value" in certain periods of development of educational process subjects has been studied. The axiological principles of building ecological competence of schoolchildren have been determined, the significance of upbringing as an integral part of the educational process has been revealed. The methodology of determining the content (environmental knowledge, skills, personal willpower), establishing forms (forms of general secondary education, forms of extracurricular education) and methods (organization and implementation of educational and cognitive activities, active learning, control and self-control, stimulating learning activities), building ecological competence of schoolchildren has been created. It has been proved, that the social effect of qualitative building of environmental competence of schoolchildren will be manifested in improving their nearest environment; upbringing conscious, ecologically competent citizens able to think critically and make competent decisions about the environment; actualizing socially significant functions of education; increasing social cohesion around environmental issues; promoting social formation of schoolchildren
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Zawadzki, Matthew J., Leah R. Warner i Stephanie A. Shields. "Sadness Is Believed to Signal Competence When Displayed With Passionate Restraint". Social Psychology 44, nr 3 (1.06.2013): 219–30. http://dx.doi.org/10.1027/1864-9335/a000106.
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A longstanding Western belief is that emotionality, such as sadness, is the antithesis to rational thinking and leads to ineffective behavior. We propose that people believe that sadness can actually signal competence when it is expressed in a way that demonstrates control and awareness of one’s authentic emotion, which we label passionate restraint (PR). In two studies, participants rated protagonists displaying sadness either openly or suppressed, or using PR, on their competence, authenticity, and emotional control. We find that PR is rated as more competent than open displays of emotion because of perceived control, and more competent than suppressed emotion displays because of emotional authenticity. Results demonstrate the importance that beliefs about emotions have on how others are perceived and judged.
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Nkundabanyanga, Stephen Korutaro, Julius Opiso, Waswa Balunywa i Isaac Nabeeta Nkote. "Financial service outreach correlates". International Journal of Social Economics 42, nr 4 (13.04.2015): 404–20. http://dx.doi.org/10.1108/ijse-10-2013-0241.
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Purpose – The purpose of this paper is to establish the relationship between managerial competence, managerial risk-taking behaviour and financial service outreach of microfinance institutions (MFIs). Design/methodology/approach – In this cross-sectional and correlational study, the authors surveyed 52 branches of MFIs from a population of 60 branches of 20 MFIs in eastern Uganda. Two respondents, a branch manager and a senior loan officer, were the units of enquiry for each branch. The authors put forward and tested four hypotheses relating to the significance of the relationship between perceived managerial competence, risk-taking behaviour and financial service outreach using SPSS version 20. The authors established the hypothesized relationships using Pearson correlation coefficients and obtain a mediating effect of risk-taking behaviour using partial corrections and regression analysis. Findings – The results suggest positive and significant relationships between perceived managerial competence, risk-taking behaviour and financial service outreach. However, while the direct relationship between managerial competence and financial service outreach without the mediation effect of risk-taking behaviour of managers was found to be significant, its magnitude reduces when mediation of risk-taking behaviour is allowed. Thus the entire effect does not only go through managerial competence but majorly also, through risk-taking behaviour of managers. Research limitations/implications – This study did not control for environmental factors such as laws and regulations. As such the model may have been under fitted. Nevertheless, the study has introduced a clearer understanding that outreach performance in MFIs rests with competent managers in strategic positions operating in synergy with their risk-taking behaviour. The study informs policy makers that outreach performance of the MFIs depends on the quality of the competence managers have in addition to their risk-taking propensities. Practical implications – Efforts by the stakeholders to improve financial service outreach must be matched with appropriate competences and risk-taking behaviour of managers. Originality/value – The results contribute to extant literature by investigating two explanatory variables for financial service outreach and provide initial evidence of the mediating effect of intrinsic high risk-taking behaviour of managers. Results add to the conceptual improvement in risk-taking behaviour and lend considerable support for the behavioural perspective in the study of financial service outreach of MFIs.
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Dodge, Kenneth A., i Joseph M. Price. "On the Relation between Social Information Processing and Socially Competent Behavior in Early School-Aged Children". Child Development 65, nr 5 (październik 1994): 1385. http://dx.doi.org/10.2307/1131505.
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Sevillano, Verónica, i Susan T. Fiske. "Stereotypes, emotions, and behaviors associated with animals: A causal test of the stereotype content model and BIAS map". Group Processes & Intergroup Relations 22, nr 6 (wrzesień 2019): 879–900. http://dx.doi.org/10.1177/1368430219851560.
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Using the stereotype content model (SCM; Fiske, Cuddy, Glick, & Xu, 2002) and the behaviors from intergroup affect and stereotypes (BIAS) map (Cuddy, Fiske, & Glick, 2007), two experiments tested the effect of animal stereotypes on emotions and behavioral tendencies toward animals. As a novel approach, Study 1 ( N = 165) manipulated warmth and competence traits of a fictitious animal species (“wallons”) and tested their effect on emotions and behaviors toward those animals. Stereotypical warm-competent and cold-incompetent “wallons” elicited fondness/delight and contempt/disgust, respectively. Cold-competent “wallons” primarily elicited threat but not awe. Warm-incompetent “wallons” were elusive targets, not eliciting specific emotions. The warmth dimension determined active behaviors, promoting facilitation (support/help) and reducing harm (kill/trap). The competence dimension determined passive behaviors, eliciting facilitation (conserve/monitor) and reducing harm (ignore/let them die off). Study 2 ( N = 112) tested the relation between animal stereotypes for 25 species and realistic scenarios concerning behavioral tendencies toward animals. Similar to Study 1, stereotypically warm (vs. cold) animals matched with active scenarios, eliciting more facilitation (i.e., national health campaign) but less harm (i.e., fighting animals). Stereotypically competent (vs. incompetent) animals matched with passive scenarios, eliciting more facilitation (i.e., restricted areas) but less harm (i.e., accidental mortality). Accordingly, stereotypes limited the suitability of scenarios toward animals. Although findings are consistent with the SCM/BIAS map framework, several unpredicted results emerged. The mixed support is discussed in detail, along with the implications of an intergroup approach to animals.
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Hart, Kerstine I., Martin Fujiki, Bonnie Brinton i Craig H. Hart. "The Relationship Between Social Behavior and Severity of Language Impairment". Journal of Speech, Language, and Hearing Research 47, nr 3 (czerwiec 2004): 647–62. http://dx.doi.org/10.1044/1092-4388(2004/050).
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The Teacher Behavior Rating Scale (C. H. Hart & C. C. Robinson, 1996) was used to compare the withdrawn and sociable behaviors of 41 children with specific language impairment (SLI) and 41 typically developing peers. Three subtypes of withdrawal (reticence, solitary-active, solitary-passive) and 2 subtypes of sociable behavior (prosocial, impulse control/likeability) were examined. Teachers rated children with SLI as exhibiting higher levels of reticence and solitary-passive withdrawal than typical children. Teachers also rated the children with SLI as demonstrating lower levels of both types of sociable behavior than typical children. The group with SLI was then separated into subgroups of children having more severe and less severe language impairment. These groupings did not differ on comparisons involving withdrawn behavior, except that girls with more severe receptive problems demonstrated higher levels of solitary-passive withdrawal than did girls with less severe language problems. Children with less severe receptive language impairment demonstrated higher levels of proficiency on both types of sociable behavior than their peers with more severe impairment. Children with more severe expressive problems also demonstrated poorer prosocial behavior—but not poorer impulse control/likeability—than children with less severe expressive problems. KEY WORDS : social skills, language impairment, socioemotional, withdrawal, social competence
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Moore, Ekaterina. "“Children Are All Looking at You”". Pragmatics and Society 4, nr 3 (28.10.2013): 317–44. http://dx.doi.org/10.1075/ps.4.3.03moo.
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This discourse analysis of video-recorded data examines how through the use of directives Russian preschool teachers socialize three-year-old preschool newcomers into becoming competent members of their social setting. I demonstrate that this process involves manipulation of multiple semiotic resources, including language, body, physical objects, and orientation in physical space. Previous research has shown that children “actively develop and use communicative skills to produce socially-ordered events in everyday interaction with adults and peers” (Corsaro 1979: 335). The present study demonstrates that adult care-givers take an active role in encouraging such production. During this process, the role of other children is highlighted, attention to ‘feelings of others’ is emphasized, and observation of each other’s behaviors is encouraged. ‘Others’ are ‘used’ to regulate the behavior, affective stances, and coordination of children’s actions.
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Irvin, Dwight W., Brian A. Boyd i Samuel L. Odom. "Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder". Focus on Autism and Other Developmental Disabilities 30, nr 3 (3.09.2014): 131–42. http://dx.doi.org/10.1177/1088357614547890.
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Imaniah, Ikhfi, Nurul Fitria Kumala Dewi i Akhmad Zakky. "YOUTUBE KIDS CHANNELS IN DEVELOPING YOUNG CHILDREN’S COMMUNICATION SKILLS IN ENGLISH: PARENTS’ BELIEFS, ATTITUDES, AND BEHAVIORS". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, nr 1 (30.06.2020): 20–30. http://dx.doi.org/10.21009/ijlecr.061.03.
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The current trend towards the use of technologies for learning focuses on the web 2.0 associated applications, which encourage young children to social interaction, as well as to creating and sharing information. Actually, the profusion and easy access to tools and channels for video production and sharing, such as YouTube Kids Channel, emerge as an example of such applications. However, YouTube Kids Channel gives many channels to be selected by the parents. Based on the questionnaires of parents’ belief, attitudes, and behaviors towards YouTube Kids Channel, it is known that the selected channel can improved young children’s communication skills, particularly in enriching their vocabulary in English. YouTube is believed as an effective media that can improve young children’s communication skill, in spite of the controlling of parents. Effective communication is essential for young children’s academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also learn to be socially competent individuals, building respectful, positive interactions and relationships with others. This allows children to learn about themselves, others, and the world.
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Mauersberger, Heidi, Christophe Blaison, Konstantinos Kafetsios, Carolin–Louisa Kessler i Ursula Hess. "Individual Differences in Emotional Mimicry: Underlying Traits and Social Consequences". European Journal of Personality 29, nr 5 (wrzesień 2015): 512–29. http://dx.doi.org/10.1002/per.2008.
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Mimicry, the imitation of the nonverbal behaviour of others, serves to establish affiliation and to smoothen social interactions. The present research aimed to disentangle rapid facial reactions (RFRs) to affiliative emotions from RFRs to nonaffiliative emotions from a trait perspective. In line with the Mimicry in Social Context Model by Hess and Fischer, we expected that only the former are mimicry responses indicative of underlying social relating competence and predictive of social satisfaction, whereas the latter superficially resemble mimicry responses and are driven by social relating incompetence and have opposite effects on social satisfaction. Further, we assumed that social relating competence would moderate the relationship between stable individuals‘ tendencies to show (mal)adaptive RFRs and social satisfaction. To test these hypotheses, 108 participants first completed scales measuring social relating competence, then participated in a mimicry laboratory task and finally evaluated their naturally occurring social interactions for 10 days. Affiliative RFRs to sadness were related to proximal indices of social relating competence and predicted positive social interactions, whereas nonaffiliative RFRs to disgust were related to social relating incompetence and predicted negative social interactions. By contrast, neither affiliative RFRs to happiness nor nonaffiliative RFRs to anger were linked to proximal indices of social relating competence, and both RFRs were only (dys)functional for interaction quality in less social relating–competent individuals. Copyright © 2015 European Association of Personality Psychology
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Yang, Chao-Feng, Jih-Ming Hsu i Yi-Chun Yang. "What Makes Restaurant Employees Become Brand Citizens?" Social Behavior and Personality: an international journal 50, nr 6 (1.06.2022): 87–95. http://dx.doi.org/10.2224/sbp.11575.
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We examined brand love and brand citizenship behavior in the restaurant industry, developing a study framework in which we proposed that the high-involvement human resource (HR) practices of recognition, empowerment, competence development, fair rewards, and information sharing would play an important role in determining the brand love that enhances brand citizenship behavior. We collected data from 476 frontline employees working in restaurants in Taiwan. The findings suggest that the HR practices of recognition, empowerment, competence development, fair rewards, and information sharing were crucial predictors of brand love. We also found that brand love mediated the link between business management and brand citizenship behavior, and had positive effects on brandhelping behavior, brand consideration, and brand enthusiasm. If managers can generate employees' brand love, employees are likely to perform behaviors to assist with brand-related activities, follow brand guidelines while serving customers, have a positive attitude, and engage in behaviors contributing to values of the corporate brand.
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Pavelkiv, Kateryna. "ETHICAL COMPETENCE IN PROFESSIONAL PEDAGOGICAL ACTIVITY OF MODERN FOREIGN LANGUAGE TEACHER: THEORETICAL ASPECT". Social work and social education, nr 2(9) (21.11.2022): 272–80. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267363.
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The article presents theoretical approaches to the consideration of the ethical competence of a modern foreign language teacher in his/her professional pedagogical activity. The essence of the concepts “competence”, “professional-pedagogical competence” is revealed, the content of the concept “ethical competence” is characterized. Ethical competence of modern foreign language teacher is defined as an integrative quality of a person, that includes a complex of his/her moral and ethical values and personal characteristics determining the choice of models of teacher’s behavior in various situations of his/her professional pedagogical activity. It has been established that ethical competence as a basic component of professional pedagogical competence of foreign language teacher reflects his/her spirituality and morality, internal culture, the ability to act in accordance with the norms of pedagogical ethics and to take adequate moral decisions.The components included in the model of ethical competence of foreign language teacher are defined, namely: ethical knowledge, communicative skills, psychological position, moral and psychological qualities. The article states that the process of ethical competence formation of foreign language teacher goes through several stages and is a synergistic result of three important components of the educational process: socio-cultural, subject and professionally subjective.The formation of ethically competent teacher is a socially significant problem. The success of education system humanization, the improvement of general culture in society, and the prospects for the development of modern human depend on the solution of the problem mentioned above. Ethical development of a teacher is a continuous process of personal and professional growth, which involves raising of moral awareness level, carrying out professional reflection and formation of the system of attitudes towards the subjects of educational process in accordance with the norms and rules of pedagogical ethics. It was defined that unformed ethical competence leads to ethical and pedagogical errors in pedagogical activity and, accordingly, negatively affects educational process as a whole.
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Acadia, Spencer. "The Organizational Trap-Gap Framework: A conceptual view of library dysfunction". IFLA Journal 46, nr 1 (26.08.2019): 72–87. http://dx.doi.org/10.1177/0340035219870199.
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This article offers a conceptual framework of library dysfunction by defining it in terms of ‘trap-gaps’ that happen when libraries become stuck relying on their outdated, legacy habits that, in turn, lead to discontinuities in new organizational knowledge, competency, and strategy. According to the Organizational Trap-Gap Framework, library leaders may address trap-gaps by blending theories and methods from knowledge management, organizational learning, organizational behavior, and organizational development; supporting a new culture of learning that relies on the socially interactive and performative elements of play, questioning, and imagination; and applying new, reformed processes of knowing, competence, and strategizing. The article concludes with a hypothetical consideration of the trap-gap framework using lack of organizational communication as an example along with further reflection on pertinent issues related to library leaders’ utility of the framework such as top-down dynamics, ethics, and cultural environment.
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Margalit, Malka, i Ilana Ben-Dov. "Learning Disabilities and Social Environments: Kibbutz versus City Comparisons of Loneliness and Social Competence". International Journal of Behavioral Development 18, nr 3 (wrzesień 1995): 519–36. http://dx.doi.org/10.1177/016502549501800308.
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In order to explore aspects of loneliness and social competence of learning disabled students in relation to specific environmental contexts, this study focused on children in two different social systems: a kibbutz and a city. The aim of the study was to investigate the social skills and loneliness patterns among 122 students with learning disabilities (LD) in self-contained special classes within regular school systems (66 kibbutz students; 56 city students) and among 120 nondisabled (nonLD) students within these same environmental conditions (69 kibbutz students; 51 city students). A four-way MANCOVA (LD/nonLD X kibbutz/city X male/female X lower/higher grades, with age as covariate) was performed for self-reported loneliness and empathy, peer-rated sociometric measures, teacher-rated social skills, and classroom adjustment as the dependent measures. LD youngsters were found to be less socially competent and more lonely than their nonLD peers in all social competence areas, and as assessed by three sources of information. When compared with LD city students, LD kibbutz students were evaluated by their teachers as demonstrating fewer maladaptive externalising behaviours, and by their peers as having more friends. Social contexts did not differentiate between the two LD groups' feeling of loneliness or rates of peer acceptance, and it can be concluded that students with LD were found to experience loneliness regardless of gender or environmental conditions.
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Beckwith, Joan B. "PERSONALITY VARIABLES AND EATING, DRINKING, AND SMOKING IN ADULT WOMEN". Social Behavior and Personality: an international journal 14, nr 2 (1.01.1986): 221–38. http://dx.doi.org/10.2224/sbp.1986.14.2.221.
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Personality variables of Discipline, Social Competence, Sophistication, and Religiosity were studied in relation to eating, drinking, and smoking behaviors. Discipline was conceptualized as the intrapsychic predisposition to engage in indulgent behavior, and the remaining personality variables were seen as potentially moderating its form of expression. Data were contributed by 766 female volunteers aged 20 to 30 years, sorted to yield two quasi-representative samples of 265 subjects each. A subsample of 64 subjects repeated the questionnaire after three months, and all measures had acceptable properties. Analyses involving Discipline supported its general relevance to a broad range of behaviors, and Social Competence, Sophistication, and Religiosity were selectively relevant as anticipated. Overall, the personality variables had stronger links with drinking status, smoking status, and drinking level than with eating behavior or smoking level.
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Manly, Jody Todd, Dante Cicchetti i Douglas Barnett. "The impact of subtype, frequency, chronicity, and severity of child maltreatment on social competence and behavior problems". Development and Psychopathology 6, nr 1 (1994): 121–43. http://dx.doi.org/10.1017/s0954579400005915.
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AbstractThis investigation examined the impact of dimensions within maltreatment such as the severity, frequency, chronicity, and subtypes of maltreatment and their relationship with child outcome. Children between the ages of 5 and 11 who participated in a summer camp program were assessed on their social competence, behavior problems, and peers ratings of cooperation, disruption, and initiation of aggression. The 235 participants were all from low-socioeconomic status families; 145 children were from families with documented histories of child maltreatment, whereas 90 of the children had no record of maltreatment. The study found that severity of the maltreatment, the frequency of Child Protective Services reports, and the interaction between severity and frequency were significant predictors of children's functioning. Additionally, the chronicity of the maltreatment in the family significantly predicted peer ratings of aggression. Subtype differences emerged as well, with children in the sexual abuse group being more socially competent than other maltreated children, and children in the physical abuse group having more behavior problems than nonmaltreated children. Regression analyses with cooccurrence of multiple subtypes of maltreatment indicated that physical neglect, physical abuse, and sexual abuse made significant unique contributions in predicting child outcomes. The advantages of exploring multiple dimensions within maltreatment, the necessity of developing better operational definitions of these dimensions, and social policy implications of the findings are discussed.
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Schoemaker, Marina M., i Alex F. Kalverboer. "Social and Affective Problems of Children Who Are Clumsy: How Early Do They Begin?" Adapted Physical Activity Quarterly 11, nr 2 (kwiecień 1994): 130–40. http://dx.doi.org/10.1123/apaq.11.2.130.
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The purpose of this study was to examine the social and affective concomitants of clumsiness in children. The results suggest that children who are clumsy are more introverted than children without movement problems, judge themselves to be less competent both physically and socially, and are significantly more anxious. However, when the relationship between severity of clumsiness and social or affective problems was investigated, only socially negative behavior was shown to be less common in the children who were most severely clumsy. No other aspect of social or affective functioning was related to the degree of clumsiness. Although some patterns were detected among social and affective problems, the overall picture was rather heterogeneous. The implications of the results for development and intervention are discussed.