Social Competence

Impact of the play activity in the development of social competence. Among the bad relations that may arise in social interactions is unjustified aggression and harassment. The unjustified aggressiveness can be considered an antecedent of the bullying phenomenon, which could be prevented through appropriate educational programs. The objective of this study is to check if the intervention aimed at improving

Background and Objective: Sustainable marriage is one of the broadest concepts for determining the level of happiness and satisfaction with the relationship. The present study aimed to develop a causal model for predicting the sustainability of couples who are faced with unfaithfulness. Materials and Methods: This study was of correlational design. The statistical population consisted of all married women and men facing unfaithfulness who lived in Bojnourd in 2017-2018. The study population included 203 married people who were randomly selected. To collect data, Walker & Thompson's Intimacy Scale, Gottman couples' confidence test, Gottman couples' sexual attractiveness evaluation, and Gottman couples' relationship stability were used. For data analysis, Pearson correlation coefficient and structural equation modeling were used in SPSS-22 and AMOS-22 software. Results: Increased level of couples’ trust with mean (SD) 143.8 (16.3), correlated with increased couples&#39...

Robotic social intelligence is increasingly important. However, measures of human social intelligence omit basic skills, and robot-specific scales do not focus on social intelligence. We combined human robot interaction concepts of beliefs, desires, and intentions with psychology concepts of behaviors, cognitions, and emotions to create 20 Perceived Social Intelligence (PSI) Scales to comprehensively measure perceptions of robots with a wide range of embodiments and behaviors. Participants rated humanoid and non-humanoid robots interacting with people in five videos. Each scale had one factor and high internal consistency, indicating each measures a coherent construct. Scales capturing perceived social information processing skills (appearing to recognize, adapt to, and predict behaviors, cognitions, and emotions) and scales capturing perceived skills for identifying people (appearing to identify humans, individuals, and groups) correlated strongly with social competence and constit...

This research sought to investigate the relationships among and impact of reading engagement, reading satisfaction, perceived reading difficulty, perceived reading competence and Program for International Student Assessment (PISA) reading achievement. The data were collected from the PISA 2018 assessment. A total of 5058 students (2457 females and 2601 males) in 224 schools participated, representing 25,739 15-year-old students in Kosovo. These students were in the eighth, ninth, tenth, eleventh and twelfth grades. The dependent variably used in this paper included the score achieved by Kosovar students in reading in PISA 2018 (353 points). The independent variables included items from the PISA 2018 student questionnaire: questions on the index of teacher stimulation of reading engagement, the index of enjoyment of reading, perceptions of reading competence and perceived difficulty in reading. The International Association for the Evaluation of Educational Achievement (IEA), International Database (IDB) Analyzer was used in analysing the data. Correlation and regression analyses were performed to assess the correlations and interactions between the stimulation of reading engagement, reading satisfaction, the perception of reading competence, perceived reading difficulty and PISA reading achievement. While some factors exhibited a weaker influence, others, such as the enjoyment of reading and the perception of reading competence, were significantly associated with reading performance. The findings indicate that educators and policymakers play an important role in fostering a culture of reading and improving reading achievement among students in Kosovo.

This study evaluates the awareness of healthcare practitioners in Saudi Arabia regarding methods of dealing and communicating with individuals with disabilities. It also examines the impact of various factors such as gender, academic degree, specialization, job title, experience, and training courses on practitioners’ awareness levels. The study utilized a survey method, distributing an electronic questionnaire to 108 randomly selected practitioners in governmental and private healthcare institutions. The findings indicate that healthcare practitioners possess a high level of awareness, although there is still a need for further education and training. The practitioners’ awareness levels do not significantly differ based on gender, nationality, specialization, professional or academic degree, or years of experience. However, practitioners who have undergone training courses exhibit higher levels of awareness. Several challenges and factors influence practitioners’ awareness, including the lack of support from health authorities, inadequate preparation of healthcare institutions to accommodate individuals with disabilities, and the absence of translation services. The study’s results can contribute to the development of healthcare practitioners’ skills in dealing with individuals with disabilities and enhancing the provision of comprehensive, high-quality healthcare for this population, thereby improving their quality of life and facilitating their active participation in society.

This research aims to identify the level of social competence among students with learning disabilities (LDs) from their teachers’ perspectives. The research sample consisted of 840 students with LDs enrolled in the resource room program (RRP) and general education classrooms (GECs) in Oman. Their RRP and general education teachers responded to the social competence scale. This scale consisted of 43 items distributed on three subscales related to teacher-preferred social behavior, peer-preferred social behavior, and school adjustment. The results indicated that the level of social competence was generally moderate among the students, but that this level was influenced by the educational alternative. The students enrolled in GECs had a higher level of social competence than their peers who had been referred to the RRP. The results also showed that there were statistical differences on the school adjustment subscale in favor of male students enrolled in GECs, and differences in favor ...

The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities...

This study was aimed to determine the effectiveness of program based on successfulness on academic achievement and social competence of adolescent girls in city of Mashhad. The interventional program was including two package: “Promoting of successful strategies” and “Strengthening parents program”. The research method was quasi-experimental with a pre-test and post-test design with two experimental groups and one control group. The statistical population of the research included all of girl high school students in grade 10 of Mashhad in school year 2017-18. From among them 45 students randomly were selected by multi stage cluster random sampling method and randomly assigned in two experimental and one control groups. All participants answered the flener social competence questionnaire in pre and post test and also academic achievement was measured using students grade average in before and after intervention. Finally, the data were analysed using multivariate analysis of covariance...

The present study examined relations between prosocial tendencies (dispositional sympathy and prosocial behavior) and psychological adjustment using a multi‐method and multi‐informant approach in a socioeconomically diverse sample of first‐ and second‐generation Chinese American children from immigrant families (N = 238, M age = 9.2 years). We tested the concurrent associations between: (a) children's dispositional sympathy (rated by parents, teachers, and children, and observed prosocial behavior), (b) psychological adjustment (parent‐ and teacher‐reported externalizing problems and social competence); and (c) cultural and socio‐demographic factors (children's Chinese and American orientations, family Socioeconomic Status (SES), only child status, and children's age, sex, and social desirability). Results from correlations and structural equation modeling suggested that different measures of prosocial tendencies related differently to children's psychological adjust...

Situated models suggest that social concepts are grounded in interpersonal experience. However, few studies have tested this notion experimentally, and none has targeted individuals with reduced social interaction. Here, we assessed comprehension of text-level social and non-social concepts in persons with and without autistic-like traits. Participants read a social and a non-social text and answered questionnaires targeting social and non-social concepts, respectively. We compared behavioral outcomes, gauged their contribution to subject-level classification, and examined their association with validated measures of autism. Persons with autistic-like traits showed selective deficits in grasping text-level social concepts, even adjusting for intelligence, memory, and vocabulary. Also, social concept comprehension was the only variable that significantly classified between groups. Finally, social concept outcomes correlated negatively with measures of autism, including social interac...

Discusses the role of emotional functioning in the social competence of children, with a particular focus on children's peer relations. Research providing connections between the constructs of emotional functioning and social competence is examined. Although there is evidence that accuracy in reading the emotions of others is related to children's social status, there is no research on the relationship between social competence and the ability to monitor one's own emotions. There is some support that high social status is related to the ability to regulate strong feelings effectively, and only few data exist on the relation of emotional display rules and sympathetic responding to social competence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Background/objective: Postpartum depression is linked to decreased quality mother-infant interactions and long-term negative impacts on children’s behavior and health. Infant care competence may be reduced by postpartum depression and other maternal or environmental variables. Thus, the objective of this study was to explain factors that contribute to perceived infant care competence among mothers with postpartum depression. Methods: Multiple regression analysis and correlational analysis were conducted to study associations between the predictors (depression severity, social support, child development, family functioning) and the outcome of perceived infant care competence among a peer support intervention study for mothers with postpartum depression (n = 55). Results: Child development, specifically communication ( P = .04), gross ( P = .00) and fine ( P = .00) motor skills, problem solving ( P = .00), and personal-social development ( P = .01), explained maternal perceptions of r...

Objective Disruptive and conduct behaviors are the most common conditions used to help adolescent patients refer to mental health clinics for counseling. The prevalence of this disorder is increasing and it is necessary to concentrate on this topic. The comorbidity of conduct disorder (CD) with other emotional and behavioral problems is common. One of the comorbidity disorders for which contradictory results are reported is attention deficit hyperactivity disorder (ADHD). Several studies have demonstrated the comorbidity of these two disorders in patients with a younger age of onset, more severe symptoms, and more stable disease. Hence, this study determines the prognostic value of the Minnesota multiphasic personality inventory adolescent-restructured form (MMPI-A-RF) for CDs and investigates the effect of comorbidities, such as ADHD.
Materials & Methods The sample of the present comparative casual study consisted of 295 adolescents who were selected by purposeful sampling, based on the current and the Kiddie schedule for affective disorder and schizophrenia-present and lifetime for school-age children (6-18 years old) and the final version of the MMPI-A-RF questionnaire. The Mean±SD of all the MMPI-A-RF scores were compared among three groups of patients with CD (n=40), patients with a comorbid diagnosis of conduct disorder and ADHD (n=68 people), and patients with other psychiatric disorders (mood and anxiety disorders). Analysis of variance was used to determine the significance of differences among the three groups. If the deviations were significant, the Games–Howell post hoc test was used to inspect differences between the groups.
Results The comparison of CD and CD+ADHD patients with other disorders revealed meaningful differences in almost all the indicators related to externalizing problems. The CD+ADHD group had markedly greater scores on the scales of antisocial behaviors (P<0.001), aggressive-revised personality (P<0.001), and conduct problems (P<0.001) compared to the CD group and other psychiatric disorders group.
Conclusion The results are consistent with the background and revealed more severe symptoms and more functional degradation in the CD+ADHD group compared to the CD and other psychiatric disorders group. This subgroup can have different risk symptoms, clinical courses, and drug responses. MMPI-A-RF can supply valuable information about the comorbidity of psychiatric disorders.

Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self...

Numerous studies show that the family plays a crucial role not only in the education of children but also in the acquisition of skills in the process of teaching and formal learning, especially in their reading competence. Furthermore, within the family, studies point to the basic role of the mother as the main axis of both educational and social teaching. The approach of this research aims to analyze whether maternal habits can influence the reading competence of their children. On the other hand, numerous studies point to the relationship between reading skills and emotional intelligence. Its inclusion in the equation of this construct can give information that will nuance the learning process in this evolutionary process. Thus, in this research, the objective is to establish the existence of a relationship between maternal reading habits with respect to reading competence and emotional intelligence in post-adolescents. Four-hundred-twenty first-year university students participat...

La investigación tuvo como finalidad evaluar las propiedades psicométricas del Cuestionario de Actitudes y Estrategias Cognitivas Sociales (AECS) en escolares de instituciones educativas del Distrito de Ate. Para ello se trabajó un estudio de diseño no experimental de tipo instrumental con una muestra de 979 estudiantes de ambos sexos entre las edades de 12 a 17 años.  Para la obtención del resultado se empleará la estadística descriptiva, a través de la media y la desviación estándar. También se utilizará la estadística inferencial analizando la confiabilidad por medio del coeficiente Alpha de Crombach, la validez del constructo desde el análisis factorial y los baremos normativos que se presentarán en percentiles. El diseño utilizado en esta investigación fue No experimental de tipo instrumental. Se empleó el instrumento de actitudes y estrategias cognitivas sociales el cual consta de 137 preguntas con una escala múltiple del 1 al 7. De acuerdo con los resultados estadísticos se c...

Research has demonstrated the influence of emotional adjustment on the manifestation of problematic behaviors in adolescence, especially during the COVID-19 pandemic. The aim of the present research is to investigate the role of self-esteem and relational skills on school performance in a group of middle and high school students during the COVID-19 period. The research involved 392 students, aged between 11 and 20 (M = 13.78; S.D. = 2.56). Participants completed the following instruments: an anamnestic constructed ad hoc questionnaire; the Interpersonal Relationships Test, in order to evaluate the perception of adolescents concerning the quality of their relationships in social, family and school contexts; and the Multidimensional Test of Self-Esteem, structured in six scales, which coincide with the dimensions considered constitutive of self-esteem. The preliminary data have shown how the older girls, attending the high school, tend to manifest a higher level of social competence w...

Belsky?s theory of differential susceptibility to environmental influences assumes that the very individuals who seem most susceptible to environmental adversity may also benefit most from developmentally supportive rearing. The aim of this study was to examine whether supportive parenting (with parental care) in contrast to unsupportive parenting (without parental care), has greater beneficial effects in adolescents with intellectual disability (ID) than in typically developing (TD) adolescents. The sample included two groups of adolescents aged 12-18: the group of 210 adolescents without parental care (PC), 80 with ID (Mage = 15.59 years; SDage = 1.97; 54% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys) and the parallel group of 206 adolescents with PC, 76 with ID (Mage = 15.57 years; SDage = 1.93; 53% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys). Social competence was assessed using the Social Skills Rating System. Our assumption w...

Background: The present study aims to validate the 40-item and the brief 17-item Washoe County School District-Social Emotional Competency Assessment, a self-report measure of social emotional competencies, among Chinese school-aged children residing in Hong Kong. Methods: A total of 349 children (M = 9.86 years, SD= 1.22; 45.82% girls) and their parents (77.84% mothers) completed a set of questionnaires independently. The factor structures of both versions of the Washoe County School District-Social Emotional Competency Assessment were evaluated by confirmatory factor analyses. Structural equation models were then conducted to examine their predictive validity. Results: Findings showed that both the 40-item and the 17-item versions fit adequately to the data. Both versions were also associated with positive and negative affect, internalizing problems, and externalizing problems. However, only the 40-item version was associated with prosocial behavior. Conclusions: The present findi...