Children with behaviour problems: the influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school

The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children’s self-reports. Information about social behaviours, peer acceptance, and school achievement was obtained from peer assessments and teacher ratings. Multi-group analyses revealed similar patterns of relations between self-perceptions in scholastic and general self-worth domains and social and school performance in the four samples. However, the relations between self-perceptions of social competence and shyness and academic achievement were different across these samples. Self-perceptions of social competence was negatively associated with shyness in Brazilian, Canadian, and Italian children, but not in the Chinese children, and positively associated with academic achievement in Canadian and Chinese children, but not in Brazilian and Italian children. Similarities and differences in the patterns of relations between self-perceptions and social and school adjustment across cultures indicate that the self system may be a culture-general as well as culture-specific phenomenon.

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Temperamental influences on psychosocial adjustment: From infancy to adolescence

The Australian Educational and Developmental Psychologist ◽

10.1017/s0816512200027929 ◽

1998 ◽

Vol 15 (2) ◽

pp. 7-38 ◽

Cited By ~ 17

Author(s):

Ann Sanson ◽

Margot Prior ◽

Frank Oberklaid ◽

Diana Smart

Keyword(s):

Sex Differences ◽

Family Functioning ◽

Psychosocial Adjustment ◽

High Stability ◽

Comparison Group ◽

School Achievement ◽

Behaviour Problems ◽

Behaviour Problem ◽

Clinical Diagnoses ◽

Family Variables

AbstractResults are presented from a recent study within the Australian Temperament Project (ATP), in which a group of children with significant behaviour problems, and a comparison group, were selected from the sample at 11–12 years and home-visited, with assessments of clinical diagnoses, intelligence, school achievement and social competence, and a variety of family functioning indices. Approximately half the behaviour problem group received at least one diagnosis. Twice as many boys as girls were diagnosed. Rates of comorbidity were high but, generally, within—rather than between—the broadband internalising or externalising spectra. Concurrent family functioning measures discriminated between groups, but not as strongly as intrinsic child measures, and the particular family variables that best discriminated between groups showed sex differences. High stability of behaviour problems from earlier years was evident, and the behaviour problem group differed from the comparison group on measures of temperament, behaviour, and context from early childhood; both findings reinforce the need for early intervention.The implications of these and other findings from the ATP, particularly the need for early intervention, are discussed.

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The identity of an underachiever student as an outcome of social relations

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi0601101m ◽

2006 ◽

Vol 38 (1) ◽

pp. 101-123 ◽

Cited By ~ 1

Author(s):

Nikoleta Milosevic

Keyword(s):

School Performance ◽

Social Relations ◽

Juvenile Delinquents ◽

School Achievement ◽

Personal Characteristics ◽

Behavioral Experiments ◽

Performance Factors ◽

Role Relationship ◽

Student Views

The paper deals with various performance factors in underachiever students primarily juvenile delinquents who reported declining levels of achievement throughout the duration of corrective out-of-institution measures. This raises the question: Why is there a decline in school achievement of juvenile delinquents during the treatment which is essentially aimed at improving school performance. What causes this? In the search for an answer we considered various approaches for the determination of the identity of a juvenile delinquent, underaching at school. The author takes issue with traditional views on identity and changes the focus from an individual over to the interaction between an individual and society. It is argued that poor school performance should be placed in the context of social relations; the author suggests that problems faced by underachievers at school only accidentally stem from what they can or cannot do, rather, the root of the problem lies in the manner other people relate to them. It is necessary that a teacher should realize that students are social beings in behavioral experiments who have individualities and that their personal characteristics stem from their relations with other people. A teacher is expected to attempt to construct the manner in which a student views himself and the world around himself, that is, to enter a "role relationship" with him.

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School Adjustment and Socio-Family Risk as Predictors of Adolescents’ Peer Preference

Frontiers in Psychology ◽

10.3389/fpsyg.2021.645712 ◽

2021 ◽

Vol 12 ◽

Author(s):

Yolanda Sánchez-Sandoval ◽

Laura Verdugo

Keyword(s):

Social Relations ◽

Structural Equation ◽

Quantitative Research ◽

Peer Acceptance ◽

School Adjustment ◽

Linear Regression Analysis ◽

Sample Selection ◽

Entire Group ◽

Research Approach ◽

Family Risk

This work analyzes peer preferences at the beginning of adolescence. For this purpose, each adolescent’s sociometric status was studied in their classroom group, and attempts were made to identify indicators of academic, personal, and socio-family adjustment related to that status. Participants were 831 adolescents studying 1st grade of Compulsory Secondary Education (CSE), in 31 classrooms from 10 schools. The 31 tutors of these students also participated. Sample selection was intentional. A quantitative research approach was used. Sociometric data were collected using the nomination method. Teachers provided information about these youths’ adjustment and family risk variables. Descriptive analyses and bivariate correlations were calculated as a preliminary analysis of the study. Chi-square tests or ANOVAs examined the similarities and differences between status based on personal, socio-family, and school adjustment variables. Lastly, linear regression analysis and a Structural Equation Model (SEM) were performed. These latter analyses revealed that good performance and academic adjustment are important predictors of successful social relations. Also, the data show that the presence of personal and socio-family risk variables makes it difficult for adolescents to be accepted by their peers. The results suggest the need for school and family support to promote peer acceptance. Working on both aspects can help improve classroom coexistence. Intervention techniques are recommended for the entire group to intervene on attitudes, interpretations, and behaviors that enrich individual tools and the collective climate.

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Differences in Mechanisms of Social Interaction of Gifted Children Based on Peer Acceptance [Diferencias en mecanismos de interacción social en niños de altas capacidades en función de la aceptación social]

Acción Psicológica ◽

10.5944/ap.16.1.22169 ◽

2019 ◽

Vol 16 (1) ◽

pp. 13

Author(s):

Pablo Hernández-Lastiri ◽

África Borges ◽

María Cadenas

Keyword(s):

Social Interaction ◽

Social Relations ◽

Social Acceptance ◽

Peer Acceptance ◽

Gifted Children ◽

Social Responsiveness ◽

Social Reciprocity ◽

The Social ◽

Natural Settings ◽

Functional Mechanisms

AbstractEarly relationships with equals are considered a relevant factor in people’s development. In order to study social interaction, Santoyo (1996, 2006) proposes the functional mechanisms of social effectiveness, social responsiveness, and reciprocity. To analyze and compare these mechanisms in the participants of the Comprehensive Program for High Abilities (CPHA) with the purpose of detecting possible differences between the students who are better considered by their equals and those who have less social acceptance. The sample was selected by a sociogram, and the social interaction was measured with the Observational Protocol for Interactions within the Classroom-OPINTEC, v.5 (Cadenas & Borges, 2016, 2017; Cadenas, Borges, & Falcón, 2013). The participants show effectiveness and correspondence, but they don’t show social reciprocity. No differences were observed between the most valued ones and the most rejected ones. Observation represents and appropriate methodology for the studying of social relations in natural settings in combination with other procedures. ResumenLas relaciones tempranas con los iguales se consideran un factor relevante en el desarrollo de las personas. Para el estudio de la interacción social, Santoyo (1996, 2006) propone los mecanismos funcionales de efectividad, correspondencia y reciprocidad social. Analizar y comparar los mecanismos que regulan la interacción social en alumnado participante del Programa Integral para Altas Capacidades (PIPAC) con el fin de detectar posibles diferencias entre aquellos mejor considerados por sus pares y los que presentan una menor aceptación social. La muestra se selecciona mediante el sociograma y la interacción social se mide a través del instrumento de observación Protocolo de Observación de Interacción en el Aula-PINTA, v.5 (Cadenas & Borges, 2016, 2017; Cadenas et al., 2013). Tanto los estudiantes focales más valorados como los más rechazados muestran patrones indicadores de presencia de efectividad y correspondencia social, pero no reciprocidad social. No se observaron diferencias entre ambos grupos. La observación representa una metodología adecuada para el estudio de relaciones sociales en ambientes naturales en combinación con otros procedimientos

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School Achievement, Behavioural Adjustment and Health at Nine Years of Age in a Population of lnfants who were Born Preterm or Required Prolonged Mechanical Ventilation

The Australian Educational and Developmental Psychologist ◽

10.1017/s0816512200025967 ◽

1989 ◽

Vol 6 (1) ◽

pp. 15-18 ◽

Cited By ~ 2

Author(s):

Heather Mohay ◽

Michael O’Callaghan ◽

Yvonne Burns ◽

David Tudehope

Keyword(s):

Prolonged Mechanical Ventilation ◽

School Achievement ◽

Medical Knowledge ◽

Good Health ◽

Severe Disabilities ◽

Behaviour Problems ◽

Medical Problems ◽

Increased Risk ◽

Behavioural Adjustment ◽

High Risk Infants

ABSTRACTWith advances in medical knowledge, increasing numbers of very small and very sick infants are surviving. Only a small percentage of these infants have severe disabilities. However, the risk of more subtle handicapping conditions such as learning disabilities, behaviour problems and recurrent illness needs to be assessed. The prevalence of these conditions in a population of 88 high risk infants was investigated when these children reached nine years of age. In general, the children were found to be in good health, although there was an increased risk of asthma. In contrast, a high percentage were experiencing learning difficulties or exhibiting behaviour problems. Thus, the medical problems of infancy appeared to have been replaced with educationaland behavioural problems in the school years. The perinatal, developmental and social antecedents of these problems require further investigation.

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Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

Learning Disability Quarterly ◽

10.2307/1511123 ◽

1994 ◽

Vol 17 (4) ◽

pp. 253-266 ◽

Cited By ~ 30

Author(s):

Sharon Vaughn ◽

Diane Haager

Keyword(s):

Learning Disabilities ◽

Social Skills ◽

Social Competence ◽

Behavior Problems ◽

Peer Acceptance ◽

Students With Learning Disabilities ◽

Prospective Longitudinal Study ◽

The Social ◽

Students With Ld ◽

Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

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