The Influence of Perfectionism on Social Competence: Mediating Role of Social Anxiety and Academic Competence

2019 ◽  
Vol 24 (1) ◽  
pp. 16-24
Author(s):  
Selen Demirtas-Zorbaz
Keyword(s):  
Social Anxiety ◽  
Social Competence ◽  
Academic Competence ◽  
Mediating Role

The role of academic competence in developing social competence

2013 ◽  
Author(s):  
Lurdes Verissimo ◽  
Marina Serra de Lemos ◽  
Joao Lopes
Keyword(s):  
Social Competence ◽  
Academic Competence

Family cumulative risk and at-risk kindergarteners’ social competence: the mediating role of parent representations of the attachment relationship

2017 ◽  
Vol 20 (4) ◽  
pp. 406-422
Author(s):  
Lauren A. Sparks ◽  
Christopher J. Trentacosta ◽  
Erika Owusu ◽  
Caitlin McLear ◽  
Joanne Smith-Darden
Keyword(s):  
At Risk ◽  
Social Competence ◽  
Cumulative Risk ◽  
Attachment Relationship ◽  
Mediating Role

scholarly journals Parental Socialization, Social Anxiety, and School Victimization: A Mediation Model

2020 ◽  
Vol 12 (7) ◽  
pp. 2681 ◽  
Author(s):  
Celeste León-Moreno ◽  
Juan Evaristo Callejas-Jerónimo ◽  
Cristian Suarez-Relinque ◽  
Daniel Musitu-Ferrer ◽  
Gonzalo Musitu-Ochoa
Keyword(s):  
Social Anxiety ◽  
Structural Equations ◽  
Parental Socialization ◽  
Mediation Model ◽  
Mediating Role ◽  
School Victimization ◽  
Parenting Dimensions ◽  
Structural Equations Model ◽  
The Relationship

The aim of this study was to examine the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization, considering the possible mediating role of social anxiety. The sample comprised 887 adolescents (52.3% girls) aged between 12 and 16 (M = 13.84 and SD = 1.22) enrolled at three compulsory secondary education ("ESO" or "Educación Secundaria Obligatoria" in Spanish) schools located in the provinces of Valencia, Teruel and Seville (Spain). A structural equations model was developed using the Mplus 7.4 program. The results obtained indicate that social anxiety mediates the relationship between parenting dimensions (involvement/acceptance vs. strictness/imposition) and school victimization. Finally, the results and their potential theoretical and practical implications are discussed.

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