Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-analytic Review

AbstractThis study examines the relationship of child sexual abuse to classroom academic performance and behavior in a sample of 6–16-year-old girls. Half of the sample was sexually abused by a family member. The other half is a demographically similar nonabused comparison group. Measures of academic performance include school records, teacher's ratings of classroom behavior and performance, and parental reports of school performance. Possible mediators of the impact of sexual abuse on classroom performance and behavior – cognitive capability, perceived competence, and behavior problems–are also measured. Results can be summarized as follows, (a) A history of sexual abuse does predict academic performance: Abuse is directly negatively related to ratings of classroom social competence, competent learner, and overall academic performance and positively related to school avoidant behavior, but is not related to grades, (b) Sexual abuse is negatively related to cognitive ability and positively related to measures of behavior problems indicating depression, destructiveness, and dissociation, (c) Cognitive ability and perceived competence predict the more “academic” aspects of academic performance—grades, ratings as a competent learner, and overall academic performance. Behavior problems predict ratings as a competent learner, classroom social competence, school avoidant behavior, and overall academmic performance.

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Cross-Cultural Analysis of Social Competence and Behavior Problems in Preschoolers

Early Education and Development ◽

10.1207/s15566935eed1302_6 ◽

2002 ◽

Vol 13 (2) ◽

pp. 201-220 ◽

Cited By ~ 65

Author(s):

Peter LaFreniere ◽

Nobuo Masataka ◽

Marina Butovskaya ◽

Qin Chen ◽

Maria Auxiliadora Dessen ◽

...

Keyword(s):

Social Competence ◽

Behavior Problems ◽

Cultural Analysis ◽

Cross Cultural ◽

And Behavior ◽

Cross Cultural Analysis

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Social Competence and Behavior Problems in Premature Children at School Age

PEDIATRICS ◽

10.1542/peds.86.3.391 ◽

1990 ◽

Vol 86 (3) ◽

pp. 391-397

Author(s):

Gail Ross ◽

Evelyn G. Lipper ◽

Peter A.M. Auld

Keyword(s):

Social Class ◽

Social Competence ◽

Behavior Problems ◽

Child Behavior Checklist ◽

Class Group ◽

Lower Class ◽

Conduct Disorders ◽

School Age ◽

Premature Children ◽

And Behavior

Social competence and behavior problems of 87 children born weighing < 1501 g were measured using the Child Behavior Checklist when the children were 7 to 8 years old. Both premature boys and girls had significantly lower Social Competence scores than the normative samples of their respective sexes. Only premature boys had significantly higher Behavior Problems scores, with significantly higher scores on behaviors associated with conduct disorders. Premature children in each of three social class groups had significantly lower Social Competence scores and higher Behavior Problems scores than normative children. Furthermore, there was an interaction between prematurity and social class on Behavior Problems scores, with the greatest discrepancy in scores between premature and normative children in the lower-class group. Relative to other predictors, IQ score best explained Social Competence scores and family stability best explained Behavior Problems scores in the premature sample.

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