Successful and Disconfirmed Children in the Peer Group: Indices of Social Competence within an Evolutionary Perspective

1990 ◽  
Vol 33 (4-5) ◽  
pp. 238-249 ◽  
Author(s):  
Grazia Attili
Keyword(s):  
Social Competence ◽  
Peer Group ◽  
Evolutionary Perspective

Social dominance and prosocial and coercive strategies of resource control in preschoolers

2002 ◽  
Vol 26 (2) ◽  
pp. 167-176 ◽  
Author(s):  
Patricia H. Hawley
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Dominance ◽  
Control Strategies ◽  
Block Design ◽  
Openness To Experience ◽  
Resource Control ◽  
Prosocial Behaviour ◽  
Evolutionary Perspective ◽  
Control Behaviour

This study was designed to investigate the predictors of social dominance, the strategies children use to control resources (prosocial and coercive), and the associations between these strategies and measures of personality, social skills, and peer regard. A total of 30 preschoolers (ages 3–6) were rated by their teachers on social dominance. Based on these ratings, dominant children were paired with multiple subordinate children (i.e., block design; Kenny, 1990) and observed in a play situation designed to elicit resource control behaviour. As hypothesised, age and the surgency facet of extraversion predicted social dominance (but openness to experience did not). Furthermore, also as expected, both prosocial behaviour and coercive behaviour were related to resource control in the play situation. Last, both resource control strategies were associated with parent-rated social competence, but only coercive control was associated with positive peer regard (i.e., Likeability). Factors of personality (e.g. agreeableness, hostility) were not associated with either of the strategies. The utility of an evolutionary perspective to resource control and social competence is discussed.

Cheering My Friends Up: The Unique Role of Interpersonal Emotion Regulation Strategies in Social Competence

2021 ◽  
pp. 026540752110542
Author(s):  
Kyongboon Kwon ◽  
Belén López-Pérez
Keyword(s):  
Emotion Regulation ◽  
Social Competence ◽  
Peer Group ◽  
Systematic Investigation ◽  
Fifth Grade ◽  
Affective Engagement ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies ◽  
Peer Nominations ◽  
Interpersonal Domain

A systematic investigation has been lacking regarding children’s deliberate regulation of others’ emotions which is labeled interpersonal emotion regulation (ER). Based on a theoretically derived model of Interpersonal Affect Classification, we examined children’s interpersonal ER strategy use in the peer group. Participants were 398 fourth and fifth grade children from the Midwestern United States. Children rated themselves regarding their use of intrapersonal and interpersonal ER strategies as well as attention to friends’ emotions. Teacher-report and peer nominations were used to assess social competence regarding prosocial behavior and emotion sharing. Awareness of and attention to friends’ emotions were positively and more strongly associated with interpersonal ER than intrapersonal ER. Children reported affective engagement most strongly followed by humor, cognitive engagement, and attention to improve friends’ feelings. Among the four interpersonal ER strategies, only affective engagement was uniquely associated with social competence; intrapersonal ER was not associated with social competence. The findings support the significance of broadening the focus of ER to the interpersonal domain to promote the development of children’s ER and social competence.

The Waterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence

1995 ◽  
Vol 7 (4) ◽  
pp. 751-764 ◽  
Author(s):  
Kenneth H. Rubin ◽  
Xinyin Chen ◽  
Patricia McDougall ◽  
Anne Bowker ◽  
Joanne McKinnon
Keyword(s):  
Social Competence ◽  
Externalizing Problems ◽  
Social Withdrawal ◽  
Peer Group ◽  
Data Set ◽  
Internalizing And Externalizing Problems ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Delinquent Activity ◽  
Internalizing And Externalizing

AbstractWe examined childhood social withdrawal and aggression as predictive of adolescent maladaption, comparing and contrasting social and emotional outcomes associated with aggression and social withdrawal. We also focused on childhood social competence as a predictor of adolescent adaptation. The sample comprised 60 children for whom a complete data set was available at both ages 7 and 14 years. The predictors were aggregated measures of social withdrawal, aggression, and social competence derived from three sources—behavioral observations, peer assessments, and teacher ratings. The outcomes focused primarily on markers of internalizing and externalizing problems. The results indicated that childhood social withdrawal uniquely and significantly contributed to the prediction of adolescent loneliness, felt insecurity, and negative self-regard. Aggression predicted adolescent delinquent activity; social competence predicted felt security in the peer group and substance use in adolescence.

scholarly journals PERANAN ORANG TUA DALAM PENGEMBANGAN KOMPETENSI SOCIAL ANAK TUNANETRA

2017 ◽  
Vol 14 (3) ◽  
pp. 425
Author(s):  
Zulkifli Sidiq
Keyword(s):  
Social Competence ◽  
Social Environment ◽  
Peer Group ◽  
Qualitative Approach ◽  
Guidance And Counseling ◽  
Counseling Program ◽  
Depth Interview ◽  
The Social ◽  
Competence Profile

This study was intended to uncover the challenges faced by parents in developing the social competence of their children with visual impairment who live in the community of sighted children, the results of which are expected to be used as the basis for developing a guidance and counseling program to help them to meet the challenges. The study was carried out using the qualitative approach with the case study strategy; the in-depth interview was used to collect the data, and the Social Attribute Checklist adapted from McClellan & Katz (2001) was used to portray the social competence profile of the children. The results of the study indicated that children whose parents were active in exposing them to their social environment and encouraged and supported them to enter a sighted peer group, had a high interest in interacting with their peers, were well accepted by the peer group, and were successful in developing friendship with sighted peers, and, in its turn, these children were also successful in showing a good social competence.

Felt gender typicality and psychosocial adjustment in Indian early adolescents

2019 ◽  
Vol 43 (4) ◽  
pp. 334-341
Author(s):  
Meenakshi Menon ◽  
Katie Hannah-Fisher
Keyword(s):  
Social Competence ◽  
Psychosocial Adjustment ◽  
Peer Group ◽  
Early Adolescents ◽  
Self Esteem ◽  
Gender Typicality ◽  
Gender Conformity ◽  
Older Adolescents ◽  
Same Gender ◽  
Self Discrepancy

The association between felt gender typicality (self-perceived similarity to the same-gender peer group) and psychosocial adjustment (self-esteem, peer social competence, depression, victimization, and aggression) was examined in a sample of early adolescents in New Delhi, India ( N = 296, 130 girls, mean age = 12.73 years). We also explored whether adolescents’ gender-differentiating cognitions (felt pressure for gender conformity, work sexism, and entity beliefs) affect their adjustment, alone and in interaction with felt typicality. Results indicated that felt typicality was associated with higher self-esteem in girls and in older adolescents, with lower depression in older adolescents, and with higher peer social competence. Gender-differentiating beliefs were especially detrimental to girls’ and younger adolescents’ psychosocial adjustment, with mixed results for boys’ adjustment. Gender beliefs also moderated the influence of felt typicality on adjustment. Felt atypicality was associated with greater depression and aggression when adolescents also reported strongly sexist beliefs; and with greater victimization for older adolescents who had high felt pressure or work sexism. Further, boys with strong entity beliefs failed to derive peer social competence from felt typicality. Results indicate that gender self-discrepancy—a disconnect between how one sees oneself in relation to the same-gender peer group and how one feels one’s gender should be—is problematic.

Winning friends and influencing peers: Strategies of peer influence in late childhood

2002 ◽  
Vol 26 (5) ◽  
pp. 466-474 ◽  
Author(s):  
Patricia H. Hawley ◽  
Todd D. Little ◽  
Monisha Pasupathi
Keyword(s):  
Social Skills ◽  
Social Integration ◽  
Peer Influence ◽  
Peer Group ◽  
Personal Characteristics ◽  
Late Childhood ◽  
Prosocial Behaviour ◽  
Evolutionary Perspective

We divided children ( N = 719, grades 3–6) into five control types based on the degree to which they reported employing prosocial (indirect, cooperative) and coercive (direct, hostile) strategies of control (prosocial controllers, coercive controllers, bistrategic controllers, noncontrollers, and typicals). We tested for differences across the five types on personal characteristics, friendship motivations, wellbeing, and social integration, expecting specific patterns according to whether control is wielded, and whether coercive or prosocial behaviour (or both) is employed. Prosocial controllers revealed positive characteristics (e.g., social skills, agreeableness), intrinsic friendship motivations, and positive wellbeing. In contrast, coercive controllers revealed negative characteristics (e.g., hostility), extrinsic friendship motivations, and ill-being. Bistrategic controllers, as expected, reported the highest control, and revealed characteristics associated with both prosocial and coercive orientations. Noncontrollers, in contrast, did not report having these characteristics and felt the least effective in the peer group. Our evolutionary perspective offers unique predictions of how prosocial and coercive children are similar in terms of their instrumental goals and the consequences of using both strategies or neither.

Emotion Sharing in Preadolescent Children: Divergence From Friendships and Relation to Prosocial Behavior in the Peer Group

2021 ◽  
pp. 027243162110160
Author(s):  
Kyongboon Kwon ◽  
Jessica B. Willenbrink ◽  
Madeline N. Bliske ◽  
Bridget G. Brinckman
Keyword(s):  
United States ◽  
Social Competence ◽  
Prosocial Behavior ◽  
Peer Group ◽  
Emotional Experience ◽  
Self Report ◽  
Midwestern United States ◽  
Preadolescent Children ◽  
Children's Emotion ◽  
Peer Nominations

We examined the extent to which children’s emotion-sharing relationships were unique from friendships. We also examined the association between emotional experience and emotion sharing as well as the association between emotion sharing and prosocial behavior. Participants were 456 children ( Mage = 10.6 years) from the Midwestern United States. Peer nominations and self-report were used to assess study constructs. Despite considerable convergence between friendships and emotion-sharing relationships, children did not share emotions with 31% of close friends and 20% of emotion-sharing partners were not close friends, indicating divergence of the two relationships. Experience of happiness was positively associated with emotion sharing; emotion sharing was positively associated with prosocial behavior. Compared with boys, girls identified more partners and more same-gender peers for emotion-sharing relationships and they shared feelings with friends to a greater extent. We discussed emotion sharing as a compelling means for the development of children’s affective and social competence.

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