The Relationship among Pre-service Early Childhood Teacher’s Social Achievement Goals, Self-Control, and Social Competence

2017 ◽  
Vol 26 (1) ◽  
pp. 29-44
Author(s):  
Tai-Hyong Moon
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
Achievement Goals ◽  
Self Control ◽  
Social Achievement ◽  
The Relationship

The Development of Metacognitive Knowledge in Children and Adolescents

2015 ◽  
Author(s):  
Wolfgang Schneider ◽  
Elisabeth Löffler
Keyword(s):  
Early Childhood ◽  
Theory Of Mind ◽  
Children And Adolescents ◽  
Early Adolescence ◽  
Mental States ◽  
Metacognitive Knowledge ◽  
Self Control ◽  
Metacognitive Skills ◽  
Future Directions ◽  
The Relationship

This chapter aims at depicting the development of metacognitive knowledge from early childhood through early adolescence. Children’s ability to reflect on their mental states develops rapidly in early childhood, beginning around the age of three. Thus the chapter first discusses important precursors of metacognitive knowledge, in particular, the correct use of mental verbs and the development of a “theory of mind.” Subsequently, it highlights essential stages in the acquisition of declarative metacognitive knowledge, with an emphasis on knowledge about the effectiveness of different strategies. Next, it discusses how and when important aspects of procedural metamemory, that is, monitoring and self-control, develop in childhood and how they interact. It then discusses developmental trends in the relationship between metamemory and memory in more detail. Finally, it presents attempts to assess and foster metacognitive skills in applied settings and discusses possible future directions of research on the development of metacognition.

scholarly journals Parental child-rearing practices, behavior problems and pre-school children's social competence

2012 ◽  
Vol 17 (1) ◽  
pp. 05-13 ◽  
Author(s):  
Angela Helena Marin ◽  
Cesar Augusto Piccinini ◽  
Tonantzin Ribeiro Gonçalves ◽  
Jonathan R. H. Tudge
Keyword(s):  
Social Competence ◽  
Behavior Problems ◽  
Self Control ◽  
Child Rearing ◽  
Social Skills Rating System ◽  
Children's Behavior ◽  
The Social ◽  
Positive Correlations ◽  
The Relationship ◽  
Children’S Behavior Problems

The study examined associations between parents' childrearing practices, behavior problems and pre-school children's social competence. A total of 48 mothers and 33 fathers, when their firstborn children were aged six, completed an interview about child-rearing practices and the Social Skills Rating System that also assesses behavior problems. Spearman correlations indicated positive associations between maternal coercive practices and children's behavior problems, especially those related to externalizing. Positive correlations were also found between fathers' coercive practices and internalizing problems, as well as among fathers' inductive and non-interference practices with children's cooperation and assertiveness, respectively. Girls' mothers reported higher levels of self-control and social competence than did boys' mothers. Moreover, lower SES mothers referred more coercive practices while higher SES mothers reported more inductive practices. Findings underscore the relationship between fathers' inductive practices and children's social competence. In addition, results suggested associations among both mothers' and fathers' coercive practices and children's behavior problems.

Self-Esteem and Causal Attributions for Children's Physical and Social Competence in Sport

1990 ◽  
Vol 12 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Maureen R. Weiss ◽  
Vicki Ebbeck ◽  
Edward McAuley ◽  
Diane M. Wiese
Keyword(s):  
Social Competence ◽  
Causal Attributions ◽  
Personal Control ◽  
Self Esteem ◽  
External Control ◽  
Social Self ◽  
Physical Competence ◽  
Social Achievement ◽  
The Relationship ◽  
Self Consistency

This study explored the relationship between children's self-esteem and attributions for performance in both physical and social achievement domains. Children's physical and social self-esteem as well as perceptions of and attributions for performance and interpersonal success in a summer sports program were assessed. Multivariate analyses revealed a significant relationship between self-esteem and causal attributions for both physical and social domains. For physical competence, children high in self-esteem made attributions that were more internal, stable, and higher in personal control than did low self-esteem children. For social competence, children high in self-esteem made attributions that were more internal, stable, and higher in personal and lower in external control than did children low in self-esteem. These results provided support for a self-consistency approach to self-esteem.

Sign in / Sign up

Export Citation Format

Share Document