Classroom Racial Proportion: Influence on Self-Concept and Social Competence in Zimbabwean Adolescents

This study aims to examine the play stimulation model to improve children's social competence. The study involved 100 children in the kindergarten age group. The types of play in this study are divided into four games patterns, namely the solitary independent play, parallel play, associative play, and cooperative play. Each play pattern is tested with four dimensions of social competence, which consist of self-concept, ability to manage emotions, prosocial and social-academic behavior. The results of this study indicate that more than 50% of the four dimensions of social competence are effectively stimulated through cooperative play patterns. Cooperative play patterns are effective for stimulating self-concept dimensions (10 of 15 behaviors), emotional management abilities (9 of 18 behaviors), social academics (7 of 15 behaviors), and prosocial behavior (17 of 23 behaviors). The pattern of associative play effectively stimulates the dimensions of self-concept (3 of 15 behaviors), emotional management skills (7 of 18 behaviors), prosocial behavior (4 of 23 behaviors), and social academics (3 of 15 behaviors). The effective parallel play and solitary independent play patterns of each play only stimulate 1 social competence behavior. Keywords: cooperative play, associative play, parralel play, solitary independent play, social Competencies Penelitian ini bertujuan untuk menguji model stimulasi permainan untuk meningkatkan kompetensi sosial anak. Penelitian ini melibatkan 100 anak pada kelompok usia taman kanak-kanak. Jenis permainan pada penelitian ini terbagi ke dalam empat pola permainan, yaitu solitary independent play, parralel play, associative play, dan cooperative play. Setiap pola permainan diujikan dengan empat dimensi kompetensi sosial, yang terdiri dari konsep diri, kemampuan mengelola emosi, perilaku prososial dan sosial-akademik. Hasil penelitian ini menunjukkan bahwa lebih dari 50% empat dimensi kompetensi sosial efektif distimulasi melalui pola permainan cooperative play. Pola permainan cooperative play efektif untuk menstimulasi dimensi konsep diri (10 dari 15 perilaku), kemampan mengelola emosi (9 dari 18 perilaku), sosial akademik (7 dari 15 perilaku), dan perilaku prososial (17 dari 23 perilaku). Pola permainan associative play efektif menstimulasi dimensi konsep diri (3 dari 15 perilaku), kemampuan mengelola emosi (7dari 18 perilaku), perilaku prososial (4 dari 23 perilaku), dan sosial akademik (3 dari 15 perilaku). Pola permainan parralel play dan solitary independent play masing-masing efektif hanya menstimulasi 1 perilaku kompetensi social. Kata Kunci: Anak Usia Dini, Bermain Kooperatif, Bermain Asosiatif, Bermain paralel, Bermain soliter, Kompetensi sosial

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Socijalna kompetencija i antisocijalno ponašanje slijepih učenika i učenika tipičnog razvoja

Hrvatska revija za rehabilitacijska istraživanja ◽

10.31299/hrri.54.1.3 ◽

2018 ◽

Vol 54 (1) ◽

pp. 24-36

Author(s):

Ivana Zečević ◽

Ranka Perućica ◽

Olivera Kalajdžić ◽

Gorica Vuksanović ◽

Andrijana Bakoč ◽

...

Keyword(s):

Social Competence ◽

Negative Correlation ◽

Early Identification ◽

Social Behaviour ◽

Significant Negative Correlation ◽

Self Esteem ◽

Self Concept ◽

Personal Goals ◽

Student Gender ◽

Gender And Age

Social competence is the ability to achieve personal goals while maintaining positive relationships with others. In people with visual impairments, social competence is important for developing a positive self-concept, higher self-esteem, more assertive behaviour and acceptance of one’s own impairment. The aim of this research was to examine social competence, anti-social behaviour and their relationship in blind students (N=30) and sighted students (N=30), as well as relationships of these factors with student gender and age. Students were 12-17 years old. The assessment of social competence and anti-social behaviour was carried out using a scale for the assessment of social behaviour at school, namely the School Social Behaviour Scales (Merrell, 2002). The results showed greater social competence among sighted students, while expression of anti-social behaviour was similar in the two groups. In both groups of students, girls showed greater social competence and exhibited less anti-social behaviour than boys, but there were no differences in terms of age. A significant negative correlation between social competence and anti-social behaviour was observed in both groups. The results indicate the need for early identification and monitoring of possible difficulties, as well as the need to create and implement appropriate measures and interventions to prevent and improve such difficulties.

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Maternal Education and Preacademic Problems as Predictors of Teachers' Ratings and Self-Concept

Perceptual and Motor Skills ◽

10.2466/pms.1989.69.2.607 ◽

1989 ◽

Vol 69 (2) ◽

pp. 607-610 ◽

Cited By ~ 5

Author(s):

Lucy Jane Miller ◽

Peter G. W. Schouten

Keyword(s):

Socioeconomic Status ◽

Social Competence ◽

Maternal Education ◽

Perceived Competence ◽

Self Concept ◽

Multiple Regressions ◽

Preschool Screening ◽

Competence Scale ◽

Child Centered ◽

Self Worth

The Harter Perceived Competence Scale for Children was used to assess teachers' and children's ratings of perceived competence four years after preschool screening. Stepwise multiple regressions showed that maternal education was a significant predictor of teachers' ratings of children's cognitive competence and conduct. Preschool problem/no-problem status was significantly related to teachers' rating in four of five domains but only related to the children's self-concept of social competence and global self-worth. The present findings support the importance of child-centered information versus socioeconomic status as a predictor of future functioning.

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