An Adaptation of the Questionnaire for Social Anxiety and Social Competence Deficits (SASKO) for Adolescents and its Evaluation in a German Student Sample

The stereotype content model says that warmth and competence are fundamental dimensions of social judgment. This brief report analyzes the cultural stereotypes of relevant social groups in a German student sample (N = 82). In support of the model, stereotypes of 29 societal groups led to five stable clusters of differing warmth and competence evaluations. As expected, clusters cover all four possible combinations of warmth and competence. The study also reports unique findings for the German context, for example, similarities between the perceptions of Turks and other foreigners. Moreover, it points to different stereotypes of lesbians and gay men.

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The Liebowitz Social Anxiety Scale (LSAS): Psychometric Properties of the Amharic Version in Ethiopian University Student Sample

International Journal of Mental Health and Addiction ◽

10.1007/s11469-020-00475-x ◽

2021 ◽

Author(s):

Aman Sado Elemo ◽

Ayşe Sibel Türküm

Keyword(s):

Social Anxiety ◽

Psychometric Properties ◽

University Student ◽

Anxiety Scale ◽

Student Sample ◽

Liebowitz Social Anxiety Scale

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Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes

Behavior Modification ◽

10.1177/0145445517698654 ◽

2017 ◽

Vol 42 (1) ◽

pp. 84-107 ◽

Cited By ~ 5

Author(s):

Janine P. Stichter ◽

Melissa J. Herzog ◽

Stephen P. Kilgus ◽

Alexander M. Schoemann

Keyword(s):

Social Competence ◽

Cognitive Abilities ◽

Rating Scales ◽

Multilevel Models ◽

Teacher Behavior ◽

Significant Degree ◽

Multiple Time ◽

Post Intervention ◽

The Social ◽

Social Competence Deficits

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents’ (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the social competence needs of early adolescents (i.e., age 11-14 years) identified as having scholastic potential but experiencing significant social competence deficits. Given the importance of establishing intervention efficacy, the current paper highlights the results from a four-year cluster randomized trial (CRT) to examine the efficacy of SCI-A (n = 146 students) relative to Business As Usual (n = 123 students) school-based programming. Educational personnel delivered all programming including both intervention and BAU conditions. Student functioning was assessed across multiple time points, including pre-, mid-, and post-intervention. Outcomes of interest included social competence behaviors, which were assessed via both systematic direct observation and teacher behavior rating scales. Data were analyzed using multilevel models, with students nested within schools. Results suggested after controlling for baseline behavior and student IQ, BAU and SCI students differed to a statistically significant degree across multiple indicators of social performance. Further consideration of standardized mean difference effect sizes revealed these between-group differences to be representative of medium effects (d > .50). Such outcomes pertained to student (a) awareness of social cues and information, and (b) capacity to appropriately interact with teachers and peers. The need for additional power and the investigation of potential moderators and mediators of social competence effectiveness are explored.

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Personality Traits and Motivational Traits as Predictors of Social Competence. Implication for Occupational Selection Process

Kwartalnik Ekonomistów i Menedżerów ◽

10.5604/01.3001.0009.5542 ◽

2011 ◽

Vol 22 (4) ◽

pp. 111-126

Author(s):

Paweł Smółka ◽

Michał Szulawski

Keyword(s):

Social Anxiety ◽

Social Competence ◽

Personality Traits ◽

Selection Process ◽

Original Study ◽

Social Situations ◽

Occupational Selection ◽

Social Exposure

The paper presents original study and its findings concerning the possibility of using personality traits and motivational traits as predictors of social competence. According to the findings, motivational traits, including social anxiety and managerial and organisational interests, correlate highly with social competence in situations of social exposure and requiring self-assertion. Hence, motivational traits are highly useful predictors of social competence in both types of social situations. Moreover empirical findings point out that in order to increase the accuracy of estimating social competence both personality traits and motivational traits should be considered. Measurement of both traits estimates the level of social competence more accurately than the measurement of personality traits. Implication for occupational selection is discussed.

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Examining the Concurrent Criterion-Related Validity of Direct Behavior Rating–Single Item Scales With Students With Social Competence Deficits

Assessment for Effective Intervention ◽

10.1177/1534508417749873 ◽

2018 ◽

Vol 44 (2) ◽

pp. 123-134

Author(s):

Stephen P. Kilgus ◽

T. Chris Riley-Tillman ◽

Janine P. Stichter ◽

Alexander M. Schoemann ◽

Sarah Owens

Keyword(s):

Social Competence ◽

General Education ◽

Progress Monitoring ◽

Behavior Rating ◽

Single Item ◽

Time Points ◽

Target Behaviors ◽

General Education Setting ◽

Direct Behavior Rating ◽

Social Competence Deficits

A line of research has supported the development and validation of Direct Behavior Rating–Single Item Scales (DBR-SIS) for use in progress monitoring. Yet, this research was largely conducted within the general education setting with typically developing children. It is unknown whether the tool may be defensibly used with students exhibiting more substantial concerns, including students with social competence difficulties. The purpose of this investigation was to examine the concurrent validity of DBR-SIS in a middle school sample of students exhibiting substantial social competence concerns ( n = 58). Students were assessed using both DBR-SIS and systematic direct observation (SDO) across three target behaviors. Each student was enrolled in one of two interventions: the Social Competence Intervention or a business-as-usual control condition. Students were assessed across three time points, including baseline, mid-intervention, and postintervention. A review of across-time correlations indicated small to moderate correlations between DBR-SIS and SDO data ( r = .25–.45). Results further suggested that the relationships between DBR-SIS and SDO targets were small to large at baseline. Correlations attenuated over time, though differences across time points were not statistically significant. This was with the exception of academic engagement correlations, which remained moderate–high across all time points.

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Evaluation of the Factor Structure and Content Specificity of the Interpretation Bias Task (IBT)

Cognitive Therapy and Research ◽

10.1007/s10608-020-10138-9 ◽

2020 ◽

Vol 44 (6) ◽

pp. 1213-1224 ◽

Cited By ~ 1

Author(s):

Frederick H. F. Chan ◽

Keisuke Takano ◽

Jennifer Y. F. Lau ◽

Tom J. Barry

Keyword(s):

Social Anxiety ◽

Factor Structure ◽

Community Sample ◽

Health Anxiety ◽

Social Rejection ◽

Interpretation Bias ◽

Student Sample ◽

Interpretation Biases ◽

Content Specificity ◽

And Performance

Abstract Background Theories suggest that interpretation biases play a role in the aetiology of a range of psychopathology including depression, anxiety and psychosis. We evaluate the psychometric properties of an adapted version of an ambiguous scenario task (i.e., Interpretation Bias Task [IBT]) that assesses benign and negative interpretations in four domains: immediate bodily injury; long-term illness; social rejection; and, performance failure. Methods The factor structure of the IBT was evaluated in a student sample (N = 237) in Study 1, and subsequently confirmed in a community sample with a wider age range (N = 1103) in Study 2. Correlations between interpretation biases and health and social anxiety symptoms were tested in both studies. Results The four IBT domains were differentiable and each was represented by two factors (i.e., benign vs. negative). In Study 1, higher health anxiety was characterised by fewer benign interpretations for injury- and illness-related scenarios, whereas higher social anxiety was associated with more negative and fewer benign interpretations for social rejection and performance failure scenarios. Correlational results were replicated in Study 2 for social anxiety, but not health anxiety. Conclusions The IBT is suitable for measuring interpretation biases in Asian adults. The content specificity of interpretation biases was partially supported.

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