Social Skills as Predictors of Cognitive Failure, Attention Deficits and Psychological Maladjustment in School Children

2021 ◽  
pp. 140-151
Keyword(s):  
Social Skills ◽  
School Children ◽  
Personality Assessment ◽  
Inverse Correlation ◽  
Self Control ◽  
Attention Deficits ◽  
Hierarchical Regression ◽  
Social Skills Rating System ◽  
Cognitive Failure ◽  
Psychological Maladjustment

Poor social skills are linked with presence of cognitive and attention difficulties as well as poor social functioning and presence of cognition disturbances. Present research aimed to explore poor social skills as predictors of cognitive failure, attention deficits and psychological maladjustment in school children. Sampleincluded 200 students (100 girls & 100 boys) of class 4 & 5 with the meanage= 10.12(SD= 1.37).Social Skills Rating System, The Cognitive Failure Questionnaire, Attention Deficits Questionnaire (child version) and Personality Assessment Questionnaire were used to assess social skills, cognitive failure, attention deficits and psychological adjustment respectively.Results revealed significant inverse correlation of different social skills i.e., assertion, empathy, cooperation and self-control with cognitive failure, attention deficits and psychological maladjustment (p<0.01) Whereas cognitive failure, attention deficits had positive correlation with psychological maladjustment (p<0.01). Hierarchical regression analyses showed social skills deficits emerged as significant predictors of cognitive failures, attention deficits and psychological maladjustment in school children.

scholarly journals Social integration of children with and without ASD in their first school year

2020 ◽  
Vol 11 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Alice Florentina Pruteanu
Keyword(s):  
Social Skills ◽  
Interpersonal Relationships ◽  
Cross Sectional Study ◽  
Psychomotor Development ◽  
Hierarchical Regression ◽  
Developmental Level ◽  
Cross Sectional ◽  
Social Skills Rating System ◽  
School Year ◽  
Children With Asd

The present research presents the results of a cross-sectional study on the relationships among developmental level at the beggining of the first school year, interpersonal relationships, and social abilities at the end of the first school year, in children with and without ASD. The participants were 120 children, 60 diagnosed with ASD and 60 with typical development aged 6 to 7 years, M = 6.27, AS = .20, of which 78 boys (65%) and 42 girls (35%). The instrument used for the measurement of developmental level was Portage Psychomotor Development Scale (Bluma et al., 1976), social skills were measured with 17 items of the Social Skills Rating System (SSRS) (Gresham & Elliott, 1990), and the quality of relationships with others was measured with four items of the Sense of Relatedness Questionnaire (Furrer& Skinner, 2003). Two hierarchical regression analyses were ran, with three steps each. The results showed that child-peer relationship and also child-teacher relationship could diminish the effects of being diagnosed with ASD and also of developmental level on social skills. Practical implications were discussed. Our results support the importance of early interventions for children with ASD as a means to contribute to the developmental level of children with ASD, comparable with children without ASD.

scholarly journals Social integration of children with and without ASD in their first school year

2020 ◽  
Vol 11 (1) ◽  
pp. 4-16
Author(s):  
Alice Florentina Pruteanu
Keyword(s):  
Social Skills ◽  
Interpersonal Relationships ◽  
Cross Sectional Study ◽  
Psychomotor Development ◽  
Hierarchical Regression ◽  
Developmental Level ◽  
Cross Sectional ◽  
Social Skills Rating System ◽  
School Year ◽  
Children With Asd

The present research presents the results of a cross-sectional study on the relationships among developmental level at the beggining of the first school year, interpersonal relationships, and social abilities at the end of the first school year, in children with and without ASD. The participants were 120 children, 60 diagnosed with ASD and 60 with typical development aged 6 to 7 years, M = 6.27, AS = .20, of which 78 boys (65%) and 42 girls (35%). The instrument used for the measurement of developmental level was Portage Psychomotor Development Scale (Bluma et al., 1976), social skills were measured with 17 items of the Social Skills Rating System (SSRS) (Gresham & Elliott, 1990), and the quality of relationships with others was measured with four items of the Sense of Relatedness Questionnaire (Furrer& Skinner, 2003). Two hierarchical regression analyses were ran, with three steps each. The results showed that child-peer relationship and also child-teacher relationship could diminish the effects of being diagnosed with ASD and also of developmental level on social skills. Practical implications were discussed. Our results support the importance of early interventions for children with ASD as a means to contribute to the developmental level of children with ASD, comparable with children without ASD.

scholarly journals Effects of a Preventive Intervention of Emotional Regulation in the School Context

2020 ◽  
Vol 36 ◽  
Author(s):  
Nathalia Santos da Costa Vieira ◽  
Zilda Aparecida Pereira Del Prette ◽  
Amanda Margarida Oliveira ◽  
Denise Fabiane Ribeiro ◽  
Samantha Fernandes Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
Social Skills ◽  
Emotional Regulation ◽  
Preventive Intervention ◽  
Scientific Evidence ◽  
School Achievement ◽  
School Context ◽  
Intervention Group ◽  
Self Control ◽  
Social Skills Rating System

Abstract In early childhood education, socio-emotional learning is not always considered with appropriate planning nor based on scientific evidence. Aiming to analyze impact of an Emotional Regulation (ER) Intervention in school achievement and social skills (SS), fifty-five children from public schools were evaluated by Raven's Coloured Progressive Matrices (CPM), School Achievement Test (TDE) and Social Skills Rating System (SSRS-BR). After nine 50-minute meetings addressing ER strategies, evaluation of SS by the teacher indicated improvement in all aspects of SS in Intervention Group (IG) and worsening of the self-control in Comparison Group (CG). Self-evaluation of SS showed that IG overcame the initial difference in assertiveness and problem avoidance. Results suggest that ER programs can bring benefits to the development of SS.

scholarly journals EFFECTS OF ALCOHOL

2016 ◽  
Vol 23 (06) ◽  
pp. 680-686
Author(s):  
Hira Aziz ◽  
Fauzia Naz
Keyword(s):  
Depressive Symptoms ◽  
Personality Assessment ◽  
Model Fit ◽  
Life Orientation ◽  
Correlational Research ◽  
Cognitive Failures ◽  
Cognitive Failure ◽  
Psychological Maladjustment ◽  
Different Dimensions ◽  
Predictive Relationship

Objectives: The present study examined the effects of alcohol consumptionon cognitive failures, depressive symptoms, pessimism and psychological maladjustmentamong alcoholics. The research further explored predictive relationship between cognitivedisturbances, depressive symptoms, pessimism and psychological maladjustment inalcoholics. Study Design: Between-groups correlational research design. Settings: Lahorecity. Method: A sample of 33 men and 4 women (age: 20-60 years) who were addicted toalcohol were recruited. Equal number of comparison group who do not use alcohol, matchedon age, gender and socioeconomic status were recruited. Cognitive Failure Questionnaire1,Personality Assessment Questionnaire2, Life Orientation Test3 and Centre for EpidemiologicalScale for Depression Scale4 were used as assessment measures. Results: Results of thestudy showed that alcoholics had higher scores on cognitive failures, depressive symptoms,pessimism and psychological maladjustments as compare to the non-alcoholics. There was asignificant predictive relationship between cognitive failures, pessimism, depressive symptomsand psychological maladjustment. Results of AMOS show model fit with cognitive failure,depressive symptoms and pessimism as significant predictors of different dimensions ofpsychological maladjustment among alcoholics.

Why Do Students Bully? An Analysis of Motives Behind Violence in Schools

2014 ◽  
Vol 49 (5) ◽  
pp. 567-587 ◽  
Author(s):  
Julia Fluck
Keyword(s):  
Qualitative Analysis ◽  
School Children ◽  
Peer Pressure ◽  
School Bullying ◽  
Self Control ◽  
Factor Analyses ◽  
Middle School Children ◽  
Confirmatory Factor Analyses ◽  
Five Dimensions ◽  
Confirmatory Factor

Research on school bullying and violence has always been working with taxonomies of bullying to categorize aggressive acts. Researchers distinguish between direct and indirect or between physical, verbal, and relational bullying. Cyberbullying is categorized either by type of action or by type of medium. In this article, we propose another kind of categorization: the taxonomy of reasons. A questionnaire was developed that asks for the five dimensions “instrumental,” “power,” “sadism,” “ideology,” and “revenge.” It was tested with middle-school children in Germany. While bullies claim that their reasons were mostly revenge, victims mostly insinuate sadism and power. Both groups claim that ideology and instrumental violence play a little role. Confirmatory Factor Analyses (CFA) show that at least four of the theoretically proposed dimensions make sense (except instrumentality). A qualitative analysis of open answers shows that for future questionnaires, the taxonomy should include additional dimensions, such as peer pressure and lack of self-control.

English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

2015 ◽  
Vol 117 (7) ◽  
pp. 1-40
Author(s):  
Michael A. Gottfried ◽  
Morgan S. Polikoff
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Fixed Effects ◽  
English Language ◽  
Secondary Data ◽  
Language Learner ◽  
Self Control ◽  
Ell Students ◽  
General Education Classroom

Background/Context Though the development of social skills in kindergarten is critical, a research gap exists in how the context of the general education classroom may influence the social skills outcomes of students with disabilities: None have considered the role of peer effects in this domain. This gap is critical to address, as multiple high-needs groups are increasingly present in the same general education classroom settings. Purpose/Objective This study asks two key research questions: (1) In kindergarten, to what extent do the classroom social skills outcomes of children with disabilities differ based on the number of ELL classmates? (2) In kindergarten, to what extent do the classroom social skills outcomes of ELL students differ based on the number of classmates with disabilities? Population/Participants The data are sourced from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs. This study utilizes data collected at the fall and spring of kindergarten. Research Design This study combines secondary data analyses and quasi-experimental methods. There are three social skills outcomes: (1) approaches to learning, (2) interpersonal skills, and (3) self control. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs multilevel fixed effects modeling. Findings The coefficients indicate that students with disabilities tend to have improved social skills with an increase in the number of ELL classmates. The effects remain significant even after accounting for multiple omitted variable biases. Notably, the reverse relationship does not hold: The number of classmates with disabilities has no significant influence on the outcomes of ELL students. Conclusions/Recommendations This research offers more in-depth insight into how the classroom context and the effects of classmates may have a unique relationship for specific high-needs groups such as students with disabilities—a strand of research in this area that is often overlooked. School practices can thus be guided by determining not simply if one group of students performs better or worse on average, but rather by asking, better or worse for whom in particular?

scholarly journals Facets of Conscientiousness and risk of dementia

2017 ◽  
Vol 48 (6) ◽  
pp. 974-982 ◽  
Author(s):  
A. R. Sutin ◽  
Y. Stephan ◽  
A. Terracciano
Keyword(s):  
Risk Factors ◽  
Cognitive Impairment ◽  
Personality Assessment ◽  
Genetic Risk ◽  
Cox Regression ◽  
Genetic Risk Factors ◽  
Self Control ◽  
Standard Deviation Increase ◽  
Study Participants

BackgroundMultiple studies have found Conscientiousness to be protective against dementia. The purpose of this study is to identify which specific aspects, or facets, of Conscientiousness are most protective against cognitive impairment and whether these associations are moderated by demographic factors and/or genetic risk.MethodsHealth and Retirement Study participants were selected for analysis if they completed the facets of Conscientiousness measure, scored in the range of normal cognitive functioning at the baseline personality assessment, and had at least one follow-up assessment of cognition over the up to 6-year follow-up (N = 11 181). Cox regression was used to test for risk of incident dementia and risk of incident cognitive impairment not dementia (CIND).ResultsOver the follow-up, 278 participants developed dementia and 2186 participants developed CIND. The facet of responsibility had the strongest and most consistent association with dementia risk: every standard deviation increase in this facet was associated with a nearly 35% decreased risk of dementia; self-control and industriousness were also protective. Associations were generally similar when controlling for clinical, behavioral, and genetic risk factors. These three facets were also independent predictors of decreased risk of CIND.ConclusionsThe present research indicates that individuals who see themselves as responsible, able to control their behavior, and hard workers are less likely to develop CIND or dementia and that these associations persist after accounting for some common clinical, behavioral, and genetic risk factors.

scholarly journals A avaliação da competência social: versão portuguesa da forma para professores do SSRS

2002 ◽  
Vol 18 (3) ◽  
pp. 267-274 ◽  
Author(s):  
Marina Serra de Lemos ◽  
Helena Isabel Meneses
Keyword(s):  
Social Skills ◽  
Rating System ◽  
Social Skills Rating System

O trabalho de investigação aqui apresentado teve um duplo objetivo: explorar as dimensões da competência social em crianças portuguesas e adaptar um instrumento de avaliação válido para a investigação e intervenção nesta área e utilizável em contexto escolar. Nesse sentido, o presente estudo examinou a estrutura fatorial e a consistência interna da escala para professores do Social Skills Rating System - nível básico, de Gresham e Elliott (1990) em 342 alunos do 3º e 6º anos de escolaridade. Este instrumento destina-se a avaliar a competência social, baseando-se numa perspectiva multidimensional. Os resultados apóiam uma concepção multifacetada da competência social e são semelhantes aos apresentados em estudos prévios.

scholarly journals Loving God, loving me, loving others, and loving the environment: a sustainability education for elementary school children

2018 ◽  
Vol 74 ◽  
pp. 08006
Author(s):  
Julia Suleeman ◽  
Jeny Tarigan
Keyword(s):  
School Children ◽  
Elementary School Children ◽  
Character Development ◽  
Development Program ◽  
Sustainability Education ◽  
Self Control ◽  
School Staff ◽  
Christian School ◽  
Formal Program ◽  
Classroom Lesson

This paper shows how sustainability education has been embedded as essential part of character development in one Christian school in Klaten, Jawa Tengah since the early 2000s. This has taken place as camps in the school area or live-in experiences in neighboring villages. Gradually, a more formal program as classroom lesson plans were deemed as important until one specific day was then devoted each week for this character development program. To serve this purpose, a general theme of love was chosen that was reflected in loving God, loving oneself, loving others, and loving the enviroment. From here, nine characters were chosen and used to be developed in each grade, from Grade 1 to Grade 6. These nine characters are loving God, compassion, responsibility, self-control, discipline, critical, positive, creative, and efficient. The barriers faced by the school staff and school boards in running this program were regarded as challenges to improve this important program. More importantly, parents are also supportive and acknowledging the advantages of having this program for the holistic development of their children.

scholarly journals Envolvimento parental, competência social e o desempenho acadêmico de escolares

2017 ◽  
Vol 29 (67) ◽  
Author(s):  
Aline Costa Fantinato ◽  
Fabiana Cia
Keyword(s):  
Social Skills ◽  
Rating System ◽  
Social Skills Rating System

Este estudo teve como objetivos comparar a frequência de envolvimento parental, entre pais e mães, e investigar a relação entre a frequência de envolvimento parental, a competência social e o desempenho acadêmico de crianças escolares. Participaram do estudo 12 casais, sendo eles pais de alunos de 2ª série do ensino fundamental, e três professoras dessas crianças. Os casais preencheram o questionário “Avaliação do envolvimento parental” e, para avaliar o repertório de habilidades sociais, os problemas de comportamento e o desempenho acadêmico das crianças, as professoras responderam ao Social Skills Rating System (SSRS – Versão para professores). Foram efetuadas análises estatísticas descritivas, teste-t e de correlação de Pearson. Cinco dos 41 itens avaliados sobre o envolvimento parental as mães realizavam mais frequentemente que os pais. Quanto maior a frequência da participação dos pais nas atividades escolares, culturais e de lazer dos filhos, maior o desempenho acadêmico das crianças. A frequência da participação das mães nas atividades escolares, culturais e de lazer dos filhos estava negativamente correlacionada com o índice de problemas de comportamento externalizantes e positivamente correlacionada com o repertório de habilidades sociais das crianças. Por fim, a comunicação entre mãe e filho estava positivamente correlacionada com o repertório de habilidades sociais das crianças

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