"Measurement of two social competence aspects in middle childhood": Correction to Rydell et al. (1997).

Reports an error in "Measurement of two social competence aspects in middle childhood" by Ann-Margret Rydell, Berit Hagekull and Gunilla Bohlin (Developmental Psychology, 1997[Sep], Vol 33[5], 824-833). On page 825, Method section, 4th paragraph, line 2, the sentence incorrectly reads, "The county sample consisted of 423 children (M =8 years 5 months, SD =3 years 3 months), constituting 71% of a randomly selected sample of children born in 1986 and living in a county in the middle of Sweden." The correct standard deviation in age in the county sample is 3 months. (The following abstract of the original article appeared in record 1998-00632-009.) The psychometric properties of a rating measure for parents and teachers for social competence, conceptualized as social skills and behaviors, were studied. The rating measure was constructed from factor analyses on 4 samples of school-age children. Factor analyses identified 2 moderately correlated competence aspects, valid for both sexes and for children from varying socioeconomic backgrounds. The first factor, Prosocial Orientation, captured a style promoting positive social interactions; the second factor, Social Initiative, described initiative as opposed to withdrawal in social situations. Scales based on the 2 factors showed reliability in internal consistency and stability across 1 year, validity in interrater agreement concurrently and across 1 year, correspondence with observed peer behavior, and the capacity to discriminate between children of different peer status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of social and academic competence to depressive symptoms in childhood.

Relation of depressive symptoms to social and academic competence was examined in 750 4th-grade students. Self-report, peer-nomination, and teacher-rating measures of all 3 constructs were obtained. The multitrait-multimethod data were examined with confirmatory factor analysis and multivariate analysis of variance (MANOVA). Stronger correlations than have previously been reported were found between depressive symptoms and both kinds of competence. Social and academic incompetence had an additive effect on depressive symptoms. Children who were both socially and academically less competent had more symptoms of depression than children who had only 1 problem area. Children with only 1 problem area had more symptoms of depression than did children who were neither socially nor academically less competent. Gender differences in other-rated measures of competence were also evident. Implications for a competency-based model of depression are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Premorbid social competence construct generalizability across ethnic groups: Path analyses with two premorbid social competence components.

Studied the stability across ethnic groups of interrelations among 5 variables (education, age at 1st psychiatric hospitalization, current age, alcoholism symptom severity, and behavioral adjustment while hospitalized) using path analysis. 24 male Mexican Americans, mean age 39.8 yrs, and 24 male Anglo Americans, mean age 47.1 yrs, were studied. Behavioral adjustment was determined with the MACC Behavioral Adjustment Scale. Certain findings involving 4 variables were consistent with theoretical expectations for the Anglo-American group but were reversed in the Mexican-American group. Methodological and theoretical implications are presented. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of childhood social competence, adult premorbid competence, and psychiatric outcome in three schizophrenic subtypes.

Used school records covering Kindergarten–Grade 12 and hospital records to examine childhood social competence, adult premorbid competence, and psychiatric outcome in adult schizoaffective, paranoid, and undifferentiated schizophrenics. 58 Ss were taken from a computer list of patients aged 15–34 yrs who were first admitted to any inpatient psychiatric facility in Massachusetts during 1958–1964 and who received a hospital diagnosis of schizophrenia. There was a significant difference in childhood interpersonal competence and adult social competence (especially marital status) among the subtypes. Adult schizoaffectives exhibited the highest level of social competence; undifferentiated, the lowest level; and paranoids were intermediate between the two. There was a significant Sex-by-subtype effect on the length of first hospitalization. Schizoaffectives had the shortest hospitalization among male subtypes, whereas they had the longest hospitalization among female subtypes. Subtypes did not differ in outcome as measured by total days of hospitalization and a global outcome rating. Results reflect longitudinally consistent subtype differences in social competence, a finding consistent with developmental views of schizophrenic subtypes. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

IQ, social competence, and evaluation of early childhood intervention programs.

The IQ score has been the most frequently utilized outcome measure in evaluations of early childhood intervention programs. Reasons for the popularity of the IQ as an assessment tool are discussed, and problems raised by employing the IQ in this manner are noted. The importance of accurate outcome evaluation of programs with clearly defined goals is related to both the social science and policy-making arenas. The authors argue that social competence, rather than IQ, should be the primary measure of the success of intervention efforts. Difficulties in defining and assessing social competence are discussed. An index of social competence is suggested that includes measures of physical health, IQ, school achievement, certain motivational and emotional variables, and such molar social expectancy variables as school attendance and incidence of juvenile delinquency. (59 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental aspects of gender role flexibility and traditionality in middle childhood and adolescence.

Explored developmental patterns of gender traditionality and flexibility in 479 Ss across middle childhood and early and late adolescence and assessed the correlates of gender flexibility at these 3 developmental periods. Gender flexibility was differentiated into 2 dependent variables: self-related gender preferences and attitudes toward others. Varying theoretical developmental trends have been posited with regard to gender flexibility, but relationships obtained between age and gender flexibility were mostly positive. Several negative relationships, however, underscored the complexity of gender-related responses. Most variables assessed contributed significantly and cumulatively to the prediction of gender flexibility; socialization variables proved to be the strongest predictors of all 3 developmental levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acquaintanceship in middle childhood.

The purpose of this study was to examine the effects of acquaintanceship on school-age children's interactions. On the basis of Altman and Taylor's (1973) theory, four specific components were examined: (a) information exchange, (b) engagement in mutual activities, (c) negative evaluations of the other, and (d) efforts to direct the other's behavior. Forty dyads of acquainted and unacquainted, same-sex, third-grade children were observed interacting in an experimental laboratory. Unacquainted girls were found to engage in more information exchange than acquainted girls, but boys in the two conditions did not differ. Acquainted children showed some signs of engaging in mutual activities more often than unacquainted children. Negative evaluations (refusing to comply or expressing disapproval of the other) were made more often by children in the acquainted condition than by those in the unacquainted condition. Finally, the differences between the two conditions were usually found on self-report measures as well as on the measures of conversations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Premorbid social competence in schizophrenia.

Investigated the interrelations between premorbid social competence, role orientation as expressed in symptomatology, and paranoid-nonparanoid status in 37 male schizophrenics. Ss with relatively high premorbid social competence displayed a symptom picture characterized by turning against the self. Paranoid-nonparanoid status was found to be related neither to premorbid social competence nor to role orientation. The similarities and discrepancies between the findings of this and earlier studies are discussed. (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial identity, social context, and race-related social cognition in African Americans during middle childhood.

This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations). Expectations of racial discrimination were assessed using vignettes of cross-race social situations involving an African American child in a social interaction with European Americans. There were 3 major findings. First, expectations for discrimination declined slightly from 3rd to 5th grade. Second, although racial composition of children's classrooms, number of European American friends, gender, and family poverty status were largely unrelated to social expectations, having more African American friends was associated with expecting more discrimination in cross-racial interactions from 3rd to 5th grade. Third, increases in racial centrality were related to increases in discrimination expectations, and increases in public regard were associated with decreases in discrimination expectations. These data suggest that as early as 3rd grade, children are forming attitudes about their racial group that have implications for their cross-race social interactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of social competence to scores on two scales of psychosis proneness.

Predicted that college students who were high on physical anhedonia and perceptual aberration would have poor social competence. The prediction followed from clinical reports that these characteristics are found in psychosis-prone individuals, a group also described as having poor social competence. Anhedonia and perceptual aberration were measured by the true–false scales of L. J. Chapman et al (1976), and social competence was measured by the Interpersonal Behavior Role-Playing Test (J. B. Goldsmith and R. M. McFall, 1975). The 16 anhedonic Ss were less socially skilled than the 19 control Ss (p?     

Heterogeneity among peer-rejected boys across middle childhood: Developmental pathways of social behavior.

The purpose of this longitudinal study was to identify subgroups of rejected boys with different developmental pathways of aggression and prosocial behavior across the elementary school years. Peer, teacher, and parent reports and behavior observations yielded composite scores for aggression and prosocial behavior at 3 measurement waves. A cluster analysis with these composites on 87 initially rejected boys identified 4 subgroups with different developmental pathways of prosocial behavior and aggression that were associated with different patterns of sociometric acceptance and rejection over time and with social emotional adjustment in the last measurement wave. Changes in acceptance and rejection tend to precede changes in aggression and prosocial behavior. Cluster differences on social emotional adjustment indicators converged into 1 moderately discriminating factor, Social Maladaptation in Peer-Oriented Behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinants of social competence in Swedish preschoolers.

One hundred forty firstborn Swedish children, averaging 16 months of age initially, participated in the study. All were on the waiting lists for child-care centers. Parents were interviewed about demographic variables, social support, and child temperament, the quality of home care was assessed, and children were observed interacting at home with familiar peers. Fifty-three children were then admitted to center day care, 33 were offered places in family day-care facilities, and 54 remained at home with their parents. Shortly after enrollment and again 1 year later, the quality of alternative care was assessed. In follow-up assessments 1 year after the initial interviews and observations, peer social skills, sociability with strange adults, and child personality (as rated by parents and care providers) were assessed. Type and quality of nonfamilial child care had no significant effect on these aspects of child development. The major determinants of personality maturity were background variables: High family socioeconomic status, high quality of home care, and easy temperament facilitated personality maturity. Availability of support from maternal grandparents had a smaller but significant effect. Prior social skills and age were the best predictors of peer social skills evidenced on the posttest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of social fantasy play to social competence in preschoolers.

Examined the relation of social fantasy play to several indices of social competence in 91 preschoolers, aged 35–69 mo, enrolled in daycare centers. Naturalistic observations of the frequency and complexity of social fantasy play during free-play periods were collected. Competence measures included teacher ratings of social competence, popularity, social role-taking skills, and observations of social behavior. Multiple regression procedures were used to analyze the prediction of social competence from the fantasy measures, independent of age, sex, IQ, and frequency of social activity. Results indicate that the amount and complexity of fantasy play significantly predicted 4 of the competence measures: teacher rating of peer social skill, popularity, affective role taking, and a behavioral summary score reflecting positive social activity. Fantasy play was also more positive, sustained, and group oriented than was nonfantasy play. Implications of these findings on the role of fantasy play and peer–peer activity in social-skill acquisition are discussed. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward the assessment of social competence.

Describes 2 studies with 161 undergraduates (69 controls) directed toward development and validation of a self-report measure of social competence in dating and assertion situations. An 18-item questionnaire consisting of items that assessed the likelihood of certain specific behaviors occurring and the degree of discomfort and expected incompetence in specific situations was derived. This questionnaire discriminated between client and normal populations and between clients with dating and assertion problems, has psychometric properties of reliability and validity, and measures differential improvement following a variety of 3-wk intervention programs. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social cognition and social competence in adolescence.

Investigated whether social cognition is related to effective social behavior, using 2 samples of 9th and 12th graders as Ss. Social competence was defined as the attainment of relevant social goals in specified social contexts, using appropriate means and resulting in positive development. The social goal chosen was being able to behave effectively in challenging social situations involving salient social objects. Nine measures of social cognition and 4 other measures were used to predict 4 measures of social competence, each dealing with performance in specific challenging social situations. Taken together, these predictors accounted for a large proportion of variance in social competence, especially when a composite criterion was used. Significant age and sex differences were obtained for many of the predictor and criterion variables, and there also appeared to be important developmental differences in the validity of social competence judgments. Factor analysis results suggested that social competence represents a domain of human functioning that is at least partly distinguishable from a cognitive or general competence domain. These results were substantially replicated in a 2nd sample. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of social competence in borderline essestial hypertension.

Examined the social competence of 22 male borderline hypertensives (aged 19–45 yrs) in relation to cardiovascular responsivity to a behavioral role-play test (RPT) of assertiveness. Ss were divided into 2 groups: one group experienced large increases in pulse pressure (PP) in response to social challenge (Group 1), while the other group showed small changes in PP (relatively equal rises in systolic and diastolic blood pressure) under the same stimulus condition (Group 2). These differential group patterns of cardiovascular response were specific to interpersonal stressors because the groups did not differ in reactivity to cognitive challenges. Group 2 Ss evidenced unassertive responding on a role-play test of negative assertion and were rated by significant others as the least socially competent as compared to normotensive controls (who received the highest social competence ratings) and Ss in Group 1. Group 1 Ss responded in an inappropriately assertive fashion on the RPT and had shorter response latencies during the RPT than Ss in Group 2, suggesting that Ss in Group 2 had greater levels of interpersonal anxiety. Findings indicate that hostile inappropriate assertiveness and inappropriate submissiveness may be associated with hypertension. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains.

The purpose of this study was to document gender differences in children's competence and value beliefs (N =514) from the 1st through 12th grades and to investigate the relation of these trends to initial differences in parents' perceptions of children's ability. Six separate growth models were tested: math competence, math interest, math importance, sports competence, sports interest, and sports importance. Across all 6 models, children's self-perceptions declined from 1st grade to 12th grade. Gender differences in competence and value beliefs were found. The gap between boys' and girls' competence beliefs decreased over time. In addition, parents' initial ratings of children's ability helped to explain mean level differences and variations in the rate of change in children's beliefs over time, with the effect being strongest in the sports models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Support for school-based social competence promotion.

Notes omissions from the February 1989 special issue of American Psychologist on children and their development. Insufficient attention was paid to (1) the prevention of dysfunctional health-compromising behaviors through the promotion of children's social competence and (2) schools as a primary arena in which such research is conducted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotion recognition and social competence in chronic schizophrenia.

This study evaluated (a) whether chronic, medicated schizophrenia patients show deficits in emotion recognition compared to nonpatients, and (b) whether deficits in emotion recognition are related to poorer social competence. Two emotion recognition tests developed by S. L. Kerr and J. M. Neale (1993) and Benton's Test of Facial Recognition (A. Benton, M. VanAllen, K. Hamsher, & H. Levin, 1978) were given to patients with chronic schizophrenia and nonpatient controls. Patients' social skills, social adjustment, and symptomatology were assessed. Like Kerr and Neale's unmedicated patients, these patients performed worse than controls on both emotion recognition tests and the control test. For patients, facial perception was related to the chronicity of illness and social competence. Chronicity of illness may contribute to face perception deficits in schizophrenia, which may affect social competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social worlds of childhood.

Discusses both intrasystem dynamics in the socialization of the child and intersystem dependencies. Childhood socialization occurs in the form of reciprocal causalities within conjunctive social systems. The parent–child system, especially mother–child relations, produces an affective and instrumental base from which the young child can explore the wider social world without undue stress. Exploration brings the child into contact with other children and results in the acquisition of unique attitudes and affects. In addition, parents "manage" the social lives of their children directly, thereby extending the child's contacts with other children. In these ways, the family system is linked conjunctively to peer relations in the growth of the social competence. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)