Childhood competence and depression.

Examined whether children with both academic and social skill deficiencies have higher levels of peer-nominated and self-ratings of depression than their more competent peers and whether depression levels can distinguish academically skilled children from socially skilled ones. Objective measures of academic and social competence classified 169 3rd–6th grade children as competent (above the median on both measures), incompetent (below on both), academically skilled (above only on academic competence), or socially skilled (above only on social competence). Children completed the Perceived Competence Scale for Children, Children's Depression Inventory, and a peer nomination inventory of depression. Results demonstrate information about academic and social competence best predicted Ss' depression. Peer-nominated and self-rated depression were highest among incompetent Ss and lowest among competent Ss. Peer-nominated happiness was higher among the socially skilled than among the academically skilled. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kindergarten children's emotion competence as a predictor of their academic competence in first grade.

This study examined the relation between emotion competence and academic competence and three potential mediators of this relation. In kindergarten, 193 children from elementary schools serving urban, minority, and low income students participated in an emotion competence assessment, and 142 of these children completed a follow-up assessment in first grade. The relation between teacher ratings of emotion regulation and academic competence was primarily indirect through the effect of emotion regulation on teacher ratings of attention. Peer acceptance and teacher closeness did not mediate the relations between emotion competence and academic competence. Results highlight the potential benefits of early emotion-centered prevention programs and the need to identify children with attention problems as early as possible to prevent academic difficulties. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's use of dispositions to predict classmates' behavior.

Kindergartners, 3rd, and 6th graders chose classmates whom they would and would not like to have on their team for an academic contest and as playmates. Ss also rated their classmates on likableness and academic ability. At all ages, children's choices for the academic competition and the play situation were significantly associated with their ratings of their classmates' academic and social competence, respectively. Ss typically referred to academic abilities to explain their teammate choices for the academic contest and to social competence or friendship to explain playmate choices. Questions about the stability of classmates' academic and social competencies revealed that not until 6th grade did Ss indicate that there are limits in the degree to which academic and social competencies could improve with effort. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kindergarten competencies as predictors of third-grade classroom behavior and achievement.

To investigate the relationships between preschool competencies and later academic functioning, multiple regression analyses were conducted using kindergarten intellectual, academic, and social variables (Stanford-Binet Intelligence Scale, Wide Range Achievement Test, teacher ratings of academic readiness, and the Sells Teacher Rating Scale of Peer Relations) to predict 3rd-grade classroom behavior and achievement. A random sample (n?=?50) of 184 3rd-grade children evaluated during the 1973–1974 kindergarten year and a 2nd sample (n?=?49) with additional Time 1 social and background variables were included. Ss were observed in classrooms and administered achievement tests during the 1976–1977 school year. Results indicate that kindergarten social and academic competencies typically entered as optimal predictors of later achievement-related behaviors and achievement. A social competence measure of initiative was a particularly successful predictor of achievement. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Profiles of peer competence in the preschool: Interrelations between measures, influence of social ecology, and relation to attachment history.

40 4–5 yr old first born Ss in 2 preschool groups, differing markedly in terms of classroom ecology, were observed throughout a school year. Peer competence was assessed via teacher rankings of social competence, peer sociometrics, and behavioral measures of social participation, attention structure, and social dominance. Rates of positive and negative affect, affiliation, leadership, assertiveness, and aggression were also recorded. Results show that individual rates of affective expression and social behavior were temporally stable and consistent across contexts for both classes. Teacher judgments and peer sociometrics were more robust with respect to the behavioral ecologies of the 2 classes and most consistently related to external criteria. Two dimensions of peer competence were evident: (1) an affiliative dimension characterized by emotional warmth, social maturity, and peer popularity and (2) a power dimension involving positive and negative affect and high peer status. Ss with secure attachment histories were higher on affiliative dimension, while anxious-resistant Ss were lowest in peer status. Definitions of behavior and response categories are appended. (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)     

Correlates of social status among mildly handicapped learners in self-contained special classes.

Studied the contributions of perceived cognitive competence and misbehavior to the variance in the sociometric status of 222 educable mentally retarded (EMR) and 65 educationally handicapped (EH) children in self-contained special classes. Teachers and peers rated Ss on academic competence and misbehavior. Results indicate that the combined teacher ratings of these 2 dimensions accounted for the most variance in both acceptance and rejection of EMR Ss, whereas ratings of academic competence were associated with both acceptance and rejection of EH Ss. Results are discussed in terms of differential factors associated with social status of mildly handicapped learners in special classes vs regular classes. In addition, the data suggest the importance of differences in the characteristics of children doing the rating of both independent and dependent variables. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relation between values and social competence in early adolescence.

Examined relationships between the social competence of early adolescents, as viewed by different reference groups, and the values adolescents place on controversial social behaviors. Assessed social competence for 65 seventh- and eight-graders with self-ratings of perceived competence, peer sociometric status ratings, teacher ratings, and academic achievement tests. Ss also completed an inventory assessing their values toward controversial social behaviors. A factor reflecting adolescents' valuing of direct, constructive communication in social interactions was positively related to competence with all reference groups. However, a factor that reflected valuing conforming to adult norms was negatively related to status with peers but positively related to teacher ratings of competence. The role of social values in the developmental task of achieving autonomy in interactions with adults while maintaining positive social relationships with peers and adults is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Les enfants anxieux-isolés sont-ils inhibés dans un contexte de nouveauté sociale?

Studied correlations between social behaviors in nursery school and social behaviors in novel situations to test genetic vs environmental theories of social withdrawal in early childhood. Ss were 30 preschool children (mean age 46 mo) of average social competence, 30 socially competent preschool children (mean age 47 mo), 30 aggressive-irritable preschool children (mean age 46 mo), and 28 anxious-withdrawn preschool children (mean age 45 mo). Ss were assigned to their respective groups on the basis of socioaffective ratings provided by their nursery school teachers. Each S's social behaviors were observed in 2 novel situations involving the S's own mother as well as another mother–child dyad. Intergroup differences in measures of sociability vs social inhibition were analyzed, and the effects of the mother's behaviors toward her child were determined. A French version of the Preschool Socioaffective Profile (P. J. LaFrenière et al, 1990) was used. (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concurrent validity of the internalizing and externalizing profile patterns of the Achenbach Child Behavior Checklist.

Explored the concurrent validity of the Child Behavior Checklist (CBCL), using 163 6–11 yr old consecutive referrals to a child psychiatry outpatient department. Ss were administered a battery of psychological tests aimed at measuring cognitive (short form of the WISC—R and the Wide Range Achievement Test), personality (the Nowicki-Strickland Locus of Control Scale for Children and a measure of egocentrism), and social functioning (Piers-Harris Self-Concept Scale and a measure of coping). Using the computerized classification of the CBCL, Ss in the optimal range and those with mixed profiles and high and low scores were determined. Parent and teacher ratings of pathology and competence were also obtained. Results indicate that CBCL internalizers were favored on a number of measures of adaptation when compared with CBCL externalizers, which is consistent with a wider literature on internalizing–externalizing syndrome types indicating that internalizers are generally more competent than are externalizers. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Initial sociometric impressions of attention-deficit hyperactivity disorder and comparison boys: Predictions from social behaviors and from nonbehavioral variables.

Compared the influence of naturalistic social behaviors and nonbehavioral variables on the development of peer status in 49 previously unfamiliar boys, aged 6–12 yrs. 25 boys with attention deficit hyperactivity disorder (ADHD) and 24 comparison boys participated. Physical attractiveness, motor competence, intelligence, and academic achievement constituted the nonbehavioral variables; social behaviors included noncompliance, aggression, prosocial actions, and isolation, measured by live observations of classroom and playground interactions. As early as the first day of interaction, ADHD and comparison Ss displayed differences in social behaviors, and the ADHD Ss were overwhelmingly rejected. Whereas prosocial behavior independently predicted friendship ratings during the 1st wk, the magnitude of prediction was small. In contrast, the Ss' aggression (or noncompliance) strongly predicted negative nominations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correlates of competence in a child psychiatric population.

This study examined the relation between individual and composite measures of child competence with family background and adult ratings of psychopathology. A battery of psychological tests, generally considered to reflect competent functioning, was administered to 180 children, aged 6–12 years, who were consecutively referred to a psychiatric outpatient clinic. Generally, children who scored high on a composite competence index were rated by parents and teachers as showing fewer problems, which is consistent with observations in nonclinical samples. Moreover, analysis of the composite competence index supported the view that children with even a moderate degree of competence have an advantage. Two findings of this study differed from those observed in nonclinical samples. First, a composite measure of child competence was more likely than single measures to be related to parent and teacher ratings of competence and problems. Second, girls were generally less competent than boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social support as an individual difference variable: Its stability, origins, and relational aspects.

Investigated the stability of social support indices, the relation between these indices and measures of parental bonding, and the relation between the indices and ratings of social behavior. In Exp I, 76 undergraduates responded to a social support questionnaire (SSQ) several times at 5- and 36-mo follow-ups. Exp II partially replicated Exp I with 251 Ss, and it investigated the relation between the SSQ and a parental bonding instrument. In Exp III, 160 Ss rated videotapes of persons with different levels of social support and scored them with regard to indices of personal effectiveness. The studies demonstrate that social support levels are stable over periods up to 3 yrs. They also showed that Ss high in social support reported having received more parental care (affection, interest, empathy) than did those low in social support. High social support Ss were judged by observers to be more competent leaders and problem solvers than were low-support Ss. Female Ss were judged to be more considerate and friendly than male Ss. Results suggest the value of conceptualizing social support as an individual difference variable as well as an environmental provision. (29 ref) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Development and validation of the Preschool Socioaffective Profile.

Analyses of the Preschool Socioaffective Profile (PSP) using 608 preschoolers revealed high internal consistency, interrater reliability, and stability for the 8 10-item scales and identified 3 coherent factors representing externalizing and internalizing behavior problems and social competence. Boys scored higher than girls on externalizing measures, but not on internalizing measures, which were largely orthogonal. PSP scores were correlated with Child Behavior Checklist teacher ratings, and each scale was found to differentiate a clinical sample from the complete sample. Using a typological approach, the anxious–withdrawn group was found to be the least interactive with peers; the angry–aggressive group, the most interactive and most rejected; and the competent group, highest in sociometric status. Finally, substantial coherence was reported between laboratory observations of mother–child interaction and PSP classification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The generalization of the effects of agreement and correctness on relative competence mediating conformity.

Presented a social communication task to 215 Canadian high school students (Grades 8-13). Results show that correctness and group agreement interacted with grade level, producing varying degrees of perceived competence relative to a simulated group. For Ss in Grades 8-10 only, the experimental manipulation of relative competence influenced conformity; Ss who were told that they were more competent than the group conformed less than those who were told that they were either less competent than or as competent as the group. Ss who perceived themselves to be more competent than the group also conformed less. Other findings are that: (a) females showed significantly higher conformity, (b) Ss in Grades 11-13 indicated more suspicion and awareness of the possibility of deception, and (c) no differences in conformity existed between suspicious and nonsuspicious Ss. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social competence as a process-reactive dimension with schizophrenics, alcoholics, and normals.

Investigated the effect of the level of social competence on the performance of a paired discrimination task involving social censure cues for groups of male hospitalized schizophrenics, alcoholics, and normals. Previous studies finding differences between process and reactive schizophrenics had not controlled for the social competence level of the normal controls. 24 Ss from each diagnostic category were divided equally among groups of low, middle, and high social competence levels. Low social competence Ss discriminated maternal censure stimuli more poorly than middle or high socially competent groups. Psychiatric diagnosis had no significant effect on performance. Results do not support the social censure theory of schizophrenia and suggest that there has been confounding between social competence level and diagnosis in previous process-reactive research. (18 ref) (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)     

Minors' attitudes and competence toward participation in psychoeducational decisions.

27 7–23 yr olds, 33 14–25 yr olds, and 21 16–20 yr olds enrolled in a university-based day-school program for children with learning and related behavior problems were given a choice about participating in decisions about their subsequent placements. Ss were also offered instructions on how to prepare for participating in the decision process. Structured questions and ratings of observed behavior were used to measure Ss' current and subsequent interest in participation, perspective of competence to participate, interest in instruction to increase competence, expectations, actual participation, and judgments of outcome. Findings were similar to those found in a previous study by the present authors (see record 1984-16316-001). A high proportion of Ss wanted to participate, perceived themselves as competent to do so, knew what outcomes they wanted, followed through, and judged their involvement as effective. Most Ss were interested in improving skills related to such participation. Adults involved (6 teachers, 76 parents, and 4 school psychologists) rated the participation of Ss as effective. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and maltreatment as predictors of social competence and social problem-solving skills in school-age children

Childhood depression and child maltreatment have been shown to be important predictors of childhood adjustment problems, including difficulties in the spheres of home, school, and peer relationships. In this study, depression and maltreatment were used to predict social competence and social problem-solving skills, as rated by self, parent, and teacher. The total sample contained 68 children (35 girls, 33 boys), most of whom were at high-risk either due to poverty, physical abuse and neglect (as determined by substantiated Protective Services reports), or exposure to negative life events. Hierarchical multivariate regression analyses were used to identify the contribution of depression and maltreatment to social competence and social problem-solving skills. Depression predicted parents' and teachers' ratings of social competence and parents' ratings of peer rejection. Additionally, depression predicted children's ratings of social competence and both measures of social problem-solving skills. Maltreatment predicted parents' and teachers' ratings of social competence. Gender predicted teachers' ratings of peer rejection and social competence. An additive effect of depression and maltreatment was found such that children who are depressed and maltreated have the lowest social competence as rated by parents and teachers. These children are, therefore, doubly at risk for problems in future relationships.     

Distributive justice development and social class.

Two studies assessed distributive justice development in lower- and middle-class children attending social-class-integrated schools. In Exp I, 28 middle- and 28 lower-class (MC and LC) White children from kindergarten and Grade 3 were given the Distributive Justice Scale and a vocabulary test. Results show that regardless of grade, LC Ss lagged behind MC Ss in distributive justice development, even when vocabulary was controlled. In Exp II, 32 MC and 32 LC Black Ss from kindergarten and Grade 3 were given the same measures plus sociometric peer ratings. Results replicated those of Exp I. Peer ratings indicate that LC Ss were chosen most often for negative sociometric questions. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)