A dimensional approach to the assessment of social competence in boys.

Mothers of 93 7–11 yr old boys seeking treatment for their sons' peer relationship problems completed the Child Behavior Checklist (CBCL). Factor analysis was used to identify subscales that tap social competence within the CBCL, the Social Skills Rating System for parents, and the Pupil Evaluation Inventory for teachers. Among the CBCL scales, only the Social Withdrawal scale and 1 Social Competence subscale tapped a Social Competence factor in common with Social Competence subscales from the other instruments. Combinations of CBCL scales resulted in improved classification of social competence over base rates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structure and validity of parent and teacher perceptions of children's competence: A multitrait–multimethod–multigroup investigation.

Parents and teachers completed their respective versions of S. Harter's ( 1985b) Rating Scale of Children's Actual Behavior to assess 5 domains of competence in 321 3rd- and 403 6th-grade children. Peers completed a peer nomination index of multiple competencies. Confirmatory factor analyses revealed 5 factors in both the teacher and parent scales: Academic Competence, Social Acceptance, Athletic Competence, Physical Appearance, and Behavioral Conduct. Two higher order factors also emerged: a Well-Behaved/Good Student factor and an Athletic/Attractive/Popular factor. All 5 subscales of the teacher and parent scales manifested a high degree of discriminant validity. Significant levels of convergent validity emerged for most of these subscales. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Common dimensions in the assessment of competence in school-aged girls.

In this research we investigate the competence construct, its structure, and the interrelations among assessments of children's competence provided by different observers. These questions were investigated in a sample of 76 girls 8 to 11 years of age. The results of bivariate correlations showed that there were statistically significant relations of moderate size between subscales of the self-rated Perceived Competence Scale for Children (PCSC; Harter, 1982) and the maternal-rated Social Competence measure of the Child Behavior Checklist (CBC; Achenbach & Edelbrock, 1981, 1983). Two dimensions emerged from an interbattery factor analysis. The dimensions assessed interpersonal competencies and competencies in the academic-cognitive domains. Physical-athletic competencies were not found to define important dimensions for this sample of girls. We discuss suggestions about a differentiated consideration of competence and possible gender differences in the assessment of competence, along with two alternative models suggested by this work for studying the stress-buffering role played by competence measured from several perspectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's emotional competence and attentional competence in early elementary school.

The current study examined the relations between two aspects of emotional competence--emotion knowledge and emotion expression, and children's attentional competence during one school year. Participants were 263 first- and second-grade students at two rural elementary schools. A multiple regression analysis showed that emotion knowledge predicted attentional competence while controlling for age, gender, verbal ability, and initial levels of attentional competence. Multiple regression analyses examining predictors of peer nominations of emotion expression showed that attentional competence predicted peer nominations of happiness, sadness, and anger expression, and emotion knowledge predicted peer nominations of anger expression. Potential improvements for prevention programs and the importance of the findings for school personnel are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Biculturalism and perceived competence of Latino immigrant adolescents

The present study investigated acculturation to the Hispanic and American cultures and self-perceptions of competence among 123 Latino immigrant adolescents. The study tested a contextual model of biculturalism by examining whether different acculturation styles predicted perceived competence in life spheres with different cultural demands. Perceived competence was assessed using Harter's (1988). Self-Perceptions of Competence Profile for Adolescents for the life spheres of school, peers (both Latino and non-Latino), and global self-worth. In addition, an analogous scale to assess perceptions of competence in the family was constructed for that sphere. The study found some support for a contextual model of acculturation. Acculturation to American culture predicted positive self-perceptions of competence with American peers, while acculturation to Hispanic culture predicted positive self-perceptions of competence with Latino peers. Perceived family competence, however, was predicted by acculturation to American rather than Hispanic culture. Results with respect to biculturalism are tentative, with a trend relating biculturalism to positive self-perceptions of global self-worth. However, because many of the conditions stipulated by the model were not met, results with respect to biculturalism raise questions about current approaches to operationalizing the construct.     

Competence and self-esteem during transition from childhood to adolescence.

Change and stability in competence and self-esteem of fifth- and sixth-grade boys and girls were examined across a 1-year period, in which approximately one half of the children made the transition from elementary to secondary school (transition groups) and the other half continued in the same school (nontransition groups). Beginning at the end of the school year before transition, the Perceived Competence Scale for Children and the Teacher's Rating Scale of Child's Actual Competence were administered at 6-mo intervals. There was no notable transition effect either early or late in the new school year. Overall, children's perceived competence increased and was stable across the 1-year period. Teacher ratings also reflected competence gains for children in nontransition groups; but for children in transition groups they were substantially lower in secondary than in elementary school. The results indicate that entry into secondary school represents significant change from elementary school, but that most children negotiate the transition without undue difficulty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring students' perceptions of faculty competence in professional psychology: Development of the Perceived Faculty Competence Inventory.

[Correction Notice: An erratum for this article was reported in Vol 5(2) of Training and Education in Professional Psychology (see record 2011-09655-004). There were errors in Table 1 and Table 4. In Table 1, the factor loading of “-22.00” in Column 4 should have read “-22” In Table 4, under “Variance” in the “Program level PFCI” row, “.00” is not a significant value and therefore should not have asterisks after it.] This paper documents the development of a measure designed to assess doctoral students' perceptions of the professional competence of faculty in clinical, counseling, and school psychology. Study 1 yielded 33 items via principal components analysis that accounted for over 72% of the variance in the data across 5 domains: (a) Professionalism/Ethics; (b) Clinical Supervision; (c) Research; (d) Multicultural Competence; and (e) Advising/Mentoring. A confirmatory factor analysis in Study 2 provided support for the construct validity of the 5-factor model. Multilevel modeling was also used in Study 2 to demonstrate concurrent validity as aggregated group-level scores on the Perceived Faculty Competence Inventory were shown to explain significant variation in individual-level counselor and research self-efficacy. Implications for training and research in professional psychology are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Childhood competence and behavior problems.

Examined the relationship between objective measures of childhood competence and behavior problems in 474 2nd–6th graders. Daily classwork measured the academic competence, and peer ratings measured social competence. Median splits formed 4 groups, with competent Ss highest and incompetent Ss lowest on the relatively independent dimensions of academic and social competence. Competent Ss excelled on attitudinal measures of a competent lifestyle and on the Harter Competence (HC) Scales. Teacher ratings on the Behavior Problem Checklist (BPC) attributed fewest problems to competent Ss. Conversely, incompetent Ss achieved the lowest HC and the highest BPC scores. Ss high on social competence and low on academic competence were distinguished by BPC conduct problems and nervousness. Peer nominations of depression on the Peer Nomination Inventory characterized all Ss low on social competence. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of donor competence, donor age, and peer presence on helping in an emergency.

101 1st, 4th, and 6th graders were interrupted by the experimenter as they played a gambling game. Half the Ss believed they were playing in the presence of an unseen peer bystander; half believed there were no bystanders present. Similarly, half the Ss had received competency instructions regarding how to repair the game should it become stuck, and half heard no such instructions. The experimenter asked Ss to wait for her until she returned. During her absence an unseen, same-sex peer played with the game and emitted distress cues. Results indicate that older Ss helped more than younger ones, Ss helped more when alone than with a peer, and Ss helped more when they had received competency instructions. Interactions reported in past research of peer presence with age were not obtained; peer presence and competence influenced all ages similarly. Competence and peer pressure interacted; competence had a much greater impact on lone Ss than on Ss with a peer present. (26 ref) (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)     

The structure of children's interests and competence perceptions.

Two studies were conducted with samples of elementary school, middle school, and college students, who were given the Inventory of Children's Activities, which was designed to assess J. L. Holland's (1973, 1985a) RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) types on interests and competence perceptions. The structure was examined at the scale and item levels using the randomization test of hypothesized order relations and principal-components analysis. Results indicated that (a) there were few differences in structure between interests and competence perceptions, (b) the structure of interests and competence perceptions varied across age, (c) the fit of the circular model was positively related to age, (d) elementary and middle school students evaluated their interests and competencies using different dimensions than did college students, and (e) there were scale score mean differences across gender and age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence.

The present study used an ecological framework to examine the relationships among adolescents’ perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using structural equation modeling to investigate the hypothesized mediating effect of social competence and to account for measurement error. The sample included 1,042 participating students from 23 middle schools. Results showed that school mastery goal structure, promotion of autonomy and discussion, and teacher emotional support were negatively related to the levels of adolescents’ deviant behaviors and depression, while performance goal structure was positively related to deviant behaviors and depression. Social competence was a mediator between perceived school climate variables and adolescent adjustment, with the exception of the relationship between mastery goal structure and adjustment variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early school competence: The roles of sex-segregated play and effortful control.

The purpose of this research was to examine the role that young children's same-sex peer interactions play in influencing early school competence. The authors also examined the degree to which effortful control (EC) moderated these relations. The same-sex play preferences of 98 young children (50 boys and 48 girls; mean age = 54.77 months) were observed during the fall semester. At the end of the fall semester, one set of teachers reported on children's EC, and at the end of the following spring semester, another set reported on children's school competence (social, academic, and perceptual-motor). Results revealed that EC moderated the relations of children's same-sex play to their school competence. These patterns differed for boys and girls such that same-sex play was positively related to school outcomes for boys high in EC and for girls low in EC. (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)     

Social competence and posthospital outcome among schizophrenic and nonschizophrenic psychiatric patients.

Although E. Zigler and L. Phillips (see 37:1 and 38:6) contend that an identical relationship between premorbid social competence and prognosis is found in both a schizophrenic and nonschizophrenic hospital population, supporting data are not presented. To test this hypothesis, the 3-yr posthospital outcomes of 81 schizophrenic and 85 nonschizophrenic previously hospitalized patients were separately related to the Zigler and Phillips' Social Competence Scale. The results indicate that among schizophrenics social competence is positively related to 2 out of 5 indexes of posthospital outcome: incidence (p     

Correction to Deemer, Thomas, and Hill (2011).

Reports an error in "Measuring students' perceptions of faculty competence in professional psychology: Development of the Perceived Faculty Competence Inventory" by Eric D. Deemer, Donna Thomas and Candi L. Hill (Training and Education in Professional Psychology, 2011[Feb], Vol 5[1], 38-47). There were errors in Table 1 and Table 4. In Table 1, the factor loading of “-22.00” in Column 4 should have read “-22” In Table 4, under “Variance” in the “Program level PFCI” row, “.00” is not a significant value and therefore should not have asterisks after it. (The following abstract of the original article appeared in record 2011-04456-006.) This paper documents the development of a measure designed to assess doctoral students' perceptions of the professional competence of faculty in clinical, counseling, and school psychology. Study 1 yielded 33 items via principal components analysis that accounted for over 72% of the variance in the data across 5 domains: (a) Professionalism/Ethics; (b) Clinical Supervision; (c) Research; (d) Multicultural Competence; and (e) Advising/Mentoring. A confirmatory factor analysis in Study 2 provided support for the construct validity of the 5-factor model. Multilevel modeling was also used in Study 2 to demonstrate concurrent validity as aggregated group-level scores on the Perceived Faculty Competence Inventory were shown to explain significant variation in individual-level counselor and research self-efficacy. Implications for training and research in professional psychology are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cumulative and compensatory effects of competence and incompetence on depressive symptoms in children.

The authors tested 5 hypotheses from a competency-based model of child depression using classification and regression tree analysis. The authors obtained measures of 5 domains of competency (i.e., academic competence, social acceptance, sports competence, physical attractiveness, and behavioral conduct) and depressive symptoms that were derived from parent, teacher, peer, and self-reports on 1,063 3rd- and 6th-grade children. Results suggested that (a) multiple domains of competence related to depressive symptoms, (b) significant others' positive evaluations in multiple domains have a cumulative inverse relation to depressive symptoms, (c) negative evaluations in multiple domains have a cumulative but positive relation to depressive symptoms, (d) positive evaluations in one domain somewhat compensate for negative evaluations in another domain, and (e) negative evaluations in one domain offset positive evaluations in another domain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist competence in cognitive therapy for depression: Predicting subsequent symptom change.

Objective: The efficacy of cognitive therapy (CT) for depression has been well established. Measures of the adequacy of therapists' delivery of treatment are critical to facilitating therapist training and treatment dissemination. While some studies have shown an association between CT competence and outcome, researchers have yet to address whether competence ratings predict subsequent outcomes. Method: In a sample of 60 moderately to severely depressed outpatients from a clinical trial, we examined competence ratings (using the Cognitive Therapy Scale) as a predictor of subsequent symptom change. Results: Competence ratings predicted session-to-session symptom change early in treatment. In analyses focused on prediction of symptom change following 4 early sessions through the end of 16 weeks of treatment, competence was shown to be a significant predictor of evaluator-rated end-of-treatment depressive symptom severity and was predictive of self-reported symptom severity at the level of a nonsignificant trend. To investigate whether competence is more important to clients with specific complicating features, we examined 4 patient characteristics as potential moderators of the competence-outcome relation. Competence was more highly related to subsequent outcome for patients with higher anxiety, an earlier age of onset, and (at a trend level) patients with a chronic form of depression (chronic depression or dysthymia) than for those patients without these characteristics. Competence ratings were not more predictive of subsequent outcomes among patients who met (vs. those who did not meet) criteria for a personality disorder (i.e., among personality disorders represented in the clinical trial). Conclusions: These findings provide support for the potential utility of CT competence ratings in applied settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children who do well in school: Individual differences in perceived competence and autonomy in above-average children.

Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in school of 77 3rd and 4th graders identified as above average in ability by scoring above the median on the Stanford Achievement Test. Despite this high ability, children who reported experiencing a lack of competence (those less certain of their abilities) or a lack of autonomy (being externally motivated) reported more negative affect and withdrawal behaviors than did children who perceived themselves as having ability or who perceived themselves to be autonomous. Implications for the achievement and adjustment of children in school are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)