Abstract
This study examined the relationship between objective measures of childhood competence and behavior problems. Daily class work measured the academic competence of 474 children, Grades 2-6, and peer ratings measured social competence. Median splits formed four groups, with competent children highest and incompetent children lowest on the relatively independent dimensions of academic and social competence. Competent children excelled on attitudinal measures of a competent lifestyle, and on the Harter Competence (HC) scales. Teacher ratings on the Quay-Peterson Behavior Problem Checklist (BPC) attributed fewest problems to competent children. Conversely, incompetent children achieved the lowest HC and the highest BPC scores. Children high on social competence and low on academic competence were distinguished by BPC conduct problems and nervousness. Peer nominations of depression on the Lefkowitz and Tesiny scale characterized all children low on social competence.
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