Levels Of Social Competence Research Articles

Intergenerational coparenting and child development outcomes: A systematic review

AbstractGrandparents often serve important childrearing roles. The present study is a systematic review of research that examined the association between intergenerational coparenting and children's development. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines, 220 records were identified, and 16 studies were included in the final review. The review provided a detailed analysis of the methodological characteristics of research in this area. Findings indicated that better intergenerational coparenting was associated with higher levels of children's social competence, executive functioning, and attachment security. Evidence also suggests parenting mediates the relation between intergenerational coparenting and child development. Several directions for future research emerged from the review including the need (a) for measurement strategies that reflect the multidimensional nature of intergenerational coparenting, (b) to consider the various parent‐grandparent dyads, and (c) to incorporate other family factors and processes (e.g., quality of parent‐grandparent relationships) into studies that focus on intergenerational coparenting.

Early Cues from Parent-Child Interaction: Comparisons Among Young Children Diagnosed with Autism Spectrum Disorder and Developmental Language Disorder and Children not Diagnosed with a Disability.

Over the past ten years, there has been a significant improvement in the sensibility and specificity of the earlier diagnosis of ASD. However, parenting traits were relatively explored among children with different disabilities. We aimed to clarify the characteristics of parent-child interaction among children with ASD and DLD, compared with children not diagnosed with a disability. The study recruited 280 children aged 1.5-3.9 years (30 children with ASD, 48 children with DLD, and 202 TD children) and their primary caregivers. Parent-child interaction was measured based on video recordings and observation. One-way ANOVA was used for the comparison of IRS-C scores among the three groups, and the t-test was used for pairwise comparisons; effect size was also calculated. Children's age and sex were further considered as grouping category in our analyses. All comparison models were adjusted by demographic background (i.e. child age and sex, sibling, main caregiver, mother education, and family annual income). Children with ASD showed the lowest level of general social competence compared to children with DLD (d = 1.298, P < 0.001) and TD group (d = 1.833, P < 0.001). Children with DLD showed less responsiveness (d = 0.780, P < 0.001) and less empathy (d = 0.706, P < 0.001) than TD children. Caregivers of children with ASD also showed the lowest level of parenting attributes relative to caregivers of children with DLD (d = 0.978, P < 0.001) and caregivers of TD children (d = 0.860, P < 0.001). The child- and parent-related traits also varied by child age and sex. We posit that parent-child interaction necessitates greater attention with respect to early screening and identification.

Father–Child Relationship Quality and Social Functioning Among Children at Risk for Child Maltreatment

AbstractDespite the considerable growth and advancement in fatherhood research, relatively little is known about the effects of father–child relationship quality on social functioning among children who experience child maltreatment. Applying the strengths-based perspective, the current study sought to examine the association between father–child relationship quality and social functioning (social competence and positive peer relationships) among at-risk children, and to determine whether these associations are moderated by perpetrator type. This study included a sample of 681 US children (age 12 years) drawn from the Longitudinal Studies of Child Abuse and Neglect. We conducted a series of ordinary least squares multiple regression analyses. Higher-quality father–child relationships were associated with higher levels of social competence (B = 0.19, SE = 0.06, p = .002) and positive peer relationships (B = 0.05, SE = 0.02, p = .005). Significant interaction effects were found. The positive association between father–child relationships and peer relationships was significantly stronger among children with a history of maltreatment perpetrated by fathers with or without mothers (B = 0.16, SE = 0.05, p = .002). Findings highlight the importance of positive father–child relationships in building social resilience among children who experience maltreatment. Practitioners working with youth who are at risk for maltreatment should consider engaging fathers in services to support the development of strong father–child relationships.

Heterogeneous Treatment Effects in the Incredible Years Teacher Classroom Management Programme - A Latent Profile Approach.

Heterogeneous effects from interventions often remain hidden in between-group analyses, risking overgeneralized conclusions of treatment effects. In this exploratory study, we performed latent profile analysis to unveil differential treatment effects among children in The Incredible Years Teacher Classroom Management Programme (IY TCMP). This program has previously been shown to reduce behavioral problems in preschools and schools in total samples and subgroups. A total of 726 children (48.7% girls; Mage = 4.21 years; SDage = 0.86) from 92 childcare centers in Norway participated in either the intervention (n = 338) or the matched control condition (n = 388). First, by conducting latent profile analysis on baseline levels of child-teacher relationship (closeness, conflict), behavioral problems, and social competence, three distinct profiles were identified: High Risk (26.4%), Moderate Risk (42.8%), and Low Risk (30.7%) - each profile with unique characteristics. Second, we tested for within-profile, condition-by-time interactions following the intervention, showing distinct treatment responses for each profile. High-risk profiles profited most from the IY TCMP, with a substantial decrease in externalizing problems, more teacher closeness, and less teacher conflict. Moderate-risk profiles also gained better teacher-child relationships and improved social competence. The Low-Risk profiles showed no effects from the intervention. It is argued that latent profile analysis presents a feasible approach for examining within-sample heterogeneity in intervention research. It also reveals crucial information on treatment variability, as demonstrated in the Incredible Years Programme.

The Effect of Parent-child Relationships on the Social and Emotional Competence of Elementary School Students in the Lower School Grades

Over the years, social and emotional competence has received much attention as a key competence for the social development of individuals. The level of social and emotional competence has gradually become an important indicator for assessing students' personal social adaptability and well-being in life. Based on the global report of Social and Emotional Competence Measurement released by OECD in 2021, understanding parents and a good parent-child relationship will promote the development of social and emotional competence of primary and secondary school students to a certain extent. Under the educational background of home-school-society co-education, family education has become an important part of education. Research shows that a harmonious family atmosphere is more conducive to the healthy development of children's physical and mental health. Moreover, lower elementary school students are in the transition period and have the psychological characteristics of preschool children, such as insecurity, judgment, emotional instability, etc., which require more attention and guidance from parents, teachers, and society. This study analyzes relevant literature to investigate the influence of the parent-child relationship on the social and emotional competence of lower elementary school students and develops parent-child activities for the five major competencies of social and emotional competence.

Study of Social Competence Level among Secondary Schools’ Students in Khyber Pakhtunkhwa

Study of Social Competence Level among Secondary Schools’ Students in Khyber Pakhtunkhwa

Parent−child relationship and social competence in Chinese preschoolers: A latent class analysis

As one of the earliest and most salient relationships, the parent–child relationship during a child’s early years forms a foundation for subsequent interpersonal interactions and has a direct impact on child developmental outcomes. Using a sample of 4,938 Chinese preschoolers and their parents, we employed a person-centered approach to explore how the parents were grouped into classes based on their perceived levels of closeness and conflict in the parent–child relationship. Four distinct relationship types were identified using latent class analysis: harmonious (45.14%), conflictual (26.75%), ambivalent (24.36%), and detached (3.75%), representing different combinations of relational closeness and conflict in the home setting. Family socioeconomic status and child gender were found to be significant predictors of the types of parent–child relationship. The results also indicated that children in the harmonious relationship group exhibited significantly higher levels of social competence compared to children in the other parent–child relationship groups. The findings of this study underscore the concurrence of relational closeness and conflict, and shed light on the need for providing tailored family support strategies and programs.

Evaluation of Problematic Technology Use in Preschool Children

IntroductionIndividuals have difficulty controlling their use of technology, it constantly on their minds when they don’t have access to it, it takes up too much time in their daily lives, and these situations negatively impact daily life are referred to as “problematic technology use”. The widespread use of technology from a young age is leading to an increase in the number of children with problematic technology use. Problematic technology use negatively impacts children’s development, especially their mental development. Important risk factors for problematic technology use include a long stay at home, a previous traumatic event, and low life satisfaction. In addition, it is possible that problematic technology use is more common in children with low social competence and low behavioral levels.ObjectivesThe aim is to determine the level of problematic technology use in 48-72-month-old children receiving preschool education, to examine some variables thought to be related to it, and to assess their level of social competence and behavior.MethodsThe study was a cross-sectional research conducted between January and September 2023 among the parents of children studying in Eskişehir and Bolu. The study group consisted of the parents of 883 children. In our study, the Problematic Technology Use Scale for Young Children (PTUS-YC) and the Social Competence And Behavior Evaluation-30 Scale (SCBE-30) were used.Results The age of the parents ranged from 20 to 54 years (mean: 35.5±4.8), 740 of them were women. The average age of the children was 63.2±7.3 months and 442 of them were boys. The scores obtained from PTUS-YC ranged from 26-104 and the mean was 55.1±14.9 points. Among the variables associated with problematic use of technology, those related to parents were place of residence, age and marital status, while those related to children were time spent at home with technological devices, parental control over content used, adaptation to school and ownership of a technological device. There is a weak positive correlation between children’s scores on the PTUS-YC and the SCBE-30 (r:0.336; p &lt; 0.05).Conclusions It can be said that problematic technology use in our study was at a moderate level. As the level of social competence and behavior increase, problematic technology use decreases. It is recommended to limit the time children spend with technological devices, ensure that parents control the content they use on technological devices, support their adaptation to school, and work on gaining social competence and positive behavior.Disclosure of InterestNone Declared

Evolution of Social Competencies in Sustainable Supply Chains

In many sectors of the economy, the global changes brought about by COVID-19, the war in Ukraine and the ensuing economic crisis have challenged the hitherto used social competencies necessary to successfully manage companies in sustainable supply chains. The slogan of sustainability has now become a household word in the global economy. At the same time, the EU is moving from a 4.0 to a 5.0 economy, with increasing attention being paid to the soft competencies of future managers. This article aims to present the patterns of competencies in supply chains and to identify the relevance of specific social competencies for doing business in the face of the above challenges. The survey was conducted among selected experts from the healthcare industry, who were asked to identify the importance of social competencies. This choice was primarily motivated by certain characteristics of the industry. This work aims to determine which social competencies seem to be essential for future managers in sustainable supply chains and the transformation towards a 5.0 economy. The answer to this question is crucial for research and teaching centers aiming to educate future managers at the highest level of specific social competencies and skills in a business environment. Given the dynamic development of specific industries, it is reasonable to identify the needs in the areas of social skills.

Gendered pathways to socioemotional competencies in very young children

Parent–child and teacher–child relationship closeness have been shown to be crucial for children’s development of socioemotional competencies from preschool to school-age stages. However, less is known about the importance of developing close relationships with young infants and toddlers attending childcare group settings for their early socioemotional development. The current study aimed to address this gap and to explore how child gender may influence the associations. Participants included 378 Hong Kong Chinese children (196 girls; Mage = 22.05 months, SD = 9.81 months) enrolled in childcare centres, along with their parents and teachers. Parents reported on children’s socioemotional competencies as well as their relationship closeness with children; teachers reported on their relationship closeness with children. Multiple group structural equation modelling was used to analyse the results. The findings showed that both parent–child and teacher–child closeness were positively associated with children’s social competence, while teacher–child closeness was negatively associated with children’s anxiety behaviour. Parents of girls reported greater parent–child closeness, higher levels of social competence, and higher levels of anxiety behaviours compared to parents of boys. Furthermore, teacher–child closeness was significantly associated with social competence exclusively among girls, while parent–child closeness was significantly associated with anxiety behaviours solely among boys. Findings are discussed in terms of the role of child gender in influencing the associations between parent–child closeness, teacher–child closeness, and children’s socioemotional competencies in the earliest years.

Social competence and SME performance: extending the nonfinancial perspective

PurposeThe purpose of this paper is to investigate the influence of entrepreneurs’ social competence (SC) on small and medium-sized enterprise (SME) performance.Design/methodology/approachPrimary data of 250 manufacturing SMEs were collected through a survey method. The influence of SC on performance was tested using structural equation modelling (SEM).FindingsOverall, the findings suggest that SC dimensions have a positive influence on SME performance in terms of nonfinancial perspective. More clearly, the findings show that out of five dimensions of SC, which include social adaptability, social perception, social expressiveness, persuasiveness and impression management; social perception, persuasiveness and impression management have direct effect on customer perspective; persuasiveness, social expressiveness and social adaptability have a direct influence on internal business processes and social adaptability, social perception, impression management and social expressiveness are directly related with learning and growth. Contrary to expectations though, social perception and social adaptability were significantly and negatively associated with internal business processes and customer perspective, respectively, while there was no significant correlation between social expressiveness, persuasiveness and impression management with customer perspective, business processes and learning and growth in that order.Practical implicationsThe current study affirms that SMEs managed by entrepreneurs and managers who possess high levels of SC, may have a better performance compared to those operated by entrepreneurs with low levels of SC. This justifies a need for SME entrepreneurs and managers to work hard to improve their SC capabilities.Originality/valueThis study is pertinent and unique because, it extensively examines each of the five dimensions of SC in relation to nonfinancial indicators of SME performance. Besides, the study also provides additional evidence of the impact of SC on SME performance by suggesting that entrepreneurs who are socially competent are more likely to own highly successful ventures.

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools

AbstractStudents with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

Social Competence and Civic Volunteerism of Senior High School Students in Davao City

The study aimed to determine the significant relationship between social competence and civic volunteerism among senior high school students in Davao City. The study used a quantitative research design utilizing the descriptive-correlational method. A random sampling technique was employed to identify the 150 senior high school learners in three public secondary institutions in Davao City – one school per district. They served as the study respondents. Informed consent was obtained to guarantee ethical standards in data gathering. Data gathering was done online using Google Forms. Mean, Pearson Product Moment Correlation of Coefficient, and Regression Analysis were used to analyze the data. The results showed high levels of social competence and civic volunteerism among senior high school students. Further, researchers found that there is a significant relationship between social competence and civic volunteerism among senior high school students in Davao City. The relation signifies that the higher the social competence a student possesses, the higher that they will engage in civic volunteerism activities. Finally, with the analysis, it was revealed that the indicators of civic volunteerism about the level of social competence significantly influence the civic volunteerism of senior high school students. The Department of Education may include social competence embedded in the curriculum as one of the competencies that students must have to result in civic volunteerism.

СОЦІОКУЛЬТУРНИЙ АНАЛІЗ ТРАНСФОРМАЦІЙ ҐЕНДЕРНОЇ СТРУКТУРИ ВІЙСЬКОВОЇ СФЕРИ: ВІТЧИЗНЯНИЙ ТА ЗАРУБІЖНИЙ ДОСВІД

Gender integration both in the field of national security and defense, as well as its global development trends, which depend on the traditions, culture and political priorities of each state are examine in the article. Implementation of the gender equality principle and the mechanism of its provision in the Ukrainian army requires taking into account not only the world experience of military feminization, but also the possibility of its practical application, taking into account the realities of modern war. The socio-cultural approach to the implementation of gender policy in the military sphere involves the achievement of gender parity in accordance with the existing socio-cultural guidelines in society in order to ensure equal conditions for the exercise of rights and opportunities for the armed protection of the state by representatives of both sexes without restrictions associated with rigidly fixed gender roles. Equality between women and men is considered a human rights issue and a necessary condition for Ukraine's full membership in the Alliance, which cannot be achieved without proper representation of various social and gender groups in the power structures. According to the results of the conducted research, it was found that during the military operations since 2014, the gender composition of the Ukrainian army has changed significantly - the number of women in the army has almost tripled, and it continues to increase. There are also positive dynamics regarding gender stereotypes in society, increasing the level of social awareness and gender competence of military personnel. The analysis of the requirements of the normative legal acts proved that women in Ukraine have relatively equal rights and duties, but at the same time certain signs of gender imbalance, characteristic of the Ukrainian society as a whole, remain in the army. In this regard, the efforts of the government and society to form an effective gender policy in the field of defense should be aimed at minimizing the manifestations of discrimination based on gender in the Ukrainian army, which requires the development of effective administrative and legal means to eradicate gender stereotypes, the implementation of relevant legislative initiatives, the search for innovative approaches to the formation and implementation of gender policy in the Armed Forces of Ukraine with the aim of reducing the gap between declarative and real implementation of gender equality and its adaptation in accordance with the specific needs of the defense sector.

A Study of Social Competence of B.Ed. Students in Relation to Study Habits and Academic Achievement

In order to determine the relationship between social competence and study habits among B.Ed. students with below average, average, and above average academic achievement, the investigator looked at the students' levels of social competence and study habits. A basic random sampling method was used to gather data from the 4 colleges in the Jhajjar District of Haryana. The social competency scale, created by Dr. Prabha and Prof. Kiran Shukla, and the study habits inventory, created by Dr. B.V. Patel, are two types of standardized instruments. The Pearson's product moment method of correlation was one of the statistical approaches applied to the data analysis. The study primarily impacts teachers, parents, and students. Instilling positive habits in children is something that parents can do, and teachers can look out for their kids in order to help them become socially adept and change their study habits.

The Contribution of Moral Knowing, Moral Feeling and Moral Action to Social Competence of Educators in Fakfak District

Field facts show that in Fakfak Regency there are still many problems of pros and cons between fellow educators. Based on field facts, it can be concluded that the level of social competence of educators is still very low. Social competence itself can be influenced by three factors, namely moral feeling, moral action, and moral knowing. The aim of this research is to find out whether there is a contribution between moral knowing and the social competence of educators, to find out whether there is a contribution between moral feeling and the social competence of educators, to find out whether there is a contribution between moral action and the social competence of educators, to find out whether there is a contribution between moral knowing, moral feeling and moral action on the social competence of educators. This research uses a quantitative approach with multiple linear regression analysis techniques. The population used in this research were educators at Fakfak Regency Elementary Schools. The data collection techniques used were observation, interviews and questionnaires using Google Form. The results of this research are that there is a partial contribution, namely between moral knowing towards the social competence of educators, moral feeling towards the social competence of educators, and moral action towards the social competence of educators. Next, namely the simultaneous contribution of moral kowing, moral feeling and moral action to the social competence of educators. Key words : moral knowing, moral feeling, moral action, social competence.

The Effectiveness of a Training Program Based on Emotional Processing in Improving the level of Social Competence of a sample of people with Learning Disabilities

The goal of the current research is to identify the effectiveness of a training program on emotional preparation in improving the popular level of a group of (12) male and female students in the second grade in the integrated stage with learning difficulties in government schools in Ismailia Governorate, spanning only (13-15) years, average. My age is (35.14), and the standard deviation is (30.0). The sample was drawn into two equivalent groups (experimental and control), and a social education measure (prepared by the researcher) and the training program (prepared by the researchers) were applied. The results of the research resulted in effectiveness The training program evidenced emotional preparation in improving the social level of students in the experimental group with learning difficulties and its continued effectiveness during the follow-up period (one month).

Social Competence of Omani Students with Learning Disabilities from their Teachers’ Perspectives

This research aims to identify the level of social competence among students with learning disabilities (LDs) from their teachers’ perspectives. The research sample consisted of 840 students with LDs enrolled in the resource room program (RRP) and general education classrooms (GECs) in Oman. Their RRP and general education teachers responded to the social competence scale. This scale consisted of 43 items distributed on three subscales related to teacher-preferred social behavior, peer-preferred social behavior, and school adjustment. The results indicated that the level of social competence was generally moderate among the students, but that this level was influenced by the educational alternative. The students enrolled in GECs had a higher level of social competence than their peers who had been referred to the RRP. The results also showed that there were statistical differences on the school adjustment subscale in favor of male students enrolled in GECs, and differences in favor of female students referred to the RRP on all social competence subscales.&#x0D; Keywords: Social competence; students with LDs; teachers of students with LDs; social behavior; social adjustment.

Behavioural Profile, Linguistic skills, Adaptive Behaviours and Intellectual Functioning of School aged Children with History of Early Language Delay

Introduction: Language is a fundamental skill and a foundation stone for multiple cognitive and socio-emotional aspects of development. Considering that well-developed language abilities enable children to negotiate the social-relational demands of school life and provide the foundational knowledge upon which academic skills are built, there is a higher chance of scholastic difficulties, social and, behavioural and emotional maladjustments resulting in poor mental health in those who have language delay.&#x0D; Methods: An ambispective study conducted at a tertiary centre after taking ethical approval from the institutional review board. Children with isolated early language delay were reassessed at school age for intelligence quotient, language development, adaptive behaviours and behavioural issues.&#x0D; Results: out of 57 children, persistence of poor language skills was seen in 65%, mean IQ score was 90 ( ± 17. 067) and mean VABS score was 94 ( ± 15). 61.4% children had significant behavioural issues. On interview, most worrisome issue reported by children was ‘being teased by friends’ due to poor language skills. Additionally, lower social competence level was noted in children who had poor language skills.&#x0D; Conclusions: persistence of language, cognitive and behavioural dysfunctions in children with seemingly benign ‘speech and language delay’ at an early age, emphasizes the importance of comprehensive reassessment of these children at school age for early recognition and management.

Kompetencje społeczne a adaptacja społeczno-zawodowa nauczycieli. Wprowadzenie do badań

The article presents the results of a pilot study relating to the level of social competences during the first years of socio-vocational adaptation of teachers. The study poses the following research problems: What level of social competence do teachers have at the professional start? Do and what variables affect the level of social competence? What level of social competence do teachers represent in each category (in intimate situations, social exposure, assertiveness)? The study used the survey method with the standardized tool – Social Competence Questionnaire by Anna Matczak. The study group included 314 teachers from various types of schools and institutions. The survey did not yield a statistically significant result against the variable of seniority, but only against the place of residence. The study describes the essence of creating teacher communities and building social groups based on cooperation and trust.