Lower Social Competence Research Articles

When Intelligence is (Dys)Functional for Achieving Sales Performance

Using two samples of salespeople, the authors investigate how a combination of general mental ability (GMA) and specific skills and capabilities (social competence and thinking styles) enables salespeople to reach their sales goals. The study finds evidence for an interaction between GMA and social competence. When combined with high social competence, high GMA leads to the highest sales performance; when combined with low social competence, high GMA leads to the lowest sales performance. In addition, the authors find interaction effects between GMA and a judicial thinking style. Salespeople with a high GMA have the most potential for attaining high levels of sales performance when combined with specific skills; when salespeople with a high GMA lack these skills, they may become the firm's worst performers.

When Intelligence Is (Dys)Functional for Achieving Sales Performance

Abstract Using two samples of salespeople, the authors investigate how a combination of general mental ability (GMA) and specific skills and capabilities (social competence and thinking styles) enables salespeople to reach their sales goals. The study finds evidence for an interaction between GMA and social competence. When combined with high social competence, high GMA leads to the highest sales performance; when combined with low social competence, high GMA leads to the lowest sales performance. In addition, the authors find interaction effects between GMA and a judicial thinking style. Salespeople with a high GMA have the most potential for attaining high levels of sales performance when combined with specific skills; when salespeople with a high GMA lack these skills, they may become the firm's worst performers.

Effects of being born small for gestational age on long-term intellectual performance

Size at birth has been associated repeatedly with increased risk of cardiovascular morbidity and mortality later in life. However, there is accumulating evidence to suggest an association between being born small for gestational age (SGA) and increased risk of lower intelligence, poor academic performance, low social competence and behavioural problems, compared with individuals born appropriate for gestational age. Crude neurological handicaps, such as cerebral palsy, are extremely rare in children born SGA at term. Such handicaps are more common in very premature children. However, there does appear to be an increase in the risk for non-severe neurological dysfunction in individuals born SGA. Intellectual performance is evaluated in young children in several different ways, including standardized tests such as Weschler's Intelligence Scale - Revised, and teachers and parents' reports. In adulthood, indirect variables such as education and occupation are used in addition to standardized tests. It may be possible to modify the effects of SGA on intellectual development by breast feeding the baby for more than 6 months. Nutrient-enriched formula does not have any advantages when it comes to intellectual development, and induces a risk of rapid weight gain and eventually overweight. Growth hormone treatment may also have some effect on intelligence quotient.

Social Competence and Antisocial Behavior: Continuity and Distinctiveness Across Early Adolescence

The degree of continuity and distinctiveness in social competence and antisocial behavior was examined in a longitudinal structural equation model. Participants were 391 typically developing Norwegian middle school students (51% boys), their parents, and teachers and were assessed when they were approximately 13 years of age (a school cohort in 8th grade) and again 17 months later, when they were about 15 years old (in 10th grade). Social competence showed considerable stability across middle school, more than did antisocial behavior. Low social competence at age 13 predicted antisocial behavior at age 15, over and above the variance explained by the earlier assessment of antisocial behavior. While social competence and antisocial behavior both showed a relatively strong negative association concurrently and demonstrated considerable overlap, results suggested that the two constructs should be considered separate dimensions. Findings are presented within a transactional framework and implications for prevention efforts and directions for future research are discussed.

Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents, friends, and teachers

AbstractWe explore the development of bullying and victimization in school by investigating 11‐, 13‐ and 15‐year‐olds' sense of interpersonal empowerment with parents, friends and teachers. A national sample of 4386 male and female students from 243 middle and secondary schools in Italy were surveyed. Boys were more likely than girls to be bullies and more likely to have been a bully/victim. Victimization and the likelihood of being both a bully and a victim declined with age. Bullying increased with age among boys whereas for girls it was slightly more prevalent at age 13 than ages 11 or 15. The sense of empowerment students experience with their teachers decreased in the older cohorts. Disempowered relationships with teachers consistently predicted bullying behaviour. Higher social competence was reported by 13‐ and 15‐year‐old bullies. Chronically bullied students had lower social competence in all age cohorts. Otherwise, predictors of victimization varied by age: 11‐year‐old victims felt less empowered by their teachers; 15‐year‐old victims reported more difficulties in negotiating cooperative relationships with parents. Bullies in all cohorts and younger bully/victims feel less empowered by their teachers. These findings suggest that students who are disempowered by teachers may either compensate by oppressing (bullying) peers or generalize the power differential with peers (become a victim). Copyright © 2007 John Wiley & Sons, Ltd.

Pervasive and Non‐pervasive Conduct Problems in a Clinic Sample Aged 4–8 years: Child, family and day‐care/school factors

Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed.

Weight Status, Self-Competence, and Coping Strategies in Chinese Children

This study aimed to investigate Chinese children's perceptions of self-competence and the coping strategies based on gender and weight status using the Terror Management Theory. A total of 331 Chinese children completed body mass index (BMI), Self-Perception Profile for Children, and Schoolagers' Coping Strategies Inventory. Mothers completed demographic information and the Family Assessment Device. Results indicated that better behavioral conduct competence contributed to better global self-worth in boys; in girls, better behavioral conduct competence and physical appearance competence contributed to better global self-worth. Higher BMI was related to lower athletic competency in boys and lower social competence in girls. Eating and drinking were reported as one of the most frequently used coping strategies by children, but the children felt that this strategy was not effective. Results of this study suggest that culture plays an important role in children's perceived self-competence and coping strategies. Health care providers and educators should incorporate assessment of self-competence and coping strategies into patient care and education.

Korean American Maternal Acceptance–Rejection, Acculturation, and Children's Social Competence

The goal of this study was to examine the relationship between maternal acceptance-rejection and children's social competence and the role that maternal acculturation (ie, American orientation, Korean orientation) played in this relationship in a sample of 53 Korean American mothers. Self-report data were analyzed using Pearson correlations and multiple hierarchical regressions. Low maternal acceptance-rejection was positively related to children's low social competence. Mothers' American orientation had a moderating effect on the relationship between maternal acceptance-rejection and children's social competence. Findings indicate the importance of providing parenting guidelines to mothers who are low on both acceptance-rejection and American orientation.

Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate

This study investigated family and classroom characteristics associated with parents' and teachers' ratings of 183 preschool children's social competence. Results of multilevel modeling indicated that teachers' negative ratings of the children were predicted by negative teacher behaviors and less optimal classroom climate. Children with higher stress were more likely to demonstrate low social competence when in class with other children with less optimal social competencies. Teachers' positive ratings of the preschooler's social competence were predicted by positive assessments of classroom climate and teacher behaviors. Positive classroom climate appeared to mediate the relationship between teacher behaviors and preschoolers' social competence. Path analyses indicated that higher socioeconomic status directly predicted parent ratings of social competence. Paths between child stress and parent ratings of social competence were significant as were paths between teachers' ratings of preschoolers' competence at school and parent ratings of social competence. These findings have implications for teacher training and parent education programs.

Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders

Although social competence deficits in children with high-functioning autistic spectrum disorders (HFASD) are well documented, there is little research investigating self-perceptions of social limitations. This study replicated research showing a negative association between self-perceived social competence and intellectual ability and investigated associations between self-perceived social competence and depressive symptomatology. Participants were 22 children with HFASD, aged 7-13 years with intelligence quotient (IQ) scores of 82-141. Parent- (N = 18) and teacher- (N = 17) rated social competence was lower for children with HFASD compared with a normative sample. Higher age and IQ predicted lower levels of self-perceived social competence, and low self-perceived social competence predicted higher levels of depressive symptomatology. Almost a third of children rated themselves for depression; parent ratings suggested even higher levels.

Developmental trajectories of externalizing and internalizing behaviors: Factors underlying resilience in physically abused children

Using a multisite community sample of 585 children, this study examined how protective and vulnerability factors alter trajectories of teacher-reported externalizing and internalizing behavior from kindergarten through Grade 8 for children who were and were not physically abused during the first 5 years of life. Early lifetime history of physical abuse (11.8% of sample) was determined through interviews with mothers during the prekindergarten period; mothers and children provided data on vulnerability and protective factors. Regardless of whether the child was abused, being African American; being male; having low early social competence, low early socioeconomic status (SES), and low adolescent SES; and experiencing adolescent harsh discipline, low monitoring, and low parental knowledge were related to higher levels of externalizing problems over time. Having low early social competence, low early SES, low adolescent SES, and low proactive parenting were related to higher levels of internalizing problems over time. Furthermore, resilience effects, defined as significant interaction effects, were found for unilateral parental decision making (lower levels are protective of externalizing outcomes for abused children), early stress (lower levels are protective of internalizing outcomes for abused children), adolescent stress (lower levels are protective of internalizing outcomes for abused children), and hostile attributions (higher levels are protective of internalizing outcomes for abused children). The findings provide a great deal of support for an additive or main effect perspective on vulnerability and protective factors and some support for an interactive perspective. It appears that some protective and vulnerability factors do not have stronger effects for physically abused children, but instead are equally beneficial or harmful to children regardless of their abuse status.

Effects of Growth Hormone Treatment on Cognitive Function and Head Circumference in Children Born Small for Gestational Age

Short stature is not the only problem faced by children born small for gestational age (SGA). Being born SGA has also been associated with lowered intelligence, poor academic performance, low social competence and behavioural problems. This paper summarizes the results of a randomized, double-blind, growth hormone (GH) dose-response study (1 or 2 mg/m²/day [∼0.035 or 0.07 mg/kg/day]) on growth, intelligence quotient (IQ) and psychosocial functioning in 79 children born SGA at the start, and after 2 and 8 years of GH therapy, and addresses the associations with head circumference. Mean age at start of therapy was 7.4 years; mean duration of GH treatment was 8.0 years. In 2001, 91% of children born SGA had reached a normal height (> –2.0 standard deviation score [SDS]). Block-design s-score (Performal IQ) and Total IQ score increased (p< 0.001 for both indices) from scores significantly lower than those of Dutch peers at the start of therapy (p < 0.001) to scores that were comparable to those of Dutch peers in 2001. Vocabulary s-score (Verbal IQ) was normal at the start of therapy and remained so over time. Externalizing Problem Behaviour SDS and Total Problem Behaviour SDS improved during GH therapy (p < 0.01–0.05) to scores comparable to those of Dutch peers. Internalizing Problem Behaviour SDS was comparable to that of Dutch peers at the start of therapy and remained so, whereas Self-Perception improved from the start of GH therapy until 2001 (p < 0.001), when it reached normal scores. Head circumference SDS at the start of GH therapy and head growth during GH therapy were positively related to all IQ scores (p < 0.01), whereas neither were related to height SDS at the start of, or to its improvement during, GH therapy. A significant improvement in height and head circumference in children born SGA was seen after only 3 years of GH therapy, in contrast to randomized SGA controls. In conclusion, most children born SGA showed a normalization of height during GH therapy and, in parallel to this, a significant improvement in Performal IQ and Total IQ. In addition, problem behaviour and self-perception improved significantly. Interestingly, Performal, Verbal and Total IQ scores were positively related to head circumference, both at the start of, and during, GH therapy; head circumference increased in GH-treated children born SGA, but not in untreated SGA controls. These results are encouraging but also warrant confirmational studies and further investigations into the effects of GH on the central nervous system.

Children with behaviour problems: the influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school

The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing (n=26) and internalizing (n=25) problems and a non-problematic group (n=44) were followed from grade 1–6. Teachers rated behaviour problems and social competence in the first, third and sixth grades, the teacher–child relationship in third grade, and school achievement in sixth grade. Behaviour with peers was assessed in observations in later elementary school. Peer acceptance was assessed through peer nominations in sixth grade. Both problem groups had lower social competence, school achievement and peer acceptance in sixth grade than the non-problematic group. There were moderating and independent effects of social competence, teacher and peer relations on outcomes, but these applied mainly to children with internalizing problems. Copyright © 2006 John Wiley & Sons, Ltd.

Comorbid Behavioural Problems in Tourette's Syndrome are Positively Correlated with the Severity of Tic Symptoms

We studied the comorbid behavioural and mood problems in children with non-psychiatric Tourette's syndrome (TS) and their relationship with severity of tic disorder. Sixty-nine TS children and 69 healthy controls were assessed by Child Behavior Checklist (CBCL) and Yale Global Tic Severity Scale (YGTSS). The relationships between behavioural problems and severity of tic symptoms were analysed statistically by comparison, correlation and multiple linear regression. Tourette's syndrome patients scored significantly lower (p<0.01) on the CBCL competency subscales and total score, and higher on all behavioural problem subscales and total score (p<0.01). Expectedly, the TS children had lower social competence than normal children. Among the TS children, the severity of tic symptoms is positively correlated with the severity of overall impairment in school and social competence. When the behavioural and mood problems commonly associated with TS were studied in detail, we found that delinquent behaviour, thought problems, attention problems, aggressive behaviour and externalizing are positively correlated with severity of tic symptoms. The findings indicated that children with TS-only also had a broad range of behavioural problems, and some of these were related to the severity of tic symptoms.

Stress, burnout and health in the clinical period of dental education

The study examined the extent of stress, burnout and health problems experienced by fourth and fifth year dental students from the three universities of Dresden, Freiburg and Bern. The objectives of the study were to: (i) identify frequent sources of stress and to report the prevalence rates of burnout and health problems in dental students, (ii) determine the rate of students suffering from severe burnout symptoms and (iii) identify stress factors related to the burnout symptoms of emotional exhaustion and depersonalization. A total of 161 dental students from Dresden, Freiburg and Bern participated in the study. They completed the Psychosocial Stress Inventory, the Maslach Burnout Inventory and the Health Survey Questionnaire. Frequent sources of stress were limitation of leisure time, examination anxiety and the transition stress that was related to the adaptation to the demands of the clinical phase of dental education. Few differences existed between the students of the fourth and the fifth study year. Study-related stress was lowest in Bern and considerably higher in Dresden. Differences of mean levels of burnout symptoms were found only for the burnout dimension of emotional exhaustion. Students from Dresden and Freiburg were more emotionally exhausted than students from Bern, students from Dresden also reported more health problems than students from Bern or Freiburg. Ten per cent of the dental students suffered from severe emotional exhaustion, 17% complained about a severe lack of accomplishment and 28% reported severe depersonalization symptoms. Forty-four per cent of the variance of emotional exhaustion was explained by study-related factors such as lack of leisure time, examination anxiety and transition stress. The only predictor of depersonalization was a lack of social integration, accounting for 3% of the variance. A lack of social integration may be an indicator of low social competence which may cause difficulties in dealing with patients adequately and therefore result in depersonalization. The results indicate a need to identify the group of students who may have insufficient social skills for dealing adequately with the patients, and to train them accordingly.

Intelligence and Psychosocial Functioning during Long-Term Growth Hormone Therapy in Children Born Small for Gestational Age

Short stature is not the only problem faced by small for gestational age (SGA) children. Being born SGA has also been associated with lowered intelligence, poor academic performance, low social competence, and behavioral problems. Although GH treatment in short children born SGA can result in a normalization of height during childhood, the effect of GH treatment on intelligence and psychosocial functioning remains to be investigated. We show the longitudinal results of a randomized, double-blind, GH-dose response study initiated in 1991 to follow growth, intelligence quotient (IQ), and psychosocial functioning in SGA children during long-term GH treatment. Patients were assigned to one of two treatment groups (1 or 2 mg GH/m(2) body surface.d, or approximately 0.035 or 0.07 mg/kg.d). Intelligence and psychosocial functioning were evaluated at start of GH treatment (n = 74), after 2 yr of GH treatment (n = 76), and in 2001 (n = 53). IQ was assessed by a short-form Wechsler Intelligence Scale for Children-Revised or Wechsler Adult Intelligence Scale (Block-design and Vocabulary subtests). Behavioral problems were measured by the Achenbach Child Behavior Checklist or Young Adult Behavior Checklist, and self-perception was measured by the Harter Self-Perception Profile. Mean (sem) birth length sd score was -3.6 (0.2), mean age and height at start was 7.4 (0.2) yr and -3.0 (0.1) sd score, respectively, mean duration of GH treatment was 8.0 (0.2) yr, and mean age in 2001 was 16.5 (0.3) yr. After 2 yr of GH treatment, 96% of both GH groups showed a height gain sd score of 1 sd from the start of treatment or more, resulting in a normal height (i.e. height >/= -2.0 sd for age and sex) in 70% of the children. In 2001, 48 (91%) of the 53 children participating in this study had reached a normal height. Block-design s-score and the estimated total IQ significantly increased (P < 0.001 and P < 0.001, respectively) from scores significantly lower than Dutch peers at start (P < 0.001 and P < 0.001, respectively) to comparable scores in 2001. The increase over time for the Vocabulary s-score was not significant. Internalizing Behavior sd scores remained comparable to Dutch peers, whereas Externalizing Behavior sd scores and Total Problem Behavior sd scores improved significantly during GH therapy (P < 0.01 and P < 0.05, respectively) to scores comparable to Dutch peers. Self-perception sd scores improved from start of GH treatment until 2001 (P < 0.001) to scores significantly higher than Dutch peers (P < 0.05). No significant differences between the two GH dosage groups were found. Improvement in Externalizing and Total Problem Behavior sd scores over time was significantly related to change in height sd score (P < 0.05 and P < 0.01, respectively), whereas scores over time for Vocabulary, Block-design, Internalizing, or total Harter Self-Perception score were not related to change in height sd scores. In conclusion, parallel to a GH-induced catch-up growth in adolescents born SGA, IQ, behavior, and self-perception showed a significant improvement over time from scores below average to scores comparable to Dutch peers. In addition, children whose height over time became closer to that of their peers showed less problem behavior.

Early Environment, Emotions, Responses to Stress, and Health

A harsh early family environment is related to mental and physical health in adulthood. An important question is why family environment in childhood is associated with these outcomes so long after its initial occurrence. We describe a program of research that evaluates a model linking these variables to each other. Specifically, we hypothesize that low social competence and negative emotional states may mediate relations between a harsh early family environment and physiological/neuroendocrine responses to stress, as well as long-term health outcomes. We report evidence that the model characterizes self-rated health, cortisol responses to stress, and, in males only, elevated cardiovascular responses to stress. We discuss how the social context of early life (such as SES) may affect the family environment in ways that precipitate adverse health consequences. Perspectives on comorbidities in physical and mental health are discussed.

Health-related quality of life in youth: a comparison between adolescents and young adults with uncomplicated epilepsy and healthy controls

Purpose To describe health-related quality of life (HRQOL) in adolescents and young adults with uncomplicated epilepsy and to compare it with a random sample of the general population. Methods Young people, aged 13–22 years, meeting the criteria and registered in four Swedish hospitals answered questionnaires (n = 158/193) on HRQOL together with 282 (n = 282/390) random controls living in the same areas in Sweden. The instruments used were “I think I am,” “Youth Self Report,” “Sense of coherence,” and “Family APGAR.” Data were analyzed by using factorial analysis of variance. Results Girls had a poorer HRQOL than boys. The epilepsy group reported lower competence (i.e., they were less active, had lower social competence and poorer school achievement). Both groups had an overall positive self-esteem. Differences between girls in the epilepsy and control groups were small, whereas differences among boys were more evident. Older age was related to poorer HRQOL in both groups. Conclusions This study points out the importance of being observant of signs of stigmatization in adolescents with epilepsy.

Associations among emotionality, self-regulation, adjustment problems, and positive adjustment in middle childhood

The combined effects of emotionality and self-regulation in predicting child adjustment problems and positive adjustment were examined using cross-sectional and longitudinal data from a community sample of mothers and children grades 3–5 ( n = 89). Specificity in the associations of emotionality and self-regulation with adjustment was examined. Emotionality and self-regulation each predicted children's adjustment controlling for the other. Irritability was related to higher internalizing and externalizing problems and lower social competence; positive emotionality predicted higher well-being and social competence. Attention regulation was related to lower depression and higher social competence and well-being; inhibitory control was related to lower internalizing and externalizing problems and higher social competence. Impulsivity was unrelated to adjustment after the other emotionality and self-regulation variables were accounted. The findings support separate dimensions of emotionality and self-regulation and their unique contributions to child adjustment.

Risk Factors Associated with Long-Term Social and Behavioral Problems Among Children with Brain Tumors

This study investigated long-term social and behavioral outcomes in 40 children with brain tumors. Demographic, medical, cognitive, and psychosocial predictors at short-term follow-up at Time 1 (one to two years postdiagnosis) were used to predict long-term social and behavioral outcomes three to four years after diagnosis (Time 2). Below-average social competence and average overall behavioral ratings were reported at Time 2. Multiple medical treatments and lower social competence scores at Time 1 were significant predictors of long-term difficulties concerning social competence, whereas lower socioeconomic status and higher total scores regarding behavior problems at Time 1 were the best predictors of long-term behavioral problems. The results of the study have implications for mental health screening and intervention during the early years after diagnosis.