Peer Competence Research Articles

The effects of nonviolent communication program for young children on children’s peer competence and empathy

The effects of nonviolent communication program for young children on children’s peer competence and empathy

유아 기질과 정서지능 및 또래 유능성간의 관련성

본 본 연구는 유아의 성, 연령, 기질, 정서지능이 또래 유능성에 미치는 영향을 분석해 보고자 하였다. 전라북도 J시에 위치한 H유치원과 W어린이집을 다니고 있는 유아 250명을 대상으로 실시하였으며, 수집된 자료는 SPSS를 이용하여 중다회귀분석을 실시하였다. 본 연구에서 나타난 결과는 첫째, 유아의 기질, 정서지능,...

Positive and Negative Emotions and Coping as Mediators of Mother-Child Attachment and Peer Relationships

This study examined whether emotions and coping explain (mediate) the association between mother-child attachment and peer relationships. Attachment, positive and negative emotion experience, coping, and peer relationships were examined in 106 fourth-grade through sixth-grade girls attending a 6-day residential camp. Attachment, experience of positive and negative emotions, and coping were measured prior to camp with questionnaires completed by girls and their mothers. Girls reported the quality of their best friendship at camp, and camp counselors rated girls’ peer competence. Girls who perceived a more secure attachment to mother reported experiencing more positive and less negative emotions, were reported by mothers to use more social-support coping, reported more positive qualities in camp best friendships, and were rated by counselors as having enhanced peer relationships at camp. Further, the experience of positive emotions, problem-solving coping, and social-support coping mediated the links between attachment and peer relationships.

A demonstration project involving peers as providers of evidence-based, supported employment services.

The present demonstration project involved development of a training program designed to teach recovering consumers employed as peer advocates how to provide evidence-based supported employment services to consumers with severe mental illness. A training curriculum was developed to teach the core competencies of the Individual Placement and Support (IPS) model of supported employment. Three peers participated in training and provided work outcome data from their caseloads. Assessments were conducted of peers' competence in implementing IPS and effectiveness in promoting job placements. Peer competency was assessed by the following: (a) a formal IPS fidelity review performed by two external reviewers to evaluate service implementation, and (b) the Kansas Employment Specialist Job Performance Evaluation, an objective measure of employment specialist attitudes and skills. Program efficacy was assessed by examining the number of job placements and corresponding tenure. The fidelity review revealed that peers met IPS standards of implementation on 7 of 14 items assessing service delivery. The Kansas scale results revealed attitudes to be a relative strength and job performance competency ratings fell in the average to above average range across skill areas assessed (e.g., vocational assessment, job development). Thirty-three percent of consumers from the peers' caseloads got competitive jobs; mean tenure was 26.1 weeks. This demonstration project provides a starting point for future efforts aimed at expanding the role of peers as providers of evidence-based mental health services and provides a measured degree of optimism that this is a realistic, attainable goal.

무용 수업에 참여한 초등학생들의 감성지능과 자기효능감 및 또래 유능성과의 관계

This study used the total 223 copies of data as the final analysis by using the significance sampling method after selecting elementary schoolers participating in dance classes as the sampling group. For the data possible to be analyzed from the collected data, multiple regression analysis and the correlation analysis were conducted by using SPSS 18.0 and the results are like below. First, significant correlation is shown in the correlation analysis for the emotional intelligence, self-efficacy and peer competence of the elementary schoolers participated in dance classes. Second, in the result of multiple regression analysis of self-efficacy in accordance with the subordinate factors of emotional intelligence, it has 35% influence on self-efficacy. Especially, “self-awareness” factor, “self-regulation” factor and “synchronization” factor among the subordinate factors of emotional intelligence are shown to have significant relations with self-efficacy. Third, in the result of multiple regression analysis of peer competence in accordance with the subordinate factors of emotional intelligence, it has 47.1% influence on peer competence. Especially, “self-awareness” factor, “petty interpersonal” factor”, “self-regulation” factor and “synchronization” factor are shown to have significant relations with emotional intelligence. Fourth, self-efficacy is shown to have 45.6% influence on peer competence while “self-regulation” “judgment” “competence” “daecheoryeok ”factor among the subordinate factors is shown to have significant relation with peer competence. It is found that dance classes has influence on improving emotional intelligence, self-efficacy and peer competence of elementary schoolers whose egos start to be formed, which means that physical expression activities act as not only providing physical/emotional/social development and infinite imagination, but also improving social/emotional competence which can guarantee children`s happy lives. Thus in order to develop children`s healthy egos, dance classes through physical expression activities are mostly essential education for the growth and development in childhood. They should be formed to provide better educational effects as more studies on this should be conducted in the future.

Pathways to Anxiety: Contributions of Attachment History, Temperament, Peer Competence, and Ability to Manage Intense Emotions

This longitudinal study tested whether associations between early attachment history and temperament and later anxiety symptoms are direct, or are indirect and explained by children's competencies in regulating emotions and relating to peers. Attachment patterns (secure, avoidant, preoccupied, disorganized) were assessed at 15 and 36months, and temperament (negative emotionality-NE, Shyness) was assessed at 54months. Peer competence (PC) and the ability to manage intense emotions were assessed at early school age, and anxiety symptoms in preadolescence. Both attachment history and temperament predicted anxiety. PC mediated the relations of security and disorganization with anxiety, and the ability to manage intense emotions mediated the relation between security and anxiety. PC also mediated the relations of NE and shyness with anxiety, and the ability to manage intense emotions mediated the relation of NE with anxiety. The findings highlight specific mechanisms that may contribute to the development of anxiety.

유아의 어머니 표상과 유아교육기관 적응: 또래 유능성의 매개효과 검증

The purpose of this study was to examine the effects of children`s representations of mothers and peer competence on preschool adjustment. 102 preschoolers (47 boys and 55 girls, aged 4-5) participated in this study. The data were analyzed using descriptive statistics and structural equation modeling analysis. The results were as follows: Firstly, children`s representations of mothers had a direct effect on peer competence. Secondly, peer competence had a direct effect on preschool adjustment. Thirdly, children`s representations of mothers did not directly affect preschool adjustment, but their representations of mothers did indirectly affect preschool adjustment, through peer competence. In conclusion, children`s representations of mothers and peer competence influence preschool adjustment.

Young children’s perceptions of social withdrawal in China and Canada

The goal of the present study was to explore attitudes and responses to different forms of social withdrawal in China and Canada. Participants in this study were children in early elementary school in the People’s Republic of China (n = 213; 113 boys, 100 girls, Mage = 6.11 years) and Canada (n = 162; 60 boys, 102 girls, Mage = 6.20 years). Children were presented with hypothetical vignettes describing the behaviours of shy, unsociable, and socially competent peers and responded to questions designed to assess their perceptions, attitudes, and responses. Results indicated that Chinese and Canadian children differed in their responses, particularly with regard to hypothetical unsociable peers. These findings shed some additional light on possible cross-cultural differences in the meaning and implications of different forms of social withdrawal.

Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates

We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53 % boys; M age = 51 months; 66 % Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer's characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed.

Choosing the best among peers

A group of n peers, e.g., computer scientists, has to choose the best, i.e., the most competent among them. Each member of the group may vote for one other member, or abstain. Self-voting is not allowed. A voting graph is a directed graph in which an arc (u,v) means that u votes for v. While opinions may be subjective, resulting in various voting graphs, it is natural to assume that more competent peers are also, in general, more competent in evaluating competence of others. We capture this by proposing a voting system in which each member is assigned a positive integer value satisfying the following strict support monotonicity property: the value of x is larger than the value of y if and only if the sum of values of members voting for x is larger than the sum of values of members voting for y. Then we choose the member with the highest value, or if there are several such members, another election mechanism, e.g., using randomness, chooses one of them.We show that for every voting graph there is a value function satisfying the strict support monotonicity property and that such a function can be computed in linear time. However, it turns out that this method of choosing the best among peers is vulnerable to vote manipulation: even one voter of very low value may change his/her vote so as to get the highest value. This is due to the possibility of loops (directed cycles) in the voting graph. Hence we slightly modify voting graphs by erasing all arcs that belong to some cycle. This modification results in a pruned voting graph which is always a rooted forest. We show that for all pruned voting graphs there are value functions giving a guarantee against manipulation. More precisely, we show a value function guaranteeing that no coalition of k members all of whose values are lower than those of (1−1/(k+1))n other members can manipulate their votes so that one of them gets the largest value. In particular, no single member from the lower half of the group is able to manipulate his/her vote to become elected. We also show that no better guarantee can be given for any value function satisfying the strict support monotonicity property.

Peer Competence of 5 Year Olds According to Multiple Attachment Type

Peer Competence of 5 Year Olds According to Multiple Attachment Type

Individual differences in mathematical competence modulate brain responses to arithmetic errors: An fMRI study

Data from both neuropsychological and neuroimaging studies have implicated the left inferior parietal cortex in calculation. Comparatively less attention has been paid to the neural responses associated with the commission of calculation errors and how the processing of arithmetic errors is modulated by individual differences in mathematical competence. Do more competent individuals exhibit a different brain response to errors than less mathematically able individuals? These outstanding questions were addressed in the present functional Magnetic Resonance Imaging (fMRI) study through an investigation of which brain regions respond more to erroneously versus correctly solved arithmetic problems while a group of 24 adult participants with varying levels of mathematical competence solved problems of all four arithmetic operations. Despite high levels of accuracy, a robust main effect of accuracy (incorrect vs. correct) was observed in both medial and lateral regions of the prefrontal cortex. These regions have frequently been associated with both the detection of errors and the deployment of cognitive control following an error. Furthermore, mathematical competence was found to modulate the activation of an area in the right dorsolateral prefrontal cortex. Specifically, individuals with relatively higher mathematical competence (n=12) were found to activate this region more for incorrectly solved trials than their less mathematically competent peers (n=12). Taken together, these findings suggest that the commission of arithmetic errors modulates responses of prefrontal regions and, moreover, that activation of the right lateral prefrontal cortex during arithmetic errors is affected by individual differences in mathematical competence. In view of the evidence associating the lateral prefrontal cortex with the implementation of cognitive control, we suggest that individuals with relatively high mathematical competence may exhibit greater awareness of calculation mistakes and implement greater control following the commission of errors.

유아의 놀이 선호 유형과 또래유능성 및 또래수용도의 관계

The purpose of this study was to investigate young children's play preferences through observation at their classrooms and to examine the relationship between children's play preferences and their peer competence and peer acceptance. The subjects were 55 four-year-old children from a kindergarten in C city of Chungnam province. The data was analyzed by MANOVA, t-test, and Pearson's correlation. The results were as follows: first, boys and girls showed different play preferences except for language play and science play. Boys were better liked by same-sex peers while girls were better liked by other-sex peers. Second, there were significant correlations among certain play preferences. Block play preferences were negatively correlated with other play preferences. Third, some play preferences were significantly associated with some sub-dimensions of peer competence. Language play displayed a positive relationship to pro-social behavior, but art play showed a negative relationship to leadership. Finally, peer acceptance was positively correlated only with number/manipulation play preferences. Other-sex peer acceptance was positively correlated with number/manipulation play preferences and art play preferences but negatively with block play preferences.

Validación y legitimación de la investigación en educación y pedagogía

Desarrolla planteamientos sobre el sentido y los procesos de validación y legitimación de la investigación científica en educación y pedagogía,y plantea criterios y reflexiones que contribuyan al examen de las concepciones y prácticas de investigación comunes en los ámbitos académicos, disciplinares y profesionales. De manera expositiva y argumentada se desarrollan conceptos centrales como ciencia, investigación científica, comunidad de practicantes competentes, validación y legitimación. La exposición de los conceptos destaca el carácter social, público y argumentativo de la ciencia, como sistema, y de la investigación científica, como proceso. Con base en la articulación de esos conceptos, se argumenta y concluye que la comunidad de pares competentes es la idónea, por naturaleza, para validar una investigación, y que la legitimación es un proceso gradual, efectuado por la sociedad desde unos intereses y valores de su transcurrir histórico. A la luz de esos planteamientos, se presentan y cuestionanalgunas concepciones y prácticas existentes en nuestros entornos académicos

Relationships among young children’s interpersonal trustworthiness, peer competence, self-regulation

Relationships among young children’s interpersonal trustworthiness, peer competence, self-regulation

Protein structure reports in JIMD ‐ an important enhancement of journal scope

Protein structure reports in JIMD ‐ an important enhancement of journal scope

Accentuation of Individual Differences in Social Competence During the Transition to Adolescence

Using a sample of individuals (277 males, 315 females) studied since birth in the NICHD Study of Early Child Care and Youth Development, the present study investigated how early pubertal maturation and school transition alter youth trajectories of social competence during the transition to adolescence. Social competence showed strong continuity, with the most socially competent children remaining so in adolescence. Early pubertal maturation and school transitions accentuate individual differences, increasing social competence among more competent youth, but further diminishing social competence among less competent individuals. In essence, facing challenges that require social competence may further separate competent individuals from less competent peers. Thus, the psychosocially rich become richer, while the psychosocially poor become poorer.

The Peer Social Networks of Young Children with Down Syndrome in Classroom Programmes

BACKGROUND: The nature and characteristics of the peer social networks of young children with Down syndrome in classroom settings were examined within a developmental framework. METHOD: Comparisons were made with younger typically developing children matched on mental age and typically developing children matched on chronological age. RESULTS: Similar patterns were found for all three groups for most peer social network measures. However, group differences were obtained for measures of teacher assistance and peer interactions in unstructured situations. CONCLUSIONS: Positive patterns appeared to be related to the social orientation of children with Down syndrome and the special efforts of teachers to support children's peer social networks. Findings also suggested that fundamental peer competence problems for children with Down syndrome remain and may best be addressed within the framework of contemporary models of peer-related social competence.

Preschoolers’ cognitive representations of peer relationships: family origins and behavioural correlates

Cognitive representations of peer relationships were conceptualised as the attributions children make about the intentions of others and children’s peer affiliation, or desire to interact with peers. Measures of these two constructs were developed and administered to 55 four‐ to six‐year‐olds. Findings indicate that measures of both measures of cognitive representations were associated with teacher‐rated peer competence, even when standardised Peabody Picture Vocabulary Test scores were controlled. The association between peer affiliation and peer competence was mediated by strategy response generation, while the association between attributions and peer competence was direct. Father–child synchrony during a laboratory play session was associated with peer competence, and this association appeared to be at least partially mediated by response generation and peer affiliation scores.

Introducing the SAPS System and a Corresponding Allocation Mechanism for Synchronous Online Reciprocal Peer Support Activities

While student populations in higher education are becoming more heterogeneous, recently several attempts have been made to introduce online peer support to decrease the tutor load of teachers. We propose a system that facilitates synchronous online reciprocal peer support activities for ad hoc student questions: the Synchronous Allocated Peer Support (SAPS) system. Via this system, students with questions during their learning are allocated to competent fellow-students for answering. The system is designed for reciprocal peer support activities among a group of students who are working on the same fixed modular material every student has to finish, such as courses with separate chapters. As part of a requirement analysis of online reciprocal peer support to succeed, this chapter is focused on the second requirement of peer competence and sustainability of our system. Therefore a study was conducted with a simulation of a SAPS-based allocation mechanism in the NetLogo simulation environment and focuses on the required minimum population size, the effect of the addition of extra allocation parameters or disabling others on the mechanism's effectiveness, and peer tutor load spread in various conditions and its influence on the mechanism's effectiveness. The simulation shows that our allocation mechanism should be able to facilitate online peer support activities among groups of students. The allocation mechanism holds over time and a sufficient number of students are willing and competent to answer fellow-students' questions. Also, fine-tuning the parameters (e.g. extra selection criteria) of the allocation mechanism further enhances its effectiveness.