Perceptions Of Social Competence Research Articles

PERCEPTION OF MUHAMMADIYAH UNIVERSITY SOCIAL HUMANITIES LECTURER PROF. DR. HAMKA ON ONLINE LEARNING DURING THE COVID-19 PANDEMIC

Abstract: This study aims to collect data and describe the perceptions of the lecturers of socialhumanities Prof. DR. HAMKA (UHAMKA) about the online learning process that took placeduring the Covid-19 pandemic. This is very important to know because the future withtechnological advances in the industrial era 4.0 learning like this must be faced. The method usedin this research is descriptive qualitative. The approach of this qualitative method is a case studywith a questionnaire instrument. The data analysis technique in this case study was carried out byentering data from Google Forms into Microsoft Excel. The results showed that there were stilllecturers who stated that they had encountered obstacles in implementing online learning behindthe many lecturers who were ready to face virtual learning situations during the pandemic. Then,the perceptions of social humanities lecturers on the learning process show that the perception ofpedagogic competence is at a score of 66 (sufficient), the perception of personality competence isat a score of 77 (good), the perception of social competence is at a score of 74 (sufficient), and theperception of professional competence is at a score of 78 (good).Key Words: Persepsi, PJJ, Dosen, Pandemi Covid-19

A Longitudinal Study of Sport Participation and Perceived Social Competence in Youth

PurposeParticipation in sport presents a unique setting for positive youth psychosocial development. Evidence supporting the relationship between sport and perceived social competence, however, is lacking longitudinal evidence; therefore, it is unknown how the relationship changes through late childhood to early adolescence. The main objective of this study was to evaluate the association between sport participation and self-perceived social competence over 4 years of early adolescence. MethodsThe data for this study are from the longitudinal cohort Physical Health and Activity Study. A total of 2,278 children in grade 4 were followed for 4 years until age 13–14 years. Self-perceived social competence (SPSC) was measured using Harter's Self-Perception Profile for Children. Sport participation was measured using the Participation Questionnaire. Mixed effects models were used to evaluate the effect of sport as a continuous and categorical variable on SPSC. ResultsThere was a significant association of sport at baseline (b = .06, 95% CI: .04–.08) and a significant association of sport over time (b = .01, 95% CI: 4 × 10−3 to .017) on SPSC for both males and females. When examining sport participation categorically, compared with no sport participation, participation in any category of sport (in-school, out-of-school, or both) is positively associated with SPSC. ConclusionsThe results of this study demonstrated that higher participation in sport is associated with small gains in perceptions of social competence during late childhood to early adolescence, suggesting that sport may be a small yet important contributor to young adolescents' perceptions of their social capabilities.

Perceptual Discrepancy Profiles of Social Competence and Their Interrelations With Depressive Symptoms Among Early Adolescents.

We examined the perceptual discrepancy profiles between self- and peers, and self- and teacher evaluations of adolescents' social competence (SC) and the interrelations of these profiles with self-reported depressive symptoms. The participants were 390 Finnish lower secondary school pupils. Latent profile analysis revealed five classes of discrepancy profiles; adolescents with congruent perceptions, quite congruent perceptions, and positively discrepant perceptions of SC reported lower scores of depressive symptoms, whereas those with negatively and extremely positively discrepant perceptions of SC reported the highest scores of depressive symptoms. The larger the discrepancy between self- and others' evaluations of SC were, the more depressive symptoms were reported. The results indicate that interventions designed to mitigate depression need to be tailored to individual needs.

Fostering Friendship

Fostering Friendship

Social Competence and Oral Language Development for Young Children of Latino Immigrants

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning.

Exploring the impact of a summer sport-based youth development program

The purpose of this study was to examine the benefits of youth participation in a sport-based youth development summer program, the National Youth Sport Program (NYSP). This study also identified areas of programmatic strength within the program, as well as areas for improvement. 193 participants in NYSP completed a pre- and post-test that assessed belonging, social competence, athletic competence, and competence related to eight specific sports. Significant improvements in perceptions of overall athletic competence and competence related to five specific sports were found. Although perceptions of social competence and belonging increased from pre-to-post test, findings were not statistically significant. Site observations resulted in the identification of strengths and areas that also inform areas for programmatic improvement. Implications for the design, implementation, and evaluation of sport-based youth development programs are discussed.

Children who experience difficulties with learning: Mother and child perceptions of social competence

There is an emphasis on the social competence of children who have difficulties with learning as a significant percentage also experience reduced social skills. Social competence in the classroom is becoming increasingly important as the school curriculum incorporates group work and socially directed activities for purposes of learning. A goal of occupational therapy for children with learning difficulties and their parents is that they 'fit' into their social group and form friendships. While teachers are able to identify social skills that are required for life at school, less is known about how children perceive their interactions. This study aimed to explore social interaction during occupational performance at school and at home from the perception of children with learning difficulties and their mothers. Participants included 10, 8- to 12-year-old children who had difficulties with learning and their 10 mothers. Children were interviewed using semi-structured focus groups. Mothers participated in semi-structured interviews. Four main themes emerged from this study, including the importance of social skills, effects of poor social skills, difficulties with planning and problem solving in social situations and impact of social competence on a child's occupational performance. The study revealed that social participation is perceived to be an integral part of the child's ability to participate in occupational performance, and that children have definite perspectives on the importance of social competence. Children in this study indicated that their social skills were adequate when in an one-to-one situation but not in a group.

Sub-types of angry aggression in antisocial youth: Relationships with self-reported delinquency and teachers’ perceptions of social competence and emotional/behavioural problems

The present study examined associations between four motivationally distinct types of angry aggression (AA: explosive/reactive, thrill-seeking, coercive and vengeful/ruminative), antisocial behaviour, and teachers’ perceptions of social competence, emotional and behavioural problems. Participants comprised 101 Norwegian adolescents ranging in age between 12 and 18years who suffered from serious conduct problems. Results of regression analysis showed that vengeful/ruminative AA uniquely predicted participants’ cognitive problems and their failure to cooperate as rated by their teachers. Thrill-seeking AA uniquely predicted all forms of self-reported delinquency. Explosive/reactive AA uniquely predicted self-reported expulsion from school and teacher ratings of poor self-control and externalizing behaviour problems. Teacher-rated affective disturbance in youths was negatively associated with thrill-seeking and positively associated with explosive/reactive and vengeful/ruminative forms of AA. Results provide further validation of the Angry Aggression Scales and confirm that the quest for excitement is an important motivation for antisocial behaviour in youth.

Adolescent Relations with Their Mothers, Siblings, and Peers: An Exploration of the Roles of Maternal and Adolescent Self-Criticism

The main purpose of the present study was to investigate self-criticism as a potential mediating factor in the link between mother–adolescent relationships with aggression and perceptions of social competence. The sample consisted of 888 older (M = 14.3 years) and younger (M = 11.6 years) adolescent children from the same family. Maternal self-criticism strongly corresponded to the quality of relationships with children, and an intergenerational similarity in levels of self-criticism, particularly for older children, was found. Mother–adolescent relationships and adolescent self-criticism were significantly related to aggression and perceptions of social competence. In addition, results supported the hypothesis that self-criticism in adolescents mediates the link between mother–adolescent relationships and social competence.

Initial Reliability and Validity of the Perceived Social Competence Scale

Objective: This study describes the development and validation of a perceived social competence scale that social workers can easily use to assess children's and youth's social competence. Method: Exploratory and confirmatory factor analyses were conducted on a calibration and a cross-validation sample of youth. Predictive validity was also established. Results: A four-item measure, labeled the Perceived Social Competence Scale (PSCS) , demonstrated acceptable internal consistency and factorial validity in samples of children and youth participating in youth development programs. Additionally, tests for gender invariance indicated that the PSCS worked equally well for males and females. The PSCS also demonstrated predictive validity, correlating positively with perceived belonging. Conclusion: Support was found for the PSCS as an empirically sound tool to assess children and youth's perceptions of social competence.

Impact of dysphoria and self-consciousness on perceptions of social competence: Test of the depressive realism hypothesis

Depressive realism refers to a cognitive style wherein depressed people sometimes have more accurate perceptions of reality than nondepressed people. The notion of depressives being “sadder yet wiser” was controversial when first presented, and continues to be heavily debated. Self-perception studies provide maximum external validity, but have been characterised by methodological limitations and consequently have yielded contradictory results. This study was designed to address limitations of past research. Seventy-two female participants were paired into dysphoric, nondysphoric or dysphoric – nondysphoric dyads to engage in 20-min social interactions. Thereafter, they rated their partners on social competence, as well as how they believed their partners would rate them. Accuracy was determined by comparing participants' perceptions of their conveyed impressions with actual ratings given to them by their partners. Results challenge the depressive realism hypothesis.

Attachment, Friendship, and Psychosocial Functioning in Early Adolescence.

Fifth-graders' (N = 162; 93 girls) relationships with parents and friends were examined with respect to their main and interactive effects on psychosocial functioning. Participants reported on parental support, the quality of their best friendships, self-worth, and perceptions of social competence. Peers reported on aggression, shyness and withdrawal, and rejection and victimization. Mothers reported on psychological adjustment. Perceived parental support and friendship quality predicted higher global self-worth and social competence and less internalizing problems. Perceived parental support predicted fewer externalizing problems, and paternal (not maternal) support predicted lower rejection and victimization. Friendship quality predicted lower rejection and victimization for only girls. Having a supportive mother protected boys from the effects of low-quality friendships on their perceived social competence. High friendship quality buffered the effects of low maternal support on girls' internalizing difficulties.

A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement

This meta-analysis synthesized research since 1990 pertaining to the social competence of children with learning disabilities in inclusive classrooms. Comparisons with average- to high-achieving classmates resulted in medium to large effect sizes for teachers' perceptions of social competence, peer preference ratings, positive peer nominations, global self-worth, and self-perceptions of scholastic performance. A second set of comparisons with children designated as low in academic achievement yielded moderate effect sizes for teachers' perceptions of social competence and for peer social preference ratings. Small effect sizes were obtained for global self-worth and self-perceptions of scholastic performance. It was concluded that (a) children with learning disabilities and children designated as low in academic achievement are at a greater risk for social difficulties than are average- to high-achieving children, and (b) children with learning disabilities and their low-achieving classmates do not appear to have accurate self-perceptions of social acceptance.

유아의 조직적인 체육놀이 활동과 사회적 능력의 관계

The purposes of this study was to identify the relationships between regular playful physical activities and social competences among children. The subject of this study were selected using the random cluster sampling method. They were 400 children who were 6∼7 years in kindergarten and participated or not participated in the regular playful physical activities programs provided by sport facilities located in Pusan area. The survey questionnaires were used to collect the data. The questionnaires for measuring children`s social competence were developed by Lee(1994). Among the hypothesized variables, the degree of participation were measured from children`s physical education teacher and children`s social competence were measured from their mothers. Therefore, total number of data for the analysis came 306 questionnaires. The statistical methods utilized in this study for analyzing the collected data were descriptive statistics, analysis of variance(ANOVA), analysis of covariance(ANCOVA), standard multiple regression analysis. From the analyses of data, this study reached the following conclusions : First, the more the children`s experience of participating in the regular playful physical activities, the higher the children`s perception of initiative, sociability, responsibility and self-disclosure among social competence. Second, the degree of flow experience and number of the regular playful physical activities have effects on the children`s perception of initiative, sociability, responsibility and self-disclosure among social competence. Otherwise the frequence and intensity of participating in the regular playful physical activities have effects on the children`s perception of initiative and responsibility among social competence. Third, the degree of participation of the regular playful physical activities have more effects on the children`s perception of social competence than the socio-demographic characteristics of children.

Identification and assessment of ongoing stressors in adolescents with a chronic illness: An application of the behavior-analytic model

Applied Goldfriend and D'Zurilla's (1969) Behavior-Analytic Model to the development of a context-specific measure of stressful situations for adolescents with a serious, chronic illness. In completing the situational analysis phase of the model, 45 adolescents with cystic fibrosis (CF), 20 parents of adolescents with CF, and 8 health care professionals completed structured interviews or daily diaries to obtain the widest range of problematic situations. The adolescent sample was recruited from two different medical centers, and stratified by sex and illness severity. A total of 1,174 problem situations were elicited across all participants and then content-analyzed into 164 nonredundant items in 10 domains (e.g., Medications and Treatment, and School). Few relations were found between demographic variables (e.g., age and illness severity) and the number or difficulty of problematic situations. Both adolescents and parents mentioned the greatest number of problematic situations in the domains of School, Medications and Treatment, and Parent-Teen Relationship. In terms of difficulty, all three respondents (i.e., teens, parents, and health care professionals) rated problems with Clinic and Hospital Visits as very difficult. For the adolescent sample, problems in the Parent-Teen Relationship and Health Concerns were also highly difficult. Significant associations were found between the problematic situations we identified and standardized measures of social and emotional functioning. Adolescents who rated their problems as more difficult also endorsed more symptoms of depression and lower perceptions of social competence. In a future study, the most salient items will be selected to create a role-play measure to elicit adolescents' coping strategies.

Perceived Competence and Self-Worth of LD and Normally Achieving Students

Elementary and middle-school learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children were compared. This scale measures general self-worth as well as perceptions of cognitive, social and physical competence. In accord with previous research, LD students were found to hold lower opinions of their cognitive abilities than did NA students. Furthermore, compared to their peers, LD students held less favorable perceptions of their physical abilities. LD and NA students' ratings for general self-esteem did not differ, nor did the groups vary in perception of social competence. These results indicate that LD children maintain generally positive self-evaluations, despite their recognition of limitations in some areas. Based on comparisons between teacher and student ratings, subgroups of LD students who held unrealistically positive or negative perceptions of themselves were identified. The characteristics of these subgroups were examined.