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Social competence in young adulthood, its nature and antecedents
... Social competences are specific soft skills that can be viewed as an individual's repertoire of socially suitable responses and behaviors such as sharing, helping, cooperating, initiating interpersonal relationships, interacting with others, or dealing with conflicts (Smart & Sanson, 2003). In children, social competences can strongly determine how they behave and learn at school (McClelland & Morrison, 2003;Montroy et al., 2014;Wentzel, 1991). ...
... In children, social competences can strongly determine how they behave and learn at school (McClelland & Morrison, 2003;Montroy et al., 2014;Wentzel, 1991). Later, during the adolescence-adulthood transition, they are associated with general wellbeing and successful career development (Murakami et al., 2009;Pinto et al., 2012;Smart & Sanson, 2003). ...
... Although the importance of social competences is rather consensual in the scientific community, gender differences in these competences have been a source of debate for several years (Rose-Krasnor, 1997). Even if some studies show similar social competences for men and women (e.g., Salavera et al., 2017;Taylor & Hood, 2011), a majority of studies tend to conclude that significant gender differences exist with men often displaying lower social competences than women (Ford, 1982;Sarason et al., 1985;Smart & Sanson, 2003;Tan et al., 2018). Women are generally higher than men on some specific social competences like empathy (Adams, 1983;Ford, 1982;Smart & Sanson, 2003), or knowledge of socially desirable behaviors (Sarason et al., 1985). ...
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment—the ProFAN project—was conducted in France among more than 10,000 vocational high-school students. Its primary goal was to develop and test an intervention promoting a range of psychological and psychosocial variables in vocational high schools, including social competences. This 2-year long, three-wave field experiment compared the effects of a cooperative learning method—the jigsaw classroom, that entails positive goal and resource interdependence—to two control conditions: one that involves cooperation with resource independence, and the other that remains business-as-usual. This article focuses on the differential development of perceived social competences of adolescent boys and girls over time, comparing the three pedagogical methods. Results of longitudinal multilevel modeling replicate the gender gap in perceived social competences and show that this gap widens with time. However, and most importantly, the analyses revealed that such widening of the gender gap was greater in the two control conditions than in the jigsaw condition, in which the evolution of boys’ and girls’ perceptions of social competences remained similar over time. Contributions to the understanding of the development and teaching of social competences in education settings are discussed.
... In line with this, the social development model further suggests that compliance or resistance to peer socialisation pressures may be moderated by a range of social skills (Catalano & Hawkins, 1996). Social skills including assertion, empathy, responsibility, and self-control (Gresham & Elliott, 1990;Smart & Sanson, 2003) are broadly considered to protect young people despite exposure to risk (Arthur et al., 2002) and have been implicated in reduced risk of substance use disorders (Ham & Garcia, 2010). Prior evidence has suggested that most young adults saw themselves as commonly possessing these skills (Smart & Sanson, 2003). ...
... Social skills including assertion, empathy, responsibility, and self-control (Gresham & Elliott, 1990;Smart & Sanson, 2003) are broadly considered to protect young people despite exposure to risk (Arthur et al., 2002) and have been implicated in reduced risk of substance use disorders (Ham & Garcia, 2010). Prior evidence has suggested that most young adults saw themselves as commonly possessing these skills (Smart & Sanson, 2003). Developing the necessary competencies in these domains is critical to an individual's ability to engage effectively in close relationships, and in turn, to an individuals' selection of appropriate responses and behaviours. ...
... Social skills were assessed at each young adulthood wave via scales developed by Smart and Sanson (2003), based on Gresham and Elliott's (1990) model of child and adolescent social competence. The four facets assessed were assertion (5 items, e.g., "I initiate conversations in groups"; Cronbach's α 19-20 = 0.74, α 23-24 = 0.75, α 27-28 = 0.76), responsibility (4 items, e.g., "I fulfil my obligations"; Cronbach's α 19-20 = 0.72, α 23-24 = 0.71, α 27-28 = 0.72), empathy (5 items, e.g., I try to be a kind and caring person"; Cronbach's α 19-20 = 0.79, α 23-24 = 0.78, α 27-28 = 0.80), and self-control (3 items, e.g., "I negotiate and compromise with people when we have disagreements"; Cronbach's α 19-20 = 0.60, α 23-24 = 0.59, α 27-28 = 0.62). ...
To examine illicit substance use across young adulthood and explore the extent to which social skills moderate the relationship between use and harm. 1,404 (761 women) from the Australian Temperament Project (est. 1983) participated across young adulthood (age 19–20, 23–24, and 27–28 years). Measures included self-reported illicit substance use/harm and social skills (i.e., assertion, empathy, responsibility, and self-control). The number and type of illicit substances used changed across young adulthood. Greater illicit substance use was associated with peer (OR = 4.96) and partner use (OR = 3.60). Moderation analyses suggested the risk relationship between the number of illicit substances used and harm was lower in those with high levels of assertion/self-control (OR assertion = 2.34, OR self-control = 2.60) compared to low levels (OR assertion = 4.43, OR self-control = 3.72). Evidence based programmes designed to strengthen individual social skills for young adults may play a role in protecting against the adverse effects of illicit substance use.
... A bi-directional relationship exists between social competence and social connections (Merrell, 1999). The initiation and development of successful family and peer relationships depend on social competence, yet interpersonal relationships in turn facilitate social skill acquisition and development (Flannery & Smith, 2017;Smart & Sanson, 2003). Relationships provide positive emotional adjustment and offer companionship, intimacy, socialisation, acceptance, encouragement and support (Flannery & Smith, 2017;Hartup & Stevens, 1999;Larson, Whitton, Hauser, & Allen, 2007). ...
... In addition to these positive outcomes, interpersonal relationships require but also provide opportunities to develop the ability to foster intimacy through skills such as appropriate self-disclosure and emotion regulation (Bauminger et al., 2008;Larson et al., 2007;Oden & Asher, 1977). Consequently, strong social competence is related to more satisfying and supportive relationships with friends and family (Buhrmester, 1990;Buhrmester, Furman, Wittenberg, & Reis, 1988;Festa, Barry, Sherman, & Grover, 2012;Smart & Sanson, 2003). Smart and Sanson (2003) found highly socially competent adults had better quality relationships with their parents and friends. ...
... Consequently, strong social competence is related to more satisfying and supportive relationships with friends and family (Buhrmester, 1990;Buhrmester, Furman, Wittenberg, & Reis, 1988;Festa, Barry, Sherman, & Grover, 2012;Smart & Sanson, 2003). Smart and Sanson (2003) found highly socially competent adults had better quality relationships with their parents and friends. Socially competent people perceive greater emotional and material support, demonstrate better communication, experience less conflict with and feel less alienated from their friends and family than their less socially competent peers. ...
... Kompetensi sosial sangat penting bagi remaja karena dengan adanya kompetensi sosial, remaja dapat menyesuaikan diri dengan lingkungan sekitar dan berperilaku secara tepat sesuai dengan norma-norma yang ada dalam masyarakat (Anggraini & Wahyuningsih, 2007). Individu yang memiliki kompetensi sosial mampu memperoleh respon positif dari orang lain dan terampil dalam membentuk hubungan yang akrab dan saling mendukung (Smart & Sanson, 2003), mampu menghadapi konflik dalam interaksi sosial (Santoso, 2011). Kompetensi sosial penting dalam memprediksi perkembangan sosial individu (Renk & Phares, 2004). ...
... Gresham dan Elliott (dalam Smart & Sanson, 2003) menjelaskan bahwa ada beberapa aspek yang menggambarkan kompetensi sosial yaitu 1). asertif, yaitu perilaku yang berinisiatif seperti menanyakan kepada orang lain mengenai informasi, memperkenalkan diri sendiri, dan menanggapi tindakan orang lain; 2). ...
... Individu yang memiliki kompetensi sosial yang tinggi memiliki hubungan yang kuat dengan orangtua mereka, memiliki komunikasi yang baik, tidak merasa diasingkan dan mengalami konflik yang sedikit dengan orangtua. Begitu juga mereka cenderung memiliki kualitas persahabatan yang lebih baik, merasa bahwa teman-teman mereka akan memberikan dukunngan emosional dan material dan mereka merasa tidak diasingkan dari teman-teman (Smart & Sanson, 2003). ...
Penelitian ini bertujuan untuk mengetahui hubungan antara kelekatan (attachment) pada ibu dan ayah dengan kompetensi sosial pada remaja. Kompetensi sosial yang dimaksud adalah kemampuan dan keterampilan yang dimiliki oleh seseorang dalam berinteraksi dengan orang lain untuk mencapai hubungan sosial yang positif. Subjek dalam penelitian ini adalah remaja di SMPN 21 Pekanbaru yang berusia 12-15 tahun, yang ditentukan melalui teknik cluster random sampling. Skala yang digunakan dalam penelitian ini berupa skala psikologis yaitu skala kelekatan (attachment) menggunakan Inventory of Parent and Peer Attachment (IPPA) yang telah dimodifikasikan oleh Wahyuni dan Asra (2014) dan skala kompetensi sosial menggunakan skala yang dimodifikasikan oleh Rahman (2010) berdasarkan teori Gresham dan Elliott. Berdasarkan analisis korelasi regresi linier berganda menunjukkan bahwa terdapat hubungan antara kelekatan (attachment) pada ibu dan ayah dengan kompetensi sosial pada remaja (F=5,444; R= 0,229; p=0,005). Kelekatan pada ibu dan ayah memiliki kontribusi sebesar 5,3% terhadap kompetensi sosial. Kata kunci : kelekatan (attachment) pada ibu dan ayah, kompetensi sosial
... Starting from Thorndike's (1920) definition on social competence as the ability to act wisely in human relations, Smart & Sanson (2003) define the concept as referring to the range of socially appropriate behaviors and responses such as cooperation, initiation of relations, interaction with others, conflict resolution or helping others. Four factors become transparent in this approach: assertiveness, self-control, responsibility and empathy. ...
... In terms of relating social competences with other factors, it was shown that people with high social competences tend to feel less depressed, anxious or stressed. Also, they get involved in less antisocial behaviors and, in general, are more satisfied with their life achievements (Smart & Sanson, 2003). As time passes by, the stability of social competences lowers, proving once again the need for developing these competences at all ages, for the entire life span. ...
... Black & Ornelles, 2001 A learned modality of behaving, that is socially accepted and allows efficient interaction with other persons. Smart & Sanson, 2003 The ability to successfully get involved in social interactions and interpersonal relations, as well as the ability to correctly interpret verbal and nonverbal messages. Abraham, 2004 Self-awareness (emotional awareness, self-trust), selfmanagement (emotional control, trust, adaptability, optimism, initiative), social awareness (empathy, organizational awareness), relations management (developing others, leadership, communication, conflict management, teamwork, collaboration). ...
One method to define a concept is to extract its definitions from
multiple studies and models. In the present study, we used this qualitative
approach to define the concept of social-emotional development in young
adults, with all its facets. Based on specific keywords, we found over 400
articles concerning these concepts and, with specific criteria, narrowed it
down to 30 studies. We then found very specific definitions for social-emotional competences, social competences and emotional ones. In the end,
we found important similarities and differences between two intertwined
concepts, emotional intelligence and social-emotional competence, with a
wide range of applications.
... These new areas prove to be fruitful for further development and improvement of social skills. It has been reported that less attention is given to investigate the social competence at developmental stage of adolescence as compared to young children and its contribution to wellbeing and adaptation (Smart & Sanson, 2003). ...
... It consists of 17 items which comprises four sub-scales: Assertiveness, empathy, responsibility, and self-control (Smart & Sanson, 2003), response categories ranging from never (1) to always (5). On present data, reliability coefficient for Social Competence Scale is .81. ...
The present study aimed at investigating the mediating role of emotion regulation in relationship between family functioning and social competences in adolescents. ICPS Family Functioning Scale (Noller, Seth-Smith, Bouma, & Schweitzer, 1992), Emotion Regulation Questionnaire for Children and Adolescents (Gullone & Taffe, 2012) and Social Competence Scale (Smart & Sanson, 2003) were used on 621 adolescents, selected by purposive sampling technique to measure the study variables. Results revealed that family functioning has significant positive relationship with cognitive reappraisal (r=.17, p<0.01), emotional regulation (r=.14, p<0.01) and social competence (r=.36, p<0.01). Social competence has significant positive correlation with suppression (r=.14, p<0.01), cognitive reappraisal (r=.39, p<0.01), and emotional regulation (r=.34, p<0.01). Family functioning (β=.31, p<0.01) and emotional regulation (β=.29, p<0.01) have significantly and positively predicted social competences in college students. Intimacy (β=.39, p<0.01) and conflict (β=.11, p<0.01) have significantly and positively predicted social competences in college students. Cognitive reappraisal (β=.38, p<0.01) has significantly and positively predicted social competences in college students. Cognitive reappraisal has partially mediated between family functioning and social competences of the adolescents. Implications are discussed in the light of the results. Keywords: Adolescents, Intimacy, Parenting Style, Reappraisal, Social Competence.
... Finkelhor & Asdigian (1996) used school grades to capture social competence. Additionally, Smart & Sanson (2003) analyzed data from the Australian Temperament Project and concluded that socially competent respondents held slightly more positive attitudes towards ...
... In addition, social competence among high school students was a strong and positive predictor of their confidence in the police. This result complied with some previous research that socially competent respondents held slightly more positive attitudes towards society, such as confidence in the justice system (trust in the courts, and trust in police) and social institutions (Smart & Sanson, 2003), and individuals with lower levels of education had lower odds of trust in the police (Berthelot et al., 2018). ...
This study examined high school students’ trust in police in from a conflict theory point of view by using Ungdata Vestland County package (N=7,796). Four models were tested by employing binary logistic regression analysis. Seven out of eight variables of conflict theory were significant to predict students’ trust in the police, but conflict theory alone accounted for a low level of variation in predicting trust in the police (5%). In Model 2, variables related to victimization, safety feelings, and antisocial behavior alone were significant in predicting students’ trust in police. This variable group happened to be two times more powerful to predict students’ trust in the police compared to conflict theory variables. The third model assessed the capacity of social capital variables to predict students’ trust in the police. Among social capital variables, school well-being, family relations, and quality of life were also significant predictors of students’ trust in the police. In the final model, when controlled with other related factors, the effect of conflict theory somewhat weakened but five out of eight variables were still strongly related to trust in the police and the final model accounted for a 15% variation in the trust in police. The significance of the study, theoretical and policy implications and future direction was discussed in advance.
... Competence is one conceptualisation of positive psychosocial adaptation that refers to success in meeting the developmental tasks expected of individuals of a given age in their cultural and historical context (Masten and Curtis, 2000;Kvalsvig et al, 2014). For young adults in Western industrialised countries, this includes developmental tasks such as taking on citizenship responsibilities, being able to regulate emotions, and developing healthy intimate relationships (Gresham and Elliott, 1990;Smart and Sanson, 2003;Hawkins et al, 2011;O'Connor et al, 2016). Competence in these domains is valued by both individuals and society, and supports young adults to lead meaningful lives that contribute to economic productivity and civil society (O'Connor et al, 2016;OECD, 2018). ...
... Indicators of mental health problems included depression, anxiety and stress (Lovibond and Lovibond, 1996). Indicators of competence included key developmental tasks of the young adult period that are valued by individuals and society and were captured in the data, including: civic engagement, emotional maturity and secure intimate relationships (Gresham and Elliott, 1990;Smart and Sanson, 2003;Hawkins et al, 2011;O'Connor et al, 2016). We dichotomised each of these indicators for interpretability, to capture relatively low or high levels of the outcomes of interest (Evans et al, 2013). ...
Understanding of how socio-economic disadvantage experienced over the life course relates to mental health outcomes in young adulthood has been limited by a lack of long-term, prospective studies. Here we address this limitation by drawing on data from a large Australian population cohort study that has followed the development of more than 2,000 Australians (and their families) from infancy to young adulthood since 1983. Associations were examined between prospective assessments of socio-economic position (SEP) from 4–8 months to 27–28 years and mental health problems (depression, anxiety, stress) and competence (civic engagement, emotional maturity, secure intimate relationship) at 27–28 years. The odds of being socio-economically disadvantaged in young adulthood were elevated eight- to tenfold in those who had experienced disadvantage in the family of origin, compared with those who had not (OR 8.1, 95% CI 4.5–14.5 to 10.1, 95% CI 5.2–19.5). Only concurrent SEP was associated with young adult mental health problems, and this effect was limited to anxiety symptoms (OR 2.0, 95% CI 1.1–3.9). In contrast, SEP had more pervasive impacts on young adult competence, particularly in the civic domain where effects were evident even from early infancy (OR 0.46, 95% CI 0.26–0.81). Findings suggest that one potentially important mechanism through which disadvantage compromises mental health is through limiting the development and consolidation of key psychosocial competencies needed for health and well-being in adulthood.
Key messages
Socio-economic disadvantage can adversely impact on mental health.
Addressing socio-economic disparities is critical to improving population mental health.
Aspects of good mental health in young adulthood were related to socio-economic circumstances as far back as infancy.
Greater attention is needed to promoting positive aspects of mental health for young people from disadvantaged backgrounds.
... Numerous studies have found a negative association between antisocial behaviour and social competence (Bornstein, Hahn, and Haynes 2010;Sørlie, Amlund-Hagen, and Ogden 2008;Smart and Sanson 2003;Coie et al. 1992). A longitudinal study on children aged 4-14 revealed that children with low social competence at age 4 were more likely to develop internalising and externalising problem behaviours at age 14 (Bornstein, Hahn, and Haynes 2010). ...
... Furthermore, the relevance of gender and age to the measurement of antisocial behaviour and social competence is emphasised by findings showing that girls tend to display higher levels of social competence than boys, whereas boys are more likely to exhibit higher levels of antisocial behaviour (Ogden 2015;Smart and Sanson 2003;Backe-Hansen and Ogden 1996). In addition, social competence seems to increase with age (Caprara, Barbaranelli, and Pastorelli 2001;Reid, Patterson, and Snyder 2002), whereas antisocial behaviours show more mixed trajectories depending on whether findings are based on a narrow (e.g. ...
The study investigated dimensionality in the Home and Community Social Behaviour Scales (HCSBS) that assess social competence (Peer Relations and Self-Management/Compliance) and antisocial behaviour (Defiant/Disruptive and Antisocial/Aggressive behaviour) in children and adolescents. The four scales comprising 64 items were completed by 551 parents of children aged 2–12 with emerging or present behavioural problems. Exploratory and confirmatory factor analyses were used to investigate the latent factor structure of the scales. The results revealed a meaningful three-factor solution for items within each of the following subscales: Peer Relations, Self-Management/Compliance, Defiant/Disruptive, and Antisocial/Aggressive. However, findings revealed some significant cross-loadings within each of the scales. Implications of the results are discussed.
... Social and emotional learning (SEL) refers to the "processes through which children and adults develop fundamental emotional and social competencies to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively (Collaborative for Academic, Social and Emotional Learning, n.d.). Smart and Sanson (2003) use the related term, social competence, to refer to "the individual's repertoire of socially appropriate responses and behaviours…Some examples are sharing, helping, cooperating, initiating relationships, sensitively interacting with others, and handling conflict situations well" (p. 4). ...
... The current study revealed important information about positive changes to the coping of individual students such as "Richard" and "Jodie" and highlighted the need to consider program effects on individual students, not just whole groups or classes. As being able to cope in adolescence has been linked with the ability to cope in adulthood, in addition to the less likelihood of depression (see Galaif, Susssman, Chou & Willis, 2003;Smart & Sanson, 2003) the impact of participating in the BOC program may also have specific advantages for individual students particularly if they are able to access booster sessions. ...
Research highlights the importance of designing primary school classroom environments that promote self-regulated learning (SRL). Teachers play a crucial part as learning process facilitators in the development of pupils’ self-regulated learning competence and skills. The aim of this study was to explore teachers’ actions towards the development of self-regulated learning practices in primary school. The results of a survey of 399 primary school teachers in Brussels and the surrounding area (Belgium, Europe) are presented. Findings appeared to be consistent with theoretical assumptions about the development of self-regulated learning suggesting that teachers gradually introduce SRL over primary school grades. When comparing both groups of teachers scoring high and low in stimulating pupils’ self-regulated learning, similar patterns of SRL encouragement were recorded. Furthermore, teachers were found to promote self-regulated learning as a total concept with a comparable emphasis on all phases of the self-regulated learning process. The adjustment of the teaching environment was found to be similar in all grades and for both high and low self-regulated learning practices.
... Looking at individual characteristics, temperament factors, personality traits, and social skills appear to be strong predictors of later social competence. Using data from the ATP (see Chapter 3), Smart and Sanson (2003) used multiple regression analyses to investigate antecedents of social competence in emerging adulthood (at 19-20 years), and found that temperament factors including reactivity, sociability, shyness, and persistence, as well as the social skills of assertiveness, cooperation, and empathy, were significant predictors of social competence in emerging adulthood. Newman et al. (1997) drew on data from a longitudinal study of New Zealand children and found that as emerging adults, children categorised as having an undercontrolled temperament style (irritable, impulsive, and inattentive) at age three had higher levels of interpersonal conflict across interpersonal contexts. ...
... The measure used to assess positive development in emerging adulthood (19- Social competence was assessed with items developed by Smart and Sanson (2003) following the Gresham and Elliot (1990) model of child and adolescent social competence. Aspects measured included empathy (5 items, α=.78, e.g., 'I show my concern for others when they experience difficulties'), responsibility (4 items, α=.72, e.g., 'I can be relied on to do things right'), and self control (3 items, α=.60, e.g., 'I can assert my opinion without arguing or fighting'). ...
... U General health problems (Eisen, Donald, Ware, & Brook, 1980) U U U U U Social skills (Gresham & Elliot, 1990;Smart & Sanson, 2003) U U U U U Relational factors Parent-child relationship (ATP devised; Marsh, Barnes, Cairns, & Tidman, 1984) U U U U U U U U Parent-offspring bonding (Condon & Corkindale, 1998) U Parenting (ATP devised; Zubrick, Lucas, Westrupp, & Nicholson, 2014) U U U U Parental attachment (Armsden & Greenberg, 1987) U Parent-young adult relationship (Pierce, Sarason, & Sarason, 1991) U U Parent social support (Webster et al., 2000) U Peer relationships (Marsh et al., 1984) U Peer attachment (Armsden & Greenberg, 1987) U Friendship quality (Pierce et al., 1991) U U Romantic attachment (Simpson, Rholes, & Phillips, 1996) U School bonding (Ainley, Reed, & Miller, 1984) U Community/contextual factors Parent education a (ATP Devised) ...
Background
We examine precursors of child emotional distress during the COVID‐19 pandemic in a prospective intergenerational Australian cohort study.
Methods
Parents (N = 549, 60% mothers) of 934 1–9‐year‐old children completed a COVID‐19 specific module in 2020 and/or 2021. Decades prior, a broad range of individual, relational and contextual factors were assessed during parents' own childhood, adolescence and young adulthood (7–8 to 27–28 years old; 1990–2010) and again when their children were 1 year old (2012–2019).
Results
After controlling for pre‐pandemic socio‐emotional behaviour problems, COVID‐19 child emotional distress was associated with a range of pre‐pandemic parental life course factors including internalising difficulties, lower conscientiousness, social skills problems, poorer relational health and lower trust and tolerance. Additionally, in the postpartum period, pre‐pandemic parental internalising difficulties, lower parental warmth, lower cooperation and fewer behavioural competencies predicted child COVID‐19 emotional distress.
Conclusions
Findings highlight the importance of taking a larger, intergenerational perspective to better equip young populations for future adversities. This involves not only investing in child, adolescent, and young adult emotional and relational health, but also in parents raising young families.
... Sebagaimana dikatakan Donnellan et al. (2005) bahwa tingkat fungsi sosial yang tidak memadai berakibat perilaku negatif atau antisosial dalam bentuk kenakalan siswa dan kriminalitas di kalangan remaja. Kompetensi sosial dapat dimaknai sebagai cara berperilaku yang dapat dipelajari dan diterima secara sosial sehingga seseorang dapat berkomunikasi atau berinteraksi secara efektif dengan orang lain agar dapat diterima dengan baik oleh lingkungan sosial, serta mengacu perilaku dan respon sosial yang dimiliki individu (Smart et al., 2003). ...
... Sebagaimana dikatakan Donnellan et al. (2005) bahwa tingkat fungsi sosial yang tidak memadai berakibat perilaku negatif atau antisosial dalam bentuk kenakalan siswa dan kriminalitas di kalangan remaja. Kompetensi sosial dapat dimaknai sebagai cara berperilaku yang dapat dipelajari dan diterima secara sosial sehingga seseorang dapat berkomunikasi atau berinteraksi secara efektif dengan orang lain agar dapat diterima dengan baik oleh lingkungan sosial, serta mengacu perilaku dan respon sosial yang dimiliki individu (Smart et al., 2003). ...
... Children with higher cognitive abilities across domains of executive functioning, processing speed, and general IQ display better social and academic outcomes than their peers. Those who adjust easily to new situations, quickly establish routines, display a generally positive disposition, and persist in the face of challenge, are more likely to have greater social competence and higher levels of academic functioning across development (Smart & Sanson, 2003). Specific manifestations of infant behavior may influence caregiver responses and well-being, improving outcomes across early development. ...
... The relations based on empathy, cooperation, and respect for others help the individual to get his desired results while living in the gathering of mixed abilities of the people, having different emotions, feelings, behavior, and ideology, hence social competence is the ability to have relations with one another to survive in society (Larson, Whitton, Hauser, & Allen, 2007). The person who has the skill of social competence usually has a higher level of life satisfaction and a higher level of academic achievement rather than those persons who do not have the skill of social competence (Smart & Sanson, 2003). Social competence is the source of removing anxiety, depression, and stress due to the healthy relationship with the members of society. ...
ocio-emotional development is a very important aspect of students’ personality. In Pakistani education the system the priority of teachers and parents’ is to develop cognitive abilities. Teachers and school administration often found difficulty to assess their students’ socio-emotional development. Socio-emotional development is ignored domain in many schools of Pakistan. This research focused to develop a self-report scale for students’ socio-emotional development. 74 items were prepared against 8 domain elements of socio-emotional development after going through validity and reliability process 30 items were finalized against 6 domain elements of socio-emotional development. The findings indicated Keywords: Socio-emotional development, domain elements
... 23-24 years and 27-28 years (r = 0.51) Empathy Social Competence Scale (Smart & Sanson, 2003) Five items (α = 0.80); response 5-point scale (1 = never/almost never to 5 = always/almost always). Scored to indicated greater levels of empathy (range 1-5). ...
Most but not all adults become parents, yet it remains unclear which characteristics indicate an orientation toward parenting. The aims of this study were to (a) distinguish profiles of individual and interpersonal resources in young adults that may orient them toward parenthood and (b) investigate whether profiles predicted timing of entering parenthood, postpartum parenting behavior, and parent-infant bonding. Participants were 1,429 young people (53% female) enrolled in an Australian 39-year longitudinal study. Predictor data for latent profile analysis were collected at 23-24 and 27-28 years. Parenthood timing was designated as "early" ≤ 25 years, "on-time" > 25 years, and "not a parent" by age 37 years. Parenting outcomes were assessed at 12 months postpartum in 684 parents of 1,144 children. Four-profile classes were identified: "connected" (n = 463, 32.4%), "constricted empathy" (n = 461, 32.3%), "insecure" (n = 343, 24%), and "disconnected" (n = 162, 11.3%). Connected young adults were characterized by close ties to family of origin and peers and by identity clarity and empathy. Connected participants were more likely than those in insecure and disconnected classes to be parents by 37 years and more likely to enter parenthood "on-time" compared to "early" parenthood in the constricted empathy class. Among those who became parents, the connected class reported the strongest bonds and warmest parenting and was least anxious or hostile in parenting their infants. Findings provide insights into preconception patterns among variables that together predict reproductive timing, postpartum bonding, and quality of parenting. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
... Social skills enable adolescents to be relied on by friends, cooperate well in a group, state an opinion without argument, show concern to troubled friends, and be responsible to friends. Those behaviors create a positive interaction with friends therefore a close and supportive relationship is finally formed (Flannery & Smith, 2017;Smart & Sanson, 2003). Close and supportive relationships are parts of friendship quality (Parker & Asher, 1993) therefore it can be said that social skills enable adolescents to form friendships with high quality. ...
Social skills have been known to predict bullying tendencies in adolescence. However, knowledge about the mechanisms by which social skills are linked to bullying tendency remains limited. The present study investigated whether friendship quality would mediate the link. A sample of 204 adolescents (16-18 years old; 163 girls; 41 boys) studying in Yogyakarta state high schools completed an online self-report of Bullying Tendency Scale, Social Skills Scale, and Friendship Quality Scale. Mediation analysis was conducted using PROCESS macro. Results showed that friendship quality could not mediate social skills with bullying tendency therefore hypothesis of this study was denied. However, by including gender, it was found that friendship quality has a significant role as a mediator for boys. Higher social skills were associated with higher friendship quality, and then higher friendship quality was associated with higher bullying tendency. It can be concluded that social skills are important for boys and girls to exercise positive interaction with peers and to have high friendship quality. However, it is more important for boys to have high friendship quality with positive peers.
... Self-control (3 items): I can assert my opinion without arguing or fighting. Rated on a 5-point scale from "never" to "always" Developed by Smart and Sanson (2003) following Gresham and Elliot's (1990) model of child and adolescent competence Life satisfaction 19 years (8 items); e.g., How satisfied are you with your social life? Rated on a 4-point scale from "not at all satisfied" to "very satisfied" 23 and 27 years (3 items); e.g., I've got my life together Rated on a 5-point scale from "never/almost never" to "always/ almost always" ...
This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian‐born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (βrange = .11–.16) and fewer behavior problems (βrange = −.09 to −.11). Promoting strengths may secure a healthy start to life.
... 5-point scale from 'never' to 'always' Developed by [35] following the [36] model of child and adolescent competence. ...
... 5-point scale from 'never' to 'always' Developed by [35] following the [36] model of child and adolescent competence. ...
Purpose: This study examined the extent to which care-oriented attitudes and behaviours in adolescence (e.g., volunteering) predict positive development (PD; e.g., life satisfaction and meaning/purpose) in young adulthood (19–28 years). Methods: The analytic sample comprised 1,359 participants participating from a 35-year (16 wave) population-based cohort study (The Australian Temperament Project). Adolescent care-oriented attitudes and behaviours were defined in mid-adolescence (15–16 years). Young adult PD was defined by latent growth curve modelling across three waves (19–20, 23–24, and 27–28 years). Results: There was considerable variation in PD at the beginning of young adulthood (19–20 years) (variance of intercept = 40.22, SE = 4.53, p <.001). Once baseline PD levels were established in young adulthood, there was evidence of increasing PD over time (mean slope =.34, SE =.04, 95%CI = [.26,.41], p <.001, β =.65), with little variation in this rate of change between participants (variance of slope =.27, SE =.15, p =.087). After controlling for sex, parental education, and personality factors (b = 3.49, SE(b) =.67, 95%CI = [2.17, 4.80], p <.001, β =.22) care orientations in adolescence predicted PD at age 19–20 years, establishing the starting point of PD trajectories across young adulthood. Conclusions: Results suggest that promotion of care-oriented attitudes and behaviours in adolescence may enhance adult development by increasing PD levels at the start of the twenties. Intervening earlier in life is indicated as PD tends to remain stable throughout young adulthood once established.
... Social competence. Social competence was measured using the Social Competence Inventory developed by Smart and Sanson (2003) following Gresham and Elliot's (1990) model of child and adolescent social competence. It included responsibility, comprising 4 items (Cronbach's a ¼ .72, ...
The purpose of this study was to examine the structural stability of positive development across the 20s using data from one of Australia’s oldest population-based studies of social–emotional development. Positive development was indicated by civic action and engagement, trust and tolerance of others, trust in authorities and organizations, social competence, and life satisfaction. Results extend an earlier published model spanning 19–20 and 23–24 years by incorporating a new wave of data collected at 27–28 years. The age 27–28 latent model was gender invariant and a robust replication of our earlier model. Associations between the latent constructs in the mid- to late 20s were stronger than those in emerging adulthood. This work provides evidence of a cohesive higher order construct of positive development from late adolescence to the late 20s and has the potential to inform measurement of strength-based research and prevention programs in the emerging and young adult periods.
... ■ social skills (Smart & Sanson, 2003), reported by young people, with a 5-point scale ranging from never/almost never to always/almost always: -empathy-e.g., I try to be a kind and caring person; people come to me to share their problems; -assertiveness-e.g., I am considered to be a leader; I initiate conversations in groups; -responsibility-e.g., I fulfill my obligations; I am punctual in meeting task deadlines; and self-control-e.g., I can assert my opinion without fighting or arguing; I accept constructive criticism; ■ temperament style (Windle & Lerner, 1986), reported by parents about their young adult child, using a 5-point scale ranging from very untrue to very true: - Low-level risky drivers showed more highly developed personal characteristics in several areas than other drivers, as indicated by Figure 37. Overall, there were significant differences on 3 of the 16 aspects assessed and trends for differences on another 6 aspects. Thus, low-level risky drivers were more empathic and responsible and showed greater perspective-taking than moderate-level and high-level risky drivers. ...
... Social-Emotional and Character Development: SECD, the hypothesized mediator, was measured using the 28-item Child SECD Scale (DuBois et al., 2010;Ji et al., 2011). This scale was adapted from multiple existing measures of social skills (Achenbach, 1991;Bar-On, 2002;Elliott et al., 1988;Goodman and Goodman, 2009;Leffert et al., 1998;Smart, 2003;Walker and McConnell, 1995;Wilson, O'Brien, and Sesma, 2009;Ji et al., 2011). In a study on the same sample as utilized in this paper, Ji et al. (2011) found that six first-order factors of these 28 items (Prosocial Interactions, Honesty, Self Development, Self Control, Respect for Teacher, and Respect for Parent) loaded on a single second-order factor, SECD skills. ...
Mitigating and preventing substance use among adolescents requires approaches that address the multitude of factors that influence this behavior. Such approaches must be tested, not only for evidence of empirical effectiveness, but also to determine the mechanisms by which they are successful. The aims of the present study were twofold: 1) To determine the effectiveness of a school-based social-emotional and character development (SECD) program, Positive Action (PA), in reducing substance use (SU) among a sample of U.S. youth living in a low-income, urban environment, and 2) to test one mechanism by which the program achieves its success. We used longitudinal mediation analysis to test the hypotheses that: 1) students attending PA intervention schools engage in significantly less SU than students attending control schools, 2) students attending PA intervention schools show significantly better change in SECD than students attending control schools, and 3) the effect of the PA intervention on SU is mediated by the change in SECD. Analyses revealed program effects on both SECD and SU, a relationship between SECD and SU, and the effects of PA on SU were completely mediated by changes in SECD. Future research directions and implications for school-based social-emotional and character development efforts and substance use prevention are addressed.
... Social competence was assessed with three subscales derived from Smart and Sanson (2003), including empathy (5 items, a ¼ .78, e.g., 'I show my concern for others when they experience difficulties'), responsibility (4 items, a ¼ .72, ...
... Social Competence. At both 19-20 and 23-24 years, social competence was measured using the Social Competence Inventory, developed by Smart and Sanson (2003) following Gresham and Elliot's (1990) model of child and adolescent social competence. It included responsibility comprising four items (a = 0.72 and 0.70, respectively, e.g., ''I can be relied on to do things right''); self-control containing three items (a = 0.60 and 0.59, respectively, e.g., ''I can assert my opinion without arguing or fighting''); and empathy containing five items (a = 0.78 and 0.77, respectively, e.g., ''I show my concern for others when they experience difficulties''). ...
Little is known about positive development across the transition from adolescence to young adulthood. The purpose of this paper was to use longitudinal data from a large community sample, the Australian Temperament Project, to investigate prospective associations between positive development at age 19–20 years and changes in social, health, and behavioral outcomes at 23–24 years. Data from 890 young adults (61.7% women) were analyzed using path analysis. Emotional health, physical well-being, friendship quality, reduced antisocial behavior, and positive development in young adulthood were predicted by higher levels of positive development in late adolescence, after controlling for baseline levels of respective outcomes, gender, and family socioeconomic status. Parent relationship quality and alcohol use were not significantly predicted. Based on these findings, interventions promoting positive development during adolescence should be investigated as a potential means of yielding positive social, health, and behavioral consequences well into young adulthood.
Increasing numbers of adolescents are experiencing poor mental health, whether struggling with diagnosed conditions such as anxiety and depression, or simply suffering from poor wellbeing. Many have attributed this to changes experienced during the COVID-19 pandemic; however, it is likely that there are other factors which are also leading to difficulty maintaining positive mental health. A growing number of Equine Assisted Services (EAS) are being developed to meet needs for mental health support, ranging from therapeutic riding to equine assisted psychotherapy. This chapter will focus on non-riding interventions and include research primarily from equine assisted learning and equine assisted therapy programs. The authors acknowledge that there are differences between the two, but also that these modalities share several similarities which are relevant to discuss here. Four key aspects of EAS which could be supporting the development of positive mental health will be examined; the culture of EAS, key features of EAS, experiential learning of emotional skills, and common outcomes of EAS, followed by the limitations and a discussion of the current research in the area. This will indicate factors which might be missing from the lives of adolescents which could have implications for broader wellbeing and mental health programs.
Background:
There has been widespread interest in the implications of COVID-19 containment measures on the mental health of parents. Most of this research has focused on risk. Much less is known about resilience; yet such studies are key to protecting populations during major crises. Here we map precursors of resilience using life course data spanning three decades.
Methods:
The Australian Temperament Project commenced in 1983 and now follows three generations. Parents (N = 574, 59 % mothers) raising young children completed a COVID-19 specific module in the early (May-September 2020) and/or later (October-December, 2021) phases of the pandemic. Decades prior, parents had been assessed across a broad range of individual, relational and contextual risk and promotive factors during childhood (7-8 years to 11-12 years), adolescence (13-14 years to 17-18 years) and young adulthood (19-20 years to 27-28 years). Regressions examined the extent to which these factors predicted mental health resilience, operationalised as lower than expected anxiety and depressive symptoms during the pandemic relative to pre-pandemic symptoms.
Results:
Parent mental health resilience during the COVID-19 pandemic was consistently predicted by several factors assessed decades before the pandemic. These included lower ratings of internalising difficulties, less difficult temperament/personality traits and stressful life events, and higher ratings of relational health.
Limitations:
The study included 37-39-year-old Australian parents with children age between 1 and 10 years.
Discussion:
Results identified psychosocial indicators across the early life course that, if replicated, could constitute targets for long-term investment to maximise mental health resilience during future pandemics and crises.
Purpose
The Australian Temperament Project Generation 3 Study (ATPG3) was established to examine the extent to which offspring social and emotional development is shaped in the decades prior to conception, in parent and grandparent histories of psychosocial adjustment (eg, emotional regulation, relationship quality and prosociality) and maladjustment (eg, depressive symptoms, substance use and antisociality).
Participants
The Australian Temperament Project (ATP) commenced in 1983 as a population representative survey of the social and emotional health of 2443 young Australians (Generation 2: 4–8 months old) and their parents (Generation 1). Since then, families have been followed from infancy to young adulthood (16 waves). Between 2012 and 2018, the cohort was screened biannually for pregnancies (Generation 3), with assessments conducted in the third trimester of pregnancy, and at 8 weeks and 1 year postpartum.
Findings to date
A total of 1167 offspring (607 female) born to 703 Generation 2 parents (400 mothers) were recruited into the ATPG3 Study. Findings to date highlight: (1) strong continuities in depressive symptoms and substance use from adolescence through to becoming a parent; (2) a role for persistent preconception mental health problems in risk for parent–child bonding difficulties, as well as infant emotional reactivity and behaviour problems; (3) the importance of secure attachments in adolescence in reducing long-term risk for postpartum mental health problems; and (4) the protective nature of perceived social support, both preconception and postpartum, in strengthening relationship quality and social support during the COVID-19 pandemic.
Future plans
Assessments of ATPG3 families in preschool and middle childhood are currently funded and underway. We intend to maintain the offspring cohort through childhood, adolescence, young adulthood and into parenthood. Data will be used to map preconception determinants of emotional health, and enhance approaches to population monitoring and targeted intervention over the life course and across generations.
Penelitian ini bertujuan untuk mengetahui pengaruh kontrol diri dan kompetensi sosial terhadap kecenderungan nomophobia pada mahasiswa. Penelitian ini menggunakan pendekatam kuantitatif, subjek penelitian ini adalah 135 orang yang dipilih dengan menggunakan teknik purposive sampling. Metode pengumpulan data yang digunakan adalah skala nomophobia, kontrol diri, dan kompetensi sosial. Data yang terkumpul dianalisis dengan uji analisis regresi linear berganda dengan bantuan program Statistical Package for Social Sciences (SPSS) 25.0 for windows. Hasil penelitian ini menunjukan bahwa: (1) ada pengaruh yang signifikan antara kontrol diri dengan kecenderungan nomophobia dengan nilai beta (β) = 0.560, serta nilai t hitung = 5.879 > t tabel = 1.978, dan nilai p = 0.000 < 0.050; (2) ada pengaruh yang signifikan antara kompentensi sosial dengan kecenderungan nomophobia dengan nilai beta (β) = 0.310, serta nilai t hitung = 3.257 > t tabel = 1.978, dan nilai p = 0.001 < 0.050; (3) kontrol diri dan kompetensi sosial terdapat pengaruh yang sangat signifikan dengan kecenderungan nomophobia dengan hasil nilai sebesar F hitung = 13.303 > F tabel = 3.06.
This study aims to examine the relationship between parent-adolescent secure attachment and social competence in adolescents at SMPN 1 Rengasdengklok. Participants in this study were 258 students of SMPN 1 Rengasdengklok, aged 13 to 15 years and living with their parents. This study uses a quantitative approach, with the Inventory of Parent and Peer Attachment (IPPA) scale measuring instrument by Armsden and Greenberg (1987) and a scale of social competence based on the aspects mentioned by Gresham and Elliot which researchers adapt and modification from research conducted by Saputra (2016). Based on the results of data analysis using non-parametric & Sperman's rho, it was obtained a correlation of r = 0.321 with a significance of 0.000 (p <0.05) indicating a significant positive relationship between parent-adolescent secure attachment and social competence in adolescents in SMPN 1 Rengasdengklok. This indicates that the higher the parent-adolescent secure attachment, the higher the social competence of adolescents will be.Keywords: Adolescence, Secure Attachment, Social CompetenceIndonesian Abstract: Penelitian ini bertujuan untuk menguji hubungan antara kelekatan aman (secure attachment) orang tua-remaja dengan kompetensi sosial pada remaja di SMPN 1 Rengasdengklok. Partisipan dalam penelitian ini yaitu siswa SMPN 1 Rengasdengklok sebanyak 258 siswa yang berusia 13 sampai 15 tahun dan tinggal bersama kedua orang tua. Penelitian ini menggunakan pendekatan kuantitatif, dengan alat ukur skala Inventory of Parent and Peer Attachment (IPPA) oleh Armsden dan Greenberg (1987) dan skala kompetensi sosial berdasarkan aspek-aspek yang disebutkan oleh Gresham dan Elliott yang peneliti adaptasi dan modifikasi dari penelitian yang dilakukan oleh Saputra (2016). Berdasarkan hasil analisis data menggunakan non-parametric & spearman’s rho diperoleh hasil koefisien korelasi sebesar r=0,321 dengan signifikansi 0,000 (p<0,05) menunjukkan adanya hubungan positif yang signifikan antara kelekatan aman (secure attachment) orang tua-remaja dengan kompetensi sosial pada remaja di SMPN 1 Rengasdengklok, menandakan bahwa semakin tinggi kelekatan aman (secure attachment) orang tua-remaja, maka kompetensi sosial pada remaja semakin tinggi juga.Kata kunci : Remaja, Kelekatan Aman, Kompetensi Sosial
The study analyzed the factors affecting social-emotional competence (SEC) at the secondary level. A stratified random sampling technique was used. 382 students were taken as a sample after using desired sample size table. Two research tools were used, the Factors affecting social, emotional competence questionnaire and the Social-Emotional Competence Questionnaire (SECQ). Data were analyzed by using mean, percentage and standard deviation. Results indicated that friends response, classroom environment and home environment affects SEC the most as compared to media interaction. It was concluded that self-consciousness, social consciousness and the factor decisiveness were possessed by the students the most. And the factor self-regulation was possessed by the students the least. The skills in which the students were weak included calming down, dealing with wrong things and skill of staying positive during crises.
This study was aimed to determine the difference of adolescents’ social competence based on their mothers’ working and non-working status and parenting styles. The interaction between mothers’ work status and their parenting styles in determining adolescents’ social competence was also tested. A total number of 292 Junior High School students whose ages ranged from 11 to15 years old were involved in this study. Data were collected using online questionnaires of social Competence and parenting styles and were analyzed using two-way ANOVA. The results reveal no difference in social competence between adolescents whose mothers are working and those whose mothers are not working. However, a significant difference of the adolescents’ social competence was found when it is based on mothers’ parenting styles. The result also shows no interaction between mothers’ working status and their parenting styles.
Keywords: Social competence, adolescents, work status, parenting style, mother
Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja dan perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Selain itu, penelitian ini juga bertujuan untuk mengetahui interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial. Partisipan penelitian adalah 292 remaja siswa Sekolah Menengah Pertama (SMP) yang berusia antara 11-15 tahun. Instrumen yang digunakan untuk koleksi data adalah skala Kompetensi Sosial dan Skala Pola Asuh Ibu. Data penelitian dianalisis menggunakan Two Way ANOVA. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja. Namun, terdapat perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Hasil penelitian juga menunjukkan tidak terdapat interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial remaja.
Kajian ini bertujuan untuk menentukan perkaitan antara kualiti perkahwinan dan keutuhan keluarga dengan pencapaian anak di Sarawak. Seramai 127 orang ibu yang mempunyai anak berusia tujuh hingga sembilan tahun telah dipilih melalui teknik pensampelan berkelompok. Kualiti perkahwinan telah diukur dengan menggunakan Kansas Marital Satisfaction Scale dan keutuhan keluarga dinilai dengan menggunakan Australian Inventory of Family Strength. Kompetensi sosial dan estim diri anak telah diukur menggunakan Social Competence Scale dan Rosenberg Self-Esteem Scale. Hasil kajian menunjukkan kebanyakan responden mempunyai kualiti perkahwinan dan keutuhan keluarga yang sederhana. Kebanyakan responden juga mempersepsikan bahawa anak mereka mempunyai tahap kompetensi sosial dan estim diri yang sederhana. Analisis data menunjukkan bahawa anak yang mempunyai tahap kompetensi sosial yang tinggi mempunyai ibu bapa yang bahagia dalam perkahwinan mereka. Hasil kajian memberi implikasi bahawa kualiti perkahwinan mempengaruhi kompetensi sosial anak. The study aims to determine the relationship between marital quality and family strength with achievement of children in Sarawak. A total of 127 mothers with children aged seven to nine years old were selected through cluster sampling technique. The marital quality was measured using the Kansas Marital Satisfaction Scale and family strength was assessed using the Australian Inventory of Family Strength. Child's social competency and self-esteem were measured using the Social Competence Scale and Rosenberg Self-Esteem Scale. The findings show that most of the respondents have moderate quality of marital quality and family strength. Most of the respondents also perceived that their children have a moderate level of social competence and self-esteem. Data analysis showed that children with high level of social competence have a happy parent in their marriage. The outcome of the study implies that the quality of marriage affects the child's social competence.
Kajian ini bertujuan untuk menentukan perkaitan antara kualiti perkahwinan dan keutuhan keluarga dengan pencapaian anak di Sarawak. Seramai 127 orang ibu yang mempunyai anak berusia tujuh hingga sembilan tahun telah dipilih melalui teknik pensampelan berkelompok. Kualiti perkahwinan telah diukur dengan menggunakan Kansas Marital Satisfaction Scale dan keutuhan keluarga dinilai dengan menggunakan Australian Inventory of Family Strength. Kompetensi sosial dan estim diri anak telah diukur menggunakan Social Competence Scale dan Rosenberg Self-Esteem Scale. Hasil kajian menunjukkan kebanyakan responden mempunyai kualiti perkahwinan dan keutuhan keluarga yang sederhana. Kebanyakan responden juga mempersepsikan bahawa anak mereka mempunyai tahap kompetensi sosial dan estim diri yang sederhana. Analisis data menunjukkan bahawa anak yang mempunyai tahap kompetensi sosial yang tinggi mempunyai ibu bapa yang bahagia dalam perkahwinan mereka. Hasil kajian memberi implikasi bahawa kualiti perkahwinan mempengaruhi kompetensi sosial anak.
The study aims to determine the relationship between marital quality and family strength with achievement of children in Sarawak. A total of 127 mothers with children aged seven to nine years old were selected through cluster sampling technique. The marital quality was measured using the Kansas Marital Satisfaction Scale and family strength was assessed using the Australian Inventory of Family Strength. Child's social competency and self-esteem were measured using the Social Competence Scale and Rosenberg Self-Esteem Scale. The findings show that most of the respondents have moderate quality of marital quality and family strength. Most of the respondents also perceived that their children have a moderate level of social competence and self-esteem. Data analysis showed that children with high level of social competence have a happy parent in their marriage. The outcome of the study implies that the quality of marriage affects the child's social competence.
Adolescence, the transition period between childhood and adulthood, is a period of great risks and possibilities. Teen years comprise a period of intense growth not only physically but also morally and intellectually. The adolescence has traditionally been portrayed as a state of internal civil war. In the period of revolutionary change, social competence refers to the social, emotional, and cognitive skills and behaviors that child need for successful social adaptation. So in this critical period of change, parents have to deal their child with proper guidance, love, and sympathy to enable his or her to tackle various problems of adolescence of his or her life. This may successfully bring about the welfare of the society and help the child to grow into the distinct individual. In this paper, an attempt is made to explore the connection between parental role and development of social competence among adolescents using effective tools covering various dimensions. A sample of 160 adolescent students of various schools of Ajmer district of India in the age group of 13 to 18 years was randomly selected covering male-female students, rural-urban students, and students of government and private schools. Tools developed for parental role scale and social competence scale were administered. Various statistical techniques were applied on the data collected. ANOVA test results show that three groups of parental role, e.g., higher parental role group, average parental role group, and lower parental role group, significantly differ in achieving social competence. Based on the findings, the paper presents educational implications.
During the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case studies and entries from the teacher’s reflective journal, are reported. Changes in coping for both teacher and students as well as a positive impact on relationships between teachers and students were demonstrated. The study highlights the importance of the teacher’s role in implementing SEL programs and the challenges for teachers of delivering these programs. Issues associated with the implementation of school-based coping skills programs and the role of educational psychologists in supporting teachers in this work are discussed.
Imagining the Future explores our contemporary complex equality narrative through the desires and dreams of 1000 young Australians and 230 of their parents from diverse backgrounds across Australia. This ‘extraordinary’ data set affords analysis of the impact of gender, socio-economic disadvantage, ethnicity, Aboriginality and sexuality on young people's ‘imagined life stories’, or essays written about their future.
The risky driving tendencies of young drivers has been extensively researched, but much less is known about across-time patterns of risky driving behavior and the factors which influence these. This study identified factors associated with stable, increasing and decreasing risky driving trajectories among 751 Australian drivers participating in an ongoing longitudinal study. Five groups were formed on the basis of participants' patterns of risky driving from 19-20 to 27-28 years (i.e., stable low-risk, stable speeding, stable high-risk, increasing and decreasing). Very few participants exhibited a stable high-risk pattern. Characteristics that differentiated the different across-time groups were identified using Multinomial Logistic Regression. The most consistent correlates of risky driving patterns were antisocial behavior, binge drinking and relationship status. Sex, school completion, temperament, civic engagement, and antisocial peer friendships were also correlated with different across-time patterns. The implications of these findings for road safety are discussed.
" This book will be useful for scholars and students who want to explore and grasp the meaning of being an adult today. What is especially interesting is how the author expounds his main premise. Blatterer's arguments are grounded on the work of traditional sociology theorists (e.g. Durkheim, Weber), and he also critically explores theories of individualization, the life course, and biography of modernity (e.g. Bauman, Beck, Giddens, Honneth).Within this theoretical framework, the author engages in a discussion of emerging social trends and compares them to the traditional and normative model that precedes them." Sociology. "[This book] constitutes a novel and sophisticated approach to the study of age in and beyond the Western context primarily analysed by Blatterer... [and] will appeal not only to scholars interested in age studies, but also to a wider readership, in and beyond academia, with an interest in understanding the ways in which neoliberal transformations affect and impinge on the life of people in novel and unprecedented ways this book is a timely and informed addition to an emerging critical scholarship of neoliberalism." JRAI. "Impatient with popular and academic hand-wringing over 'prolonged adolescence' (or young people's unwillingness to grow up), Blatterer in this overdue sociological treatise on the changing nature of adulthood in Western society counters that such judgments unfairly draw on obsolete norms of adulthood Blatterer's writing is eloquent his arguments are well considered, important, and thought-provoking." Choice Adulthood is taken for granted. It connotes the end of childhood, the resolution to the "storm and stress" period of adolescence. This conception is strongly entrenched in the sociology of youth and the sociology of the life course as well as in the policy arena. At the same time, adulthood itself remains unarticulated; journey's end remains conceptually fixed and theoretically uncontested. Adulthood, then, is both central to the social imagination and neglected as an area of sociological investigation, something that has been noted by sociologists over the last four decades. Going beyond the overwhelmingly psychological literature, this book draws on original qualitative research and theories of social recognition and thus presents a first step towards filling an important gap in our understanding of the meaning of adulthood.
Neuromorphic engineering takes inspiration from biology to design brain-like systems that are extremely low-power, fault-tolerant, and capable of adaptation to complex environments. The design of these artificial nervous systems involves both the development of neuromorphic hardware devices and the development neuromorphic simulation tools. In this paper, we describe a simulation environment that can be used to design, construct, and run spiking neural networks (SNNs) quickly and efficiently using graphics processing units (GPUs). We then explain how the design of the simulation environment utilizes the parallel processing power of GPUs to simulate large-scale SNNs and describe recent modeling experiments performed using the simulator. Finally, we present an automated parameter tuning framework that utilizes the simulation environment and evolutionary algorithms to tune SNNs. We believe the simulation environment and associated parameter tuning framework presented here can accelerate the development of neuromorphic software and hardware applications by making the design, construction, and tuning of SNNs an easier task.
The relative contribution of some family factors in the prediction of
social competence among university students
Abdul-Kareem M. Jaradat
Muawia M. Abu Ghazal,
Fawwaz A. Momani,
Department of Counseling and Educational Psychology,
Faculty of Education, Yarmouk University
Abstract: This study aimed to explore the family factors predicting perceived social competence. The sample of the study consisted of 703 undergraduates randomly selected from the University of Jordan. To achieve the objectives of the study two scales were used, one for measuring family cohesion and the other for measuring perceived social competence. The findings of the study indicated that females scored significantly higher than males on the perceived social competence scale. Stepwise multiple regression analyses showed that while family cohesion was the only significant predictor of perceived social competence among males, there were three significant predictors of perceived social competence among females. These are: family cohesion, family size and family income, respectively. (Keywords: Family Factors, Family Cohesion, Social Competence).
This study identified factors that protected (a) adolescent bullies from becoming antisocial young adults, and (b) adolescent victims of bullying from subsequent depression. Data were drawn from the Australian Temperament Project, a population birth cohort study that has followed participants since 1983. Systematic examination of potential risk modifiers (protective factors) was conducted within a regression framework. Low negative reactivity was found to protect bullies from later antisocial outcomes and higher parental monitoring moderated (ameliorated) the risk relation between bullying and antisocial behavior. High social skills and understanding schoolwork protected victims from later depression, but high attachment to peers intensified the risk relation between victimization and later depression. Preventive interventions targeting interpersonal skills and parent and peer relationships may be effective in reducing adverse outcomes of bullying.
Social competence is a critical developmental milestone for preschoolers. Because play is the primary activity through which preschoolers interact socially with peers, it serves as an excellent indicator of social competence. The development of social competence in preschoolers is complex and multifaceted. In order to capture this complexity, we used Belsky’s differential susceptibility hypothesis as a framework for examining the contributions of child temperament and parenting styles in the prediction of peer interactive play behaviors. Using parent ratings of a sample of 44 preschool-age children, we hypothesized that child temperament (specifically, reactivity and regulation) acts as a susceptibility factor in the relationship between parenting styles (authoritarian and authoritative) and child peer play behaviors (disruptive and interactive). Our findings indicated that child reactivity moderated the relationship between authoritarian parenting style and both play outcomes, suggesting that reactivity serves as a potential susceptibility factor. More specifically, children with high reactivity who had more authoritarian parents demonstrated higher levels of disruptive play and lower levels of interactive play. Regulation did not act as a susceptibility factor in our sample. Findings are discussed in terms of implications for practice and in terms of an approach that considers temperament (specifically reactivity) and parenting behaviors in preschool assessment and intervention efforts. Additionally, we discuss how our findings partially support the differential susceptibility hypothesis.
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