An Assessment of the Relationship among Measures of Children's Social Competence and Children's Academic Achievement

Green, Kenneth D.; Forehand, Rex; Beck, Steven; Vosk, Barbara

doi:10.2307/1129556

Cited by 261 publications

(99 citation statements)

References 16 publications

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“…The relatively high correlations among ethnicity, household composition, and income level were, of course, consistent with the frequencies of children in each category presented above. Gonsistent with earlier findings (Green, Forehand, Beck, & Vosk, 1980), correlations among the three measures of competence were significant (see Table 2), accounting on average for about 10% of the variance. Thus, -Low income, black, male, and one parent were coded as 0; not low income, white, female, and two-parent homes were coded as 1.…”

Section: Resultssupporting

confidence: 83%

Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children's School-based Competence

Patterson¹,

Kupersmidt²,

Vaden³

1990

Child Development

107

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In the United States, being black, male, or growing up in a low-income and/or single-parent household have all been identified as risk factors for maladjustment during childhood. Interpretation of these findings is, however, often difficult because of the well-known associations among these variables. In the present study, we compared predictions of 3 different forms of children's competence from each of these 4 variables. In a sample of 868 black and white elementary school children from 2-parent and mother-headed 1-parent homes, we studied 3 aspects of school-based competence: conduct, peer relations, and academic achievement. Results showed that although the independent variables accounted for different amounts of variance in each domain of competence, income level and gender were better overall predictors of children's competence in conduct and peer relations than were ethnicity or household composition. Income level and ethnicity were better overall predictors of academic achievement than were gender or household composition, although each of the 4 variables made a significant contribution. Overall, income level and gender were thus the strongest predictors of children's competence. Black children were, however, more likely than white children to live in low-income homes. Our results thus highlighted some correlates of the unequal distribution of economic resources among black and white children growing up in the United States today.

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Section: Resultssupporting

confidence: 83%

Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children's School-based Competence

Patterson¹,

Kupersmidt²,

Vaden³

1990

Child Development

107

View full text Add to dashboard Cite

show abstract

“…High academic competence typically indicates that the student earns high grades and engages in academic behavior (Wentzel, 1993). Academically competent students are also more likely to engage in prosocial behavior and have positive peer interactions (Green, Forehand, Beck, & Vosk, 1980;Wentzel, 1993). These related forms of behavior may lead to a halo effect where teachers assume that academically competent students are unlikely to engage in aggressive behavior.…”

Section: Student Characteristics and Teacher Attunementmentioning

confidence: 99%

Teacher attunement to peer‐nominated aggressors

Dawes

Chen

Zumbrunn

et al. 2016

Aggressive Behavior

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This study examined the associations between teacher attunement to aggressive students and students' characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers' attunement to aggressive students. Teacher attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 43:263-272, 2017. © 2016 Wiley Periodicals, Inc.

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“…Meegan and Berg (in press) found that individual differences in personality traits of interpersonal orientation were not related to the salience of the social context. Individual difference variables such as social competence and prior achievement could potentially contribute to both interpretations of problems (see Crick & Dodge, 1994;Dodge, 1985) and performance (Green, Forehand, Beck, & Vosk, 1980;Wentzel, 1991bWentzel, , 1993). In the current study, individuals' prior achievement was not related to the salience of task and social problems.…”

Section: Limitations and Qualificationsmentioning

confidence: 99%

Friendship and Gender Differences in Task and Social Interpretations of Peer Collaborative Problem Solving

2001

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Investigations of peer collaboration often vary task or social aspects of collaborative contexts and assume that these aspects of the context are experienced similarly by individuals. The present study examined how social aspects (group friendship and gender) of a peer collaborative context related to differences in adolescents' interpretations of task and social problems that occurred while collaborating with peers in a naturalistic classroom setting. Eighth-grade adolescents (N = 82, 44 females) worked with peers on a six-week Spanish project at school. Adolescents chose to work primarily with same-gender peers and friends. Task and social interpretations of problems were assessed twice. The salience of task problems decreased over time; social problems became somewhat more salient. Social problems were less salient to females than to males. Greater group friendship was associated with the lesser salience of task problems early in the project. The salience of social problems, gender, and friendship were important for understanding performance on the project. The value of considering the context of peer collaborative problem solving from individuals' perspectives is discussed.

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An Assessment of the Relationship among Measures of Children's Social Competence and Children's Academic Achievement

Cited by 261 publications

References 16 publications

Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children's School-based Competence

Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children's School-based Competence

Teacher attunement to peer‐nominated aggressors

Friendship and Gender Differences in Task and Social Interpretations of Peer Collaborative Problem Solving

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