Children’s Social and Academic Competence

Rotheram, Mary Jane

doi:10.1080/00220671.1987.10885753

Cited by 26 publications

(19 citation statements)

References 19 publications

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“…There are also instruments for measuring selfrespect (Rotheram, 1987). Surprisingly, we did not find instruments for charting self-knowledge.…”

Section: Existing Instrumentscontrasting

confidence: 62%

“…Some authors see a role for the school in relation to pupils who lack social skills. They base this on the fact that a link between social skills and cognitive learning achievements has been identified (Rotheram, 1987) and that social skills prove to be sensitive to training (Schneider et al, 1996). Training in social skills is not integrated into the curriculum, but is provided in special courses and projects (Jackson & Bijstra, 2000).…”

Section: Social Competence As An Educational Goalmentioning

confidence: 99%

“…These include contact with peers, friendships, and working and solving problems together (Beelman et al, 1994;Englund et al, 2000). With regard to the intrapersonal dimension of social competence, attention is mainly paid to self-respect (Rotheram, 1987) and self-control or self-regulation (Beelman et al, 1994;Schneider et al, 1996). Halberstadt et al (2001) also argue for attention to be paid to the intra-psychological or relational aspects of emotions (see also Arsenio & Lemerise, 2001).…”

Section: Dimensions Of Social Competencementioning

confidence: 99%

See 2 more Smart Citations

Educating for Adulthood or for Citizenship: social competence as an educational goal

Dam

Volman

2007

Euro J of Education

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In this article we discuss the social competence students should acquire to participate in society in an adequate manner. The focus is on social competence as an educational goal and on the question of how to evaluate the efforts of schools in enhancing the social competence of their students. First, a review study is presented of research on the social competence or pro‐social development of students. Two perspectives figure in the literature on the meanings of social competence in modern society: an ‘educating for adulthood’ perspective and an ‘educating for citizenship’ perspective. Each emphasises different aspects of the social competence youngsters need to develop and follows a different line of thought in considering the task of education in enhancing social competence. In the second part of this article we select the components of social competence that should form part of the development of children and young people in a democratic society. We question what instruments are necessary to assess educational results in the field of social competence. On the basis of the review study we also analyse what type of instruments are currently available and what problems have been identified in measuring educational results in the field of social competence. The article concludes with a discussion of the normative character of the concept of social competence.

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“…There are also instruments for measuring selfrespect (Rotheram, 1987). Surprisingly, we did not find instruments for charting self-knowledge.…”

Section: Existing Instrumentscontrasting

confidence: 62%

Section: Social Competence As An Educational Goalmentioning

confidence: 99%

Section: Dimensions Of Social Competencementioning

confidence: 99%

See 1 more Smart Citation

Educating for Adulthood or for Citizenship: social competence as an educational goal

Dam

Volman

2007

Euro J of Education

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“…This result disagreees with some previous findings, Faunce (1984), for instance, has found that in adolescents one's social status in the class was highly correlated with his or her school achievement. On the other hand, Rotheram (1987) has found that the skills that contribute to children's peer status in adolescence are not those that correlate with school achievement. School performance is not openly appreciated, especially among adolescent boys, and to do well in school and at the same time to be popular demands special social skills.…”

Section: Discussionmentioning

confidence: 99%

Self-esteem as a predictor of future school achievement

Keltikangas‐Järvinen

1992

Eur J Psychol Educ

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“…The intra-personal dimension comprises the attitudinal aspects of self-confidence and self-respect (Rotheram, 1987). The knowledge aspect refers to self-knowledge.…”

Section: Developing Into a Socially Competent Adultmentioning

confidence: 99%