Multisource Assessment of Children's Social Competence

Junttila, Niina; Voeten, Marinus; Kaukiainen, Ari; Vauras, Marja

doi:10.1177/0013164405285546

Cited by 124 publications

(164 citation statements)

References 39 publications

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“…The kindergarten teachers were also asked to evaluate each child's social competence using the Multisource Assessment of Social Competence Scale (MASCS; Kaukiainen, Junttila, Kinnunen, & Vauras, 2005; see also Junttila, Voeten, Kaukiainen, & Vauras, 2006). In the process of adapting the MASCS to the Finnish context, the number of items was cut down from 65 to 15, and the original six scales of the SSBS by Merrell and colleagues (Merrell, 1993;Merrell & Gimpel, 1998) were reduced to four scales (see psychometric properties of MASCS in Junttila et al, 2006). The two scales falling under the dimension of prosocial behavior were named co-operative skills (five items, e.g., "Offers help to other students") and empathy (three items, e.g., "Is sensitive to the feelings of others").…”

Section: Procedures and Measures In Kindergartenmentioning

confidence: 99%

Identifying Finnish Children’s Impulsivity Trajectories From Kindergarten to Grade 4: Associations With Academic and Socioemotional Development

Hirvonen

Poikkeus

Pakarinen

et al. 2015

Early Education and Development

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Research Findings: The purpose of this study was to identify the developmental trajectories of impulsive behavior among 378 Finnish children who were followed from kindergarten to fourth grade. In addition to ratings of children's impulsivity, the analyses included measures of motivation, cognitive skills, socio-emotional adjustment, and teacher-student relationship.Four latent groups were identified that differed in the level and change of the children's impulsive behavior across time: first, a group with low impulsivity; second, a group with decreasing impulsivity; third, a group with moderate impulsivity; and, fourth, a small group with a contradictory trajectory showing an upward trend in impulsivity. The "decreasing" group showed compromised behavioral regulation in kindergarten but not thereafter, and it was the poorest performing group in reading. Both the "moderate" and "decreasing" groups received negative ratings from their teachers with respect to socio-emotional adjustment and relationships with the teacher. The "moderate" group predominantly included boys, whereas the "low impulsivity" group had a higher ratio of girls. Practice or Policy: By linking the different trajectories of impulse control development to children's socio-emotional adjustment and teacher-student relationships in a meaningful way, the findings highlight the importance of behavioral regulation skills in the classroom.Keywords: behavioral regulation, developmental trajectories, early school years, impulsive behavior, self-regulation, socio-emotional adjustment, teacher-student relationships Impulsivity Trajectories from Kindergarten to Grade 4 3 Identifying Finnish Children's Impulsivity Trajectories from Kindergarten to Grade 4:Associations with Academic and Socio-Emotional Development It is widely acknowledged that self-regulation as manifested in children's ability to monitor, modulate, and direct their cognitive functions, attention, emotions, and behavior (e.g., Berger, Kofman, Livneh, & Henik, 2007;McClelland & Cameron, 2012) is critical for children's school readiness and successful adjustment (e.g., McClelland et al., 2007;Ponitz, McClelland, Matthews, & Morrison, 2009). Children's ability to control impulses and, thus, regulate their behavior in the classroom context contributes to how they benefit from that environment with respect to learning and adjustment outcomes (Morrison, Ponitz, & McClelland, 2010). Behavioral regulation has been shown to be an important predictor of both academic (McClelland, Acock, & Morrison, 2006;Valiente, Lemery-Chalfant, Swanson, & Reiser, 2008) and social functioning (Eisenberg et al., 1995;Fabes et al., 1999), and to have associations with teacher-student relationship quality (Henricsson & Rydell, 2004;Ladd, Birch, & Buhs, 1999). Ability to regulate impulsive behavior as a component of selfregulation is highly relevant in the classroom context where children are expected to be able to sit still, to wait for their turn, to follow instructions, and to think before acting. Yet, the de...

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Section: Procedures and Measures In Kindergartenmentioning

confidence: 99%

Identifying Finnish Children’s Impulsivity Trajectories From Kindergarten to Grade 4: Associations With Academic and Socioemotional Development

Hirvonen

Poikkeus

Pakarinen

et al. 2015

Early Education and Development

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“…Social competence helps students interact constructively with parents, peers and teachers and it contributes uniquely to academic success by addressing the inherently social dimensions that are characteristic of learning in a classroom setting (Ladd, Herald et al 2006). An inadequate development of social and emotional competences is associated during school years until maturity with psycho-social problems such as social anxiety, depression, social phobia, seclusion (Junttila, Voeten, Kaukiainen, & Vauras, 2006).…”

Section: Introductionmentioning

confidence: 99%

Interpersonal Cognitive Problem-Solving And Social Self-Efficacy In Children

Stan¹

2017

The European Proceedings of Social and Behavioural Sciences

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Research literature showed that the functioning of social abilities have a large impact on personal and professional success and influence the quality of mental and physiological health on the long run. Deficits in social skills and social competence play a significant role in the development and maintenance of many emotional and behavioural disorders of childhood and adolescence. Social-cognitive problem solving has been proposed and often accepted as relating positively to social and emotional adjustment, yet empirical support has been inconsistent. Interpersonal cognitive problem solving skills included: sensitivity to or the recognition of interpersonal problems; the ability to generate alternative solutions to solve these problems; the ability to consider step-by-step means to achieve social goals; the ability to articulate consequences of social acts for oneself and for others, and to generate alternative consequences to acts of social significance before deciding how to behave and the ability to identify and understand the motives and behaviors of others. This study aimed at examining the relationships among interpersonal problem solving skills and social self-efficacy in social competence. The data collected after applying the instruments Children's Self-Efficacy in Peer Interactions, Wally Problem Solving Test and The Social Problem Solving Measure. The findings showed that the interpersonal problem solving skills and social self-efficacy are correlated positively.

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“…Diversos estudis (Garmezy, 1996;Howes, Matheson i Hamilton, 1994;Juntilla, Voeten, Kaukiainen, i Vauras, 2006) han determinat una relació empírica entre aquests constructes objecte d'estudi. Tenint tot això en compte, es pretén establir de manera precisa el tipus de relació i el sentit en què es produeix aquesta relació entre la competència social i la conducta prosocial.…”

Section: Introduccióunclassified