• Title, Summary, Keyword: social competence

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Sequential Transition Patterns of Social Play by Children's Social Competence (유아의 사회적 능력에 따른 사회적 놀이의 연속적 변화 패턴)

  • Kim, Soon Jeong;Kim, Hee Jin
    • Korean Journal of Child Studies
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    • v.28 no.1
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    • pp.17-35
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    • 2007
  • This study examined whether sequential transition patterns of social play differed by children's social competence. The social competence of sixty 5-year-old children was rated by their teachers using the Social Competence Scale(NICHD Early Child Research Network, 1996). Children's social play was observed during free play and coded by criteria developed by Robinson et al(2003). Results showed differences in children's social play behaviors by social competence and differences in the transition patterns of children's social play level by social competence. Children with higher social competence showed a transition pattern moving toward cooperative-social interaction, whereas children with lower social competence showed a transition pattern moving backward to solitary or onlooker behavior.

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The Relationship between Maternal Psychosocial Competence, Acceptance and Children's Social Competence (어머니의 사회심리적(社會心理的) 역량(力量) 및 자녀에 대한 수용성(受容性)과 아동의 사회적(社會的) 역량(力量)과의 관계)

  • Park, Ho-Joon;Chong, Young-Sook
    • Korean Journal of Human Ecology
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    • v.2 no.1
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    • pp.1-15
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    • 1993
  • The purpose of this study is to identify what relationship exists between the children's social competence and psychosocial competence of mother, mother's acceptance for her children and is to clarify how children's sex, the demographic backgrounds of the families are affecting for the children's social competence. The detailed research areas which were dealt with in this study can be described as follows :1) Are there any relationships between mother's psychosocial competence and children's social competence? 2) Are there any relationships between mother's acceptance and children's social competence? 3) Are there any differences in children's social competence according to their sex? 4) Are there any differences in children's social competence according to familie's demographic backgrounds? Third grade 314 children who attend primary-school in Chongju were randomly selected as the subjects for the study and their mothers were also involved as subjects. Among them, mother-daughter pairs are 151 and mother-son pairs are 163. The result of this study is as follows: 1. There appeared significant positive correlations between the mothers' psychosocial competence and children's social competence. 2. There appeared significant positive correlations between the maternal acceptance and children's social competance. As the result of a stepwise multiple regression analysis, maternal acceptance appeared as a variable which indicates children's social competence. 3. There appeared differences in competence between boys and girls, and girls' social competence was higher than that of boys. 4. There appeared children's social competence differences according to the socioeconomic status of a family. Among demographic backgrounds of a family, mothers' academic careers, mothers' age, fathers' jobs, income were the variables which affect children's social competence.

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The Relation Between Family Environment, Mother's Psychosocial Competence And Children's Social Competence. (가족환경, 어머니의 사회심리적 역량과 아동의 사회적 역량간의 관계)

  • Chong, Young-Sook
    • Korean Journal of Human Ecology
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    • v.1 no.1
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    • pp.27-55
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    • 1992
  • The Purpose of this study was to examine the predictive capacity of mother's perception of the family environment (cohesion, expressiveness, conflict, mother's psychosocial competence) for children's social competence. The hypotheses of this reserch were 1) There will be significant positive relationships among mother's cohesion, expressiveness, and mother's psychosocial competence. 2) There will be significant negative relationships between mother's conflict and measures of children's social competence. 3) There will not be a significant relationships between SES and measures of children's social competence. 4) There will be significant relationships between children's gender and measures of children's social competence. The subjects of this study were 133 family of mother-child. The period of research was from Aug. 20, 1990 to Feb. 29, 1992. Correlations, t-test, F-test, and multiple regression analyses were conducted to determine the relationships among variables and measures of total sample, daughter sample, and son sample. The results of this study appeared as follow: 1. Family environment (cohesion, expressiveness, and conflict) and mother's psychosocial competence were related to children's social competence. 2. There were negative relationship between mother's conflict and daughter's social competence. 3. Daughters had the higher social competence than sons. 4. Socioeconomic status(perceived by mother) of family was not related to children's social competence. 5. Sociodemographic variables affecting to children's competence were mother's school career, mother's age, mother's religion.

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Effects of Emotionality, Interpersonal Problem Solving Strategies, and Maternal Behaviors on Children's Social Competence (아동의 사회적 유능성에 영향을 미치는 정서성, 대인간 문제 해결 전략 및 어머니 행동)

  • Kwon, Yeon Hee;Park, Kyung Ja
    • Korean Journal of Child Studies
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    • v.24 no.3
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    • pp.27-44
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    • 2003
  • This study examined effects of children's emotionality, interpersonal problem solving strategies, and maternal behaviors during mother-child interaction on children's social competence as rated by teachers. Data were analyzed separately for boys and girls. A total of 102 children(60 boys, 42 girls; aged 5-6) and their mothers were studied. Children's positive and negative emotionality were related to their social competence. Positive solving strategies were positively related to boy's social competence; negative solving strategies had negative to both boy's and girl's social competence. Mother's negative affect related negatively to boy's social competence and mother's sensitivity/guidance related positively to girl's social competence. When children's emotionality and interpersonal problem solving strategies were controlled, maternal behaviors during mother-child interaction did not contribute to children's social competence.

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A Study on the Relationships between Children's Social Competence as Affected by Maternal Authority and Maternal Control Behavior (아동의 사회적 능력과 어머니의 권위, 통제와의 관계)

  • 김경희
    • Journal of the Korean Home Economics Association
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    • v.34 no.3
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    • pp.187-198
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    • 1996
  • This study was performed to identify the predictability of maternal authority from the perspective of children's social competence and mothers' control behavior. The subjects of this study were 369 children from an elementary school in Mokpo. The results were as follows: 1) There were relationships among children's social competence and maternal control behavior and authority. 2) Children's social competence was explained by the maternal control behavior. Maternal imperative control nagatively effected the sociability among children's social competence. Maternal position control positively effected all the children's social competence. 3) Children's social competence was explained by the maternal authority. All maternal control types changed when maternal authority was included. The change of children's social competence was related due to maternal control plus maternal authority. This result illustrates that maternal authority exhibited a powerful effect on children's social competence.

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A Study on the Relationship between Attachment, Social Competence, and Emotion Regulation (아동의 애착, 사회적 유능감, 정서조절간의 관계)

  • Choi, Jin-Ah;Park, Eun-Min
    • Journal of the Korean Home Economics Association
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    • v.49 no.10
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    • pp.103-113
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    • 2011
  • This study investigated the structural relationships between attachment, social competence, and emotion regulation. A survey was administered to 233 children of elementary school age(5th-6th grades) in G-city, Korea, using the IPPA-R, the Social Competence Inventory and an Emotion Regulation Scale. The collected data were then analyzed using a Canonical Correlation Analysis. First, the relationship between attachment and social competence was analyzed. The results showed that attachment and social competence have a positively correlated relationship. Peer attachments strongly affect the attributes of social competence when using a canonical variate analysis. Secondly, the relationship between attachment and emotional regulation was analyzed. The results showed that attachment and emotion regulation are also positively correlated. Maternal attachment particularly strongly affected the attributes of emotion regulation. Thirdly, the relationship between social competence and emotional regulation was analyzed. The results showed that social competence and emotional regulation have a positive relationship.

The Relationship Between Social Competence and Behaviour Problems of Children with Mental Retardation (정신지체아동의 사회적 유능성과 문제행동 간의 관계)

  • Lee, Mi-A;Kang, Young-Sim;Ko, Min-Jung
    • Journal of Fisheries and Marine Sciences Education
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    • v.19 no.2
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    • pp.256-268
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    • 2007
  • The present research investigated the relationship between social competence and behaviour problems of children with mental retardation. Participants were 73 from both regular and special education schools. Social competence and behaviour problems were measured using the Teacher-Child Rating Scale. An important findings of this study described as the following. First, there were no significant differences in social competence and behaviour problems between boys and girls. Second, there were moderate significant differences in social competence between lower and higher grade children with mental retardation. Children who are higher grade had a significantly more social competence when compared with children who are lower grade. But there are no significant differences in behaviour problems between lower and higher grade. Third, there were moderate significant differences in social competence between lower and higher IQ children with mental retardation. Children who are higher IQ had a significantly higher level of social competence and significantly lower level of behaviour problems, when compared with children who are lower IQ. Forth, there were moderate significant differences in social competence between the regular schools and special education groups. Children who attended special education schools had a significantly higher level of social competence and significantly lower level of behaviour problems, when compared with children who attended regular schools. Fifth, social competence of children with mental retardation was negatively related to behaviour problems. These findings suggest that characteristics of social competence and behaviour problems of students with mental retardation should be considered in order to successfully implement social competence interventions of students with mental retardation.

Adolescents' Social Network and their Self-Perceived Competence (청소년의 사회적 관계망과 역량지각)

  • 최은희;공인숙
    • Journal of the Korean Home Economics Association
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    • v.39 no.11
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    • pp.63-72
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    • 2001
  • The purpose of this study was to examine the relationship of adolescents'social network and their self-perceived competence. In this study 207 seventh and ninth grade adolescents completed Social Network of Relationships Inventory(NRI) and Self-Perception Profile For Children(SPPC). The data were analyzed by Frequencies, Percentiles, t-test, Cronbach's $\alpha$, Pearson's correlation. Major findings were as follows: 1) Social network of relationships with various social agents made different contributions to the prediction of adolescents'self-perceived competence. 2) In social network of relationships, boys perceived significantly higher than girls for the social support from teacher. In Competence, boys perceived significantly higher than girls for the social acceptance and athletic competence. 3) In social network of relationships, the seventh grader perceived significantly higher than the ninth grader for the social support from mother, father and teacher. In scholastic competence, athletic competence, physical appearance and global self-worth, the seventh grader perceived significantly higher than the ninth grader.

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Relationships among Perceived Social Support, Self-esteem, Parenting Attitudes of Mothers and Children's Social Competence in Multicultural Families : The Mediating Role of Parenting Attitudes (다문화가정 어머니의 사회적 지지, 자아존중감 및 양육태도와 유아의 사회적 능력 간의 관계)

  • Kim, Min-Kyeong;Kim, Kyoung-Eun
    • Korean Journal of Child Studies
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    • v.30 no.5
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    • pp.119-135
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    • 2009
  • This study investigated how perceived social support, self-esteem and parenting attitudes of mothers relates to children's social competence and explored the mediating role of parenting attitudes in multicultural families. Participants were 67 immigrant women and their children aged 4-6. Instruments were the Social Support Scale (Park, 1985), Maternal Behavior Instrument (Lee, 1986), Self-Esteem Scale (Rosenberg, 1965) and Social Competence Scale (Doh & Falbo, 1994). Data were analyzed by Pearson's Correlation and Structural Equation Modeling (SEM). Results indicated that social support perceived by mothers related positively to their self-esteem and positive parenting, and to children's social competence. Mothers' self-esteem related positively to their positive parenting and to children's social competence. Maternal parenting behavior mediated the effects of social support and self-esteem on children's social competence.

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The Effect of the Temperament and Playfulness of Young Children on Their Social Competence (유아의 기질과 놀이성이 유아의 사회적 능력에 미치는 영향)

  • Jo, Song-Lim;Moon, Hyuk-Jun
    • Journal of Korean Home Management Association
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    • v.31 no.6
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    • pp.125-138
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    • 2013
  • The purpose of this study is to examine the factors that affect the social competence of young children and to promote the social competence development of the age group. The study gathered data from 21 childcare teachers and 255 mothers of young children attending childcare centers in Incheon. Structured questionnaires were used for collecting data from the participants. The findings are as follows: First, playfulness and social competence varied by the age and gender of the young children. Boys outperformed their female counterparts in the sub-factors of playfulness such as physical spontaneity and sense of humor. Age caused a significant difference in all sub-factors including physical spontaneity, social spontaneity, cognitive spontaneity, manifest joy and sense of humor and the social competence of young children. Second, the study examined the correlations among social competence, temperament and playfulness. A positive correlation was shown between overall social competence and activity; social competence was negatively correlated with shyness but positively correlated with the sub-variables of children's playfulness. Lastly, emotionality, shyness, physical spontaneity, cognitive spontaneity, and sense of humor were variables that had serious effects on the overall social competence of young children.