Student-teacher concordance on dimensions of student social competence: A multitrait-multimethod analysis

Teacher and self-ratings of social competence were obtained for 669 (341 males, 328 females) grades 3–6 students using the Social Behavior Assessment—Revised (SBA-R) and a self-report scale consisting of the identical items reworded in first person. Factor analysis and multitrait-multimethod matrix analysis were used to validate construct interpretations. The previous four-factor structure of the SBA-R was not replicated. However, the three-factor structure that did emerge was better defined. Although student-teacher concordance was moderate for the Self-Control/Social Convention and Academic Responsibility factors, it was minimal for the Social Participation factor. Evidence of discriminant validity was weak. As with other studies using rating scales, method bias was in evidence. Sex differences were found in terms of variance explained by each factor and convergent validity. Discussion focuses on problems associated with construct validation in general and validation of school-related social competence in particular.     

Ethnic Identity and Discrimination: An Exploration of the Rejection-Identification Model in Arab American Adolescents

Research examining the rejection-identification model of ethnic identity in Arab American adolescents is scarce. This exploratory study investigates various factors in relation to a sample of 60 Arab American adolescents’ (aged 12–18 years) ethnic identity including discrimination and academic and global self-concepts. Ethnic identity was measured using the Multigroup Ethnic Identity Measure, which is composed of two factors including Affirmation/Belonging and Ethnic Search. The Self-Perception Profile for Adolescents was used to measure academic and global self-concepts. In addition, the lead author developed a questionnaire asking participants to self-report whether either they or another Arab student they knew had been treated badly or differently because of their ethnicity. Discrimination experience and Affirmation/Belonging were significant predictors of scholastic competence, while Affirmation/Belonging was the sole significant predictor in Global Self-Worth. High levels of ethnic identity in the area of Affirmation/Belonging seemed to play a protective role in global self-concept in the face of discrimination. Implications and directions for future research are discussed.     

Is job performance independent from career success? A conceptual distinction between competence and agency

Adopting a social approach to social judgment, we conducted five studies to validate a conceptual distinction between agency and competence traits. Studies 1–3 revealed that competence traits (e.g., skillful) are associated with job performance, whereas agentic traits (e.g., ambitious) are associated with career success. Study 4 showed that only agency predicted the amount of money people are likely to earn: the more a given trait was considered as agentic, the more it was associated with high monetary values. Study 5 highlighted the predominance of agency traits over competence traits in the evaluation of an employee applying for a promotion. Nevertheless, participants asserted that competence was the main criterion they used to judge the applicant. Implications of the conceptual distinction between agency and competence for social cognition are discussed.     

Social Competence and Eating Disorders: Development and Validation of the Anorexia and Bulimia Problem Inventory

Incompetence at solving interpersonal problems is a possible antecedent of anorexic and bulimic behaviors in college-age women. A role-play measure of interpersonal competence, the Anorexia and Bulimia Problem Inventory (ABPI), was developed empirically and then was tested in two validation studies. ABPI scores for two samples of college women were compared: a subclinical sample [extremely high scores on the Eating Attitudes Test (EAT)] and a control sample (extremely low EAT scores). Groups differed as predicted. The second study replicated and extended these findings. The ABPI scores of clinical, subclinical, and control samples of college women differed significantly. Bulimic bingers, purgers, and laxative users were least competent on the ABPI. A lack of group differences on the Helping Situations Inventory supported the ABPI's discriminant validity. A correlation between the ABPI and Beck Depression Inventory supported the ABPI's convergent validity. ABPI competence appears to be related to certain subtypes of eating disorders.     

Infant and parental pathways to pre-school cognitive competence

In a longitudinal study, 62 parent-child dyads were seen during the second year of life and at 4 years of age. At 12 months, measures included parental sensitive responsiveness during free play, knowledge of cognitive-communicative development in infancy, and level of exploration and disinhibitedness of the infant. At 16 and at 20 months, parental responsiveness and directiveness and infant task mastery behaviour were assessed in constructive play. Quality of verbal guidance of the parent was assessed in a joint attention situation. At 48 months of age, the McCarthy Scales of Children's Abilities were administered at home, together with dyadic tasks. A path analysis revealed a model in which both verbal abilities and perceptual performance outcome measures were well predicted by the quality of parental verbal guidance in the second year. The latter measure was shown to be independent of the socioeconomic status of parents in the group, but was significantly related with knowledge of infant cognitive-communicative development. Of the measures at the outset of the second year, only socioeconomic status remained as having a direct path at pre-school age. The consistency of the model with other empirical findings underscores parental verbal scaffolding as an important shaper of cognitive development.     

Conduct Problems and Level of Social Competence in Head Start Children: Prevalence, Pervasiveness, and Associated Risk Factors

The purpose of the current project was to determine the prevalence of conduct problems, low social competence, and associated risk factors in a sample of 4-year-old low-income children (N = 426) from 64 Head Start classrooms in the Seattle area. Conduct problems and social competence were assessed based on a combination of teacher reports, parent reports, and independent observations of children interacting with peers in the classroom and with parents at home. We examined the relative contribution of a variety of risk factors, including maternal history and socioeconomic background, current levels of stress and social support, mothers' emotional state, and parenting competence in relation to pervasive (i.e., at home and school) and nonpervasive conduct problems and low social competence. Findings indicated similar risk factors for conduct problems and for low social competence, with an ordered increase in the number of risk factors from normal to nonpervasive to pervasive groups. Harshness of parenting style (i.e., slapping, hitting, yelling) significantly distinguished between the three groups for low social competence and conduct problems. Positive affect, praise, and physical warmth from mothers were positively related to social competence but unrelated to conduct problems.     

恒河猴对50以下数目的估计

本研究有６个从易到难的程序,每个程序有标准数目和比较数目,都是白卡片上的黑圆点。每次试验先呈现标准数目作为样本,强化后撤去,随后同时呈现标准数目和比较数目,令动物作二择一反应。实验结果表明,影响恒河猴数目估计的有两个主要因素,即标准数目和比较数目之间的数间距和这两个数目本身的大小。在数间距为４或大于４时,恒河猴能对５０以下的数作出估计;在数间距为２时,恒河猴能对９－２５的数作出估计,但不能对２７－４９的数作估计。作者以为,这里所进行的是一种相对的区域性的数目估计,但它仍然是一种数标签的过程。     

性别化名字对个体印象评价及人际交往的影响

名字在个体印象评价和人际交往中发挥着重要作用。本研究结合刻板印象内容模型, 从刻板印象维护视角出发, 通过3个研究考察了性别化名字的热情能力感知, 基于此探究性别化名字对不同性别个体的印象评价及人际交往的影响。结果发现：(1)人们对男性化名字的能力评价高于女性化名字, 对女性化名字的热情评价高于男性化名字; (2)性别化名字影响男性的能力评价和女性的热情评价; (3)性别化名字影响人们对女性的交友偏好, 热情评价在其中起到完全中介作用; 性别化名字影响人们和男性的共事偏好, 能力评价起到完全中介作用。研究揭示了性别化名字影响印象评价的模式, 并为理解人际交往中名字的作用机制提供了新的研究思路。     

Infant screen media usage and social-emotional functioning

There has been little research on whether and how screen media usage affects social-emotional (SE) function prior to two years of age, even though early SE development is understood to be nurtured through interpersonal experience, mainly withthe primary caregiver. This study sought to characterise infant screen media usage and understand how it may link with concurrent SE function by testing associated effects on reducing parent-infant interaction and of parent psychological factors. Questionnaire responses from 327 UK-based parents of infants aged 6–24 months showed diverse usage in the amount of time spent on screen media (‘screen time’) and amount of parental involvement (co-sharing and co-referencing). Infants with possible SE delay experienced more screen time than those at low risk. The study tested three mediation models and found support for the displacement and not distancing hypothesis based on this community sample. While screen time predicted both SE competence and SE problems, reduced parent-infant play partially mediated the effect on SE competence. Parent depressed mood was positively linked with infant SE problems, but there was little evidence that increased screen time mediated this effect. Also, parent reflective function and attitudes toward parent-infant play were unrelated to screen time. Though longitudinal study is warranted, the findings implicate screen media usage as potentially directly and indirectly relevant when addressing infant mental health.     

Un style décisionnel adapté requiert de l’énergie psychologique : étude auprès de dirigeants de PME québécoises

To better understand the contribution of certain psychological factors involved in decision making, this study examines the mediating role of psychological states (work engagement and emotional exhaustion) in the relationship between the sense of competence at work and adaptive decision-making style. The sample comprised 201 small and medium-sized enterprises managers in Quebec who completed a self-report online questionnaire. Results indicated that work engagement and exhaustion act distinctly. Only engagement explains the relationship between a sense of competence and an adaptive decision-making style. In the pandemic context, which exacts a high toll on psychological health, it becomes important for the decision-making of managers to not only prevent their state of exhaustion, but also improve their state of engagement.