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Journal articles on the topic 'Socially competent behaviour'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Gergely, Anna, Judit Abdai, Eszter Petró, András Kosztolányi, József Topál, and Ádám Miklósi. "Dogs rapidly develop socially competent behaviour while interacting with a contingently responding self-propelled object." Animal Behaviour 108 (October 2015): 137–44. http://dx.doi.org/10.1016/j.anbehav.2015.07.024.

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Heinonen, Kati, Katri Räikkönen, Michael F. Scheier, Anu‐Katriina Pesonen, Pertti Keskivaara, Anna‐Liisa Järvenpää, and Timo Strandberg. "Parents' optimism is related to their ratings of their children's behaviour." European Journal of Personality 20, no. 6 (September 2006): 421–45. http://dx.doi.org/10.1002/per.601.

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Associations between parents' dispositional optimism‐pessimism (LOT‐R) and their ratings of their children's behaviour were studied prospectively from infancy (M = 6.3, SD = 1.3 months) to middle childhood (M = 5.5, SD = 0.23 years) (n = 212). One parent's higher optimism (overall LOT‐R and component score) and/or lower pessimism (component score) at infancy predicted the same parent's own but not the other parent's ratings of the child's behaviour as less internalising and less externalising, and socially more competent and greater in self‐mastery in middle childhood, even when controlling fo

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Gahramanova, Shahla. "ROLE OF EDUCATION IN DEVELOPING ETHICAL DECISION MAKERS." Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, no. 1 (September 2, 2021): 21–24. http://dx.doi.org/10.18372/2786-5487.1.15814.

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Growing interest in ethical behaviour and sustainable development of businesses at the global level, as well as the expectations of society for ethical and responsible behaviour of business organizations poses new requirements toward educational institutions in terms of training human resources that responds to more chllenging tasks of modern entrepreneurship activity. From this perspective this research work aims to study the role of higher educational institutions (particularly during the pandemic-forced distant education) in training of competent, innovative and flexible decision makers who

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Ninčević, Marjan, and Dunja Jurić Vukelić. "Social and Communication Competences of Students – Future Teachers." European Journal of Education 2, no. 3 (September 25, 2019): 47. http://dx.doi.org/10.26417/ejed.v2i3.p47-50.

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Numerous studies have shown that teachers significantly shape student's learning context. Socially and emotionally competent teachers tend to develop supportive and encouraging relationship with their students by promoting intrinsic motivation, focusing on student's strengths and abilities, mediating through conflict situations and encouraging appropriate communication and prosocial behaviour. Teachers with good communication skills will create a more successful teaching and learning ambience for the students, and without communication, the teaching and learning process will not take place. Ed

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Tessier, Réjean, Line Nadeau, Michel Boivin, and Richard E. Tremblay. "The Social Behaviour of 11- to 12-year-old Children Born as Low Birthweight and/or Premature Infants." International Journal of Behavioral Development 21, no. 4 (November 1997): 795–811. http://dx.doi.org/10.1080/016502597384677.

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Two studies (Study 1 and Study 2) were carried out to compare the social behaviour of school-aged children born as premature and/or low birthweight infants, with that of children born as healthy fullterm infants. Participants in Study 1 were 147 11-year-olds of whom 49 (29 females and 20 males) were reported by their parents to have been born prematurely. Participants in Study 2 were 84 11-year-old boys, 28 of whom were born with a birthweight less than 2000 grams. These at-risk subjects were followed for a period of two years. Subgroups within both study groups were matched with control group

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Emrová, Lenka. "Physicians’ and Patients’ Perceptions of Physicians’ Social Competencies in Gynaecology and Obstetrics." Lifelong Learning 10, no. 3 (2020): 275–309. http://dx.doi.org/10.11118/lifele20201003275.

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The quality and level of the Czech health-care system is a very current and often discussed topic. The Czech health-care system is considered to be the most advanced health system in the world, on the other hand, the Czech health-care system is often criticized for being more “technological” and “scientifical” and that the psychosocial aspects are neglected. The physicians are expected to have acquired social competencies, but not enough attention is paid to defining and developing them as well as creating conditions for their application. We need to change the curriculum for undergraduate and

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McPhee, Iain, Chris Holligan, Robert McLean, and Ross Deuchar. "Dr Jekyll and Mr Hyde: the strange case of the two selves of clandestine drug users in Scotland." Drugs and Alcohol Today 19, no. 2 (June 3, 2019): 133–46. http://dx.doi.org/10.1108/dat-07-2018-0035.

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Purpose The purpose of this paper is to explore the hidden social worlds of competent clandestine users of drugs controlled within the confines of the UK Misuse of Drugs Act 1971, which now includes NPS substances. The authors explore how and in what way socially competent drug users differ from others who are visible to the authorities as criminals by criminal justice bureaucracies and known to treatment agencies as defined problem drug users. Design/methodology/approach This qualitative research utilises a bricoleur ethnographic methodology considered as a critical, multi-perspectival, multi

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Gambrill, Eileen D., and Cheryl A. Richey. "Criteria Used to Define and Evaluate Socially competent Behavior Among Women." Psychology of Women Quarterly 10, no. 2 (June 1986): 183–96. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00745.x.

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Criteria used to evaluate socially competent behavior of women are described and critiqued. Many definitions of social competence do not employ a process view of social behavior in which individual goals and values as well as specific verbal and nonverbal behaviors are considered. This may result in the imposition of artificial goals on consumers of assertion and social skills training programs and the neglect of individual goals. The relationship between the definition of competence used and the assessment methods relied on is discussed. The advantages of focusing on specific goals are noted

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Dimitrova, Maya. "Socially-Competent Computing Implementing Social Sensor Design." International Journal of Web-Based Learning and Teaching Technologies 7, no. 3 (July 2012): 61–70. http://dx.doi.org/10.4018/jwltt.2012070104.

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The paper presents a conceptual model for social sensor design in socially-competent computing systems. The model is based on theories of social behavior being driven by the underlying attitudes, rather than on models predicting behavior in response to behavior representing people as physical objects in dynamic interactions. It is proposed to increase the ability of the systems to extract relevant features and to achieve better social competence, similar to the kind that is underlying human interactions by implementing algorithms, capable of predicting behavior in response to attitude. The pap

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Capps, Lisa, Marian Sigman, and Nurit Yirmiya. "Self-competence and emotional understanding in high-functioning children with autism." Development and Psychopathology 7, no. 1 (1995): 137–49. http://dx.doi.org/10.1017/s0954579400006386.

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AbstractThis study examined the relationships between perceived self-competence, intellectual ability, emotional understanding, and parent report of social adaptation in 18 nonretarded children with autism. Children who perceived themselves as less socially competent demonstrated stronger intellectual capabilities, greater understanding of others' emotional experiences, and were better able to access their own emotional experiences than were those who perceived themselves as more socially competent. According to their parents, children who reported less social competence also displayed more so

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Stavrova, Olga, and Daniel Ehlebracht. "The Cynical Genius Illusion: Exploring and Debunking Lay Beliefs About Cynicism and Competence." Personality and Social Psychology Bulletin 45, no. 2 (July 11, 2018): 254–69. http://dx.doi.org/10.1177/0146167218783195.

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Cynicism refers to a negative appraisal of human nature—a belief that self-interest is the ultimate motive guiding human behavior. We explored laypersons’ beliefs about cynicism and competence and to what extent these beliefs correspond to reality. Four studies showed that laypeople tend to believe in cynical individuals’ cognitive superiority. A further three studies based on the data of about 200,000 individuals from 30 countries debunked these lay beliefs as illusionary by revealing that cynical (vs. less cynical) individuals generally do worse on cognitive ability and academic competency t

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Petrovic, Jelica, and Marija Zotovic. "Group acceptance and emotional competence of preadolescent children." Psihologija 40, no. 3 (2007): 431–45. http://dx.doi.org/10.2298/psi0703431p.

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This study examines contribution of emotional competence on socially competent behavior of preadolescents. The following emotional competencies were registered in 397 children: emotion recognition, emotional regulation, empathy and style of coping with aversive emotions. Discriminant analysis was conducted in order to identify emotional competencies that differentiate among the groups of participants with different levels of social preference. The data showed that groups of popular children, rejected children, and children of average sociometric status significantly differ with respect to thei

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Slifer, Keith J., Adrianna Amari, Tanya Diver, Lisa Hilley, Melissa Beck, Alana Kane, and Sharon McDonnell. "Social Interaction Patterns of Children and Adolescents with and without Oral Clefts during a Videotaped Analogue Social Encounter." Cleft Palate-Craniofacial Journal 41, no. 2 (March 2004): 175–84. http://dx.doi.org/10.1597/02-084.

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Objective To examine the social interaction patterns of children with and without oral clefts. Design Participants were videotaped while interacting with a peer confederate. Oral cleft and control groups were compared on social behavior and several self- and parent-report measures. Participants Thirty-four 8- to 15-year-olds with oral clefts, matched for sex, age, and socioeconomic status with 34 noncleft controls. Main Outcome Measures Data were obtained on social behaviors coded from videotapes and on child and parent ratings of social acceptance/competence and facial appearance. Results Sta

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Allen, Joseph P., Bonnie J. Leadbeater, and J. Lawrence Aber. "The relationship of adolescents' expectations and values to delinquency, hard drug use, and unprotected sexual intercourse." Development and Psychopathology 2, no. 1 (January 1990): 85–98. http://dx.doi.org/10.1017/s0954579400000614.

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AbstractThis study examined adolescents' expectations and values about how competent behaviors would work for them in difficult social situations and explored the relation of these appraisals to adolescents' delinquency, drug use, and sexual intercourse without use of adequate birth control. Several lines of research on the determinants of adolescent achievement motivation, social competence, and various problem behaviors are integrated within a unified framework based on both motivational and cognitive-social learning theories. One hundred adolescents at-risk for problematic behaviors, aged 1

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Diaz-Santos, M., P. Suarez, L. Cavanagh, J. Yañez, E. Ramirez, E. Gracian, and X. E. Cagigas. "Cultural and Linguistic Competency Training from a Socially Responsible Neuropsychology Model: Perspectives from Trainees." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1296. http://dx.doi.org/10.1093/arclin/acz029.63.

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Abstract Objective The Cultural Neuropsychology Program (CNP) is the sole bilingual clinical training program specifically focused on culturally and linguistically competent neuropsychological services to the Latino/a population in the UCLA Health System. Following the Socially Responsible Neuropsychology Model (SRN; Suarez et al., 2016), trainees learn the best practices in providing equitable clinical care to all patients irrespective of their background. The current paper discusses various trainees’ professional development in the process of becoming culturally and linguistically competent

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Burgers, Christian, and Camiel J. Beukeboom. "How Language Contributes to Stereotype Formation: Combined Effects of Label Types and Negation Use in Behavior Descriptions." Journal of Language and Social Psychology 39, no. 4 (June 25, 2020): 438–56. http://dx.doi.org/10.1177/0261927x20933320.

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This article focuses on the role of language in social-stereotype formation through interpersonal communication. We conducted a between-subjects experiment ( N = 423), in which participants were exposed to differential remarks about (members of) an unknown social group. Remarks varied in two linguistic devices: (a) label type, by distinguishing between generic and specific labels and (b) behavior descriptions, by contrasting negations and affirmations in descriptions of competent (e.g., not stupid vs. smart) and incompetent behaviors (e.g., not smart vs. stupid). Generic (vs. specific) labels

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Collie, Rebecca J. "The development of social and emotional competence at school: An integrated model." International Journal of Behavioral Development 44, no. 1 (June 6, 2019): 76–87. http://dx.doi.org/10.1177/0165025419851864.

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The aim of the current article is to extend prior conceptualizing by presenting a model of social and emotional competence that recognizes both the mechanisms and the manifestations of social and emotional competence. The Social and Emotional Competence School Model draws together conceptual underpinnings from the social and emotional competence literature along with theoretical grounding from self-determination theory and applies this within the schooling context. Social and emotional competence is operationalized by way of three components: basic psychological need satisfaction (of autonomy,

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Devonish, Dwayne. "Dangers of workplace bullying: evidence from the Caribbean." Journal of Aggression, Conflict and Peace Research 9, no. 1 (January 9, 2017): 69–80. http://dx.doi.org/10.1108/jacpr-05-2016-0228.

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Purpose The purpose of this paper is to examine whether person-related bullying, work-related bullying, and physically intimidating bullying predict three forms of job strain: physical exhaustion, work-related depression, and interpersonal counterproductive work behaviour (CWB-P). Design/methodology/approach The study surveyed a wide cross-section of employees across a number of private sector organisations in a small developing country in the Caribbean region. Findings The prevalence rate of workplace bullying in the current Caribbean sample was 54 per cent. The regression results revealed th

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Mavrogiannis, Christoforos I., and Ross A. Knepper. "Multi-agent path topology in support of socially competent navigation planning." International Journal of Robotics Research 38, no. 2-3 (June 19, 2018): 338–56. http://dx.doi.org/10.1177/0278364918781016.

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We present a navigation planning framework for dynamic, multi-agent environments, where no explicit communication takes place among agents. Inspired by the collaborative nature of human navigation, our approach encodes the concept of coordination into an agent’s decision making through an inference mechanism about collaborative strategies of collision avoidance. Each such strategy represents a distinct avoidance protocol, prescribing a distinct class of navigation behaviors to agents. We model such classes as equivalence classes of multi-agent path topology, using the formalism of topological

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Sandberg, David E., Amy E. Brook, and Susana P. Campos. "Short Stature: A Psychosocial Burden Requiring Growth Hormone Therapy?" Pediatrics 94, no. 6 (December 1, 1994): 832–40. http://dx.doi.org/10.1542/peds.94.6.832.

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Background. Changes in the diagnosis of endocrine-based growth disorders and the advent of biosynthetic growth hormone have altered the long-standing policy of treating only those individuals with "classic" growth hormone deficiency. One justification for treating short children is to improve their psychosocial adaptation. The present investigation assessed the positive and negative behavioral adaptation, self-perceptions of domain-specific competencies, and global self-worth of a large, diagnostically heterogeneous sample of children and adolescents referred to pediatric endocrinologists for

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Kotler, J. C., and R. J. McMahon. "Differentiating anxious, aggressive, and socially competent preschool children: Validation of the Social Competence and Behavior Evaluation-30 (parent version)." Behaviour Research and Therapy 40, no. 8 (August 2002): 947–59. http://dx.doi.org/10.1016/s0005-7967(01)00097-3.

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Eanes, Angella Y., and Anne C. Fletcher. "Factors Associated with Perceived Parenting Competence among Special Needs Adoptive Mothers." Families in Society: The Journal of Contemporary Social Services 87, no. 2 (April 2006): 249–58. http://dx.doi.org/10.1606/1044-3894.3518.

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The study reported here considered the nature of associations among children's behavior problems, parenting stress, and mothers’ feelings of competence. Seventy-two adoptive mothers reported on their adopted children's behavior problems, their own parenting stress, and feelings of competence. Parenting stress was found to mediate the association between children's attention problems and mothers’ feelings of competence. When children exhibited higher levels of attention problems, their mothers felt more stress. In turn, when mothers experienced more parenting stress, they felt less competent as

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Huyder, Vanessa, and Elizabeth S. Nilsen. "A dyadic data analysis of executive functioning and children's socially competent behaviours." Journal of Applied Developmental Psychology 33, no. 4 (July 2012): 197–208. http://dx.doi.org/10.1016/j.appdev.2012.05.002.

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Chen, Sylvia Xiaohua, Ben C. P. Lam, Emma E. Buchtel, and Michael Harris Bond. "The Conscientiousness Paradox: Cultural Mindset Shapes Competence Perception." European Journal of Personality 28, no. 5 (September 2014): 425–36. http://dx.doi.org/10.1002/per.1923.

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Studies comparing personality across cultures have found inconsistencies between self–reports and measures of national character or behaviour, especially on evaluative traits such as Conscientiousness. We demonstrate that self–perceptions and other–perceptions of personality vary with cultural mindset, thereby accounting for some of this inconsistency. Three studies used multiple methods to examine perceptions of Conscientiousness and especially its facet Competence that most characterizes performance evaluations. In Study 1, Mainland Chinese reported lower levels of self–efficacy than did Can

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Mykolaychuk, Iryna, Yulia Sylkina, and Nina Sychova. "Investigation of socially responsible behavior of trade enterprises on a competent-based approach." Technology audit and production reserves 6, no. 4(38) (November 30, 2017): 52–57. http://dx.doi.org/10.15587/2312-8372.2017.119944.

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DE ROSNAY, MARC, ELIAN FINK, SANDER BEGEER, VIRGINIA SLAUGHTER, and CANDIDA PETERSON. "Talking theory of mind talk: young school-aged children's everyday conversation and understanding of mind and emotion." Journal of Child Language 41, no. 5 (November 14, 2013): 1179–93. http://dx.doi.org/10.1017/s0305000913000433.

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ABSTRACTLinks between young children's everyday use of mindful conversational skills and their success on laboratory tests of theory of mind understanding (ToM) were evaluated. Using published scales, teachers rated the conversational behavior and shyness of 129 children aged 60 to 101 months (M = 78·8 months) who were in their first years of primary school. The children also took batteries of first- and second-order false-belief tests along with tests of emotion understanding and general language ability. Correlational and regression analyses showed that performance on false-belief tests of T

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Petrov, Vladislav. "Psychology of financial literacy of military personnel." Applied psychology and pedagogy 4, no. 4 (December 15, 2019): 1–9. http://dx.doi.org/10.12737/2500-0543-2019-1-9.

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The article is devoted to the problem of psychology of financially competent behavior of servicemen. The psychological etiology of financial literacy / illiteracy of the personnel of the Armed Forces of the Russian Federation is shown. The study was conducted using: 1) content analysis of information (publications, materials of official inspections, etc.) about the attitude of the personnel of law enforcement agencies to money and financial behavior; 2) expert survey; 3) psychodiagnostic examination (method "California psychological questionnaire". Experts and subjects were 67 soldiers.

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Koivula, Merja, Leena Turja, and Marja-Leena Laakso. "Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence." Journal of Early Intervention 42, no. 2 (October 16, 2019): 163–81. http://dx.doi.org/10.1177/1053815119880599.

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This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (b) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling

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Di Battista, Silvia, Heather J. Smith, Chiara Berti, and Monica Pivetti. "Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence." Social Sciences 10, no. 1 (January 12, 2021): 18. http://dx.doi.org/10.3390/socsci10010018.

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Trust is a fundamental element of educational success. However, compared to what we know about teachers’ perceptions of trust, relatively less is known about students’ perceptions of trust. This paper describes two experimental investigations that tested the effects of authority competence and benevolence on students’ perceptions of trust and their engagement. The investigations also explored whether university identification moderated the influence of authority competence and benevolence on assessments of authority trustworthiness and university engagement. As part of an online experiment adm

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Houck, Gail M., and Lisa Stember. "Small Group Experience for Socially Withdrawn Girls." Journal of School Nursing 18, no. 4 (August 2002): 206–11. http://dx.doi.org/10.1177/10598405020180041001.

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Social competence is the effectiveness of social interaction behavior. Given its link to mental health outcomes, it is an important consideration in child and adolescent development. Social withdrawal is associated with depression. Socially withdrawn children make few social initiations and tend to be isolated in their play, further limiting their social involvement. To develop effective social behavior, experiences must be provided to learn relationship skills. This practice improvement project provided a small group experience for five socially withdrawn school-age girls. Weekly group meetin

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Houck, Gail M., and Lisa Stember. "Small Group Experience for Socially Withdrawn Girls." Journal of School Nursing 18, no. 4 (August 2002): 206–11. http://dx.doi.org/10.1177/10598405020180041101.

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Social competence is the effectiveness of social interaction behavior. Given its link to mental health outcomes, it is an important consideration in child and adolescent development. Social withdrawal is associated with depression. Socially withdrawn children make few social initiations and tend to be isolated in their play, further limiting their social involvement. To develop effective social behavior, experiences must be provided to learn relationship skills. This practice improvement project provided a small group experience for five socially withdrawn school-age girls. Weekly group meetin

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López, Steven Regeser, Ana C. Ribas, Tamara Sheinbaum, María M. Santos, Aldo Benalcázar, Linda Garro, and Alex Kopelowicz. "Defining and assessing key behavioral indicators of the Shifting Cultural Lenses model of cultural competence." Transcultural Psychiatry 57, no. 4 (April 26, 2020): 594–609. http://dx.doi.org/10.1177/1363461520909599.

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Models of cultural competence highlight the importance of the sociocultural world that is inhabited by patients, and the question of how best to integrate sociocultural factors into clinical assessment and intervention. However, one significant limitation of such approaches is that they leave unclear what type of in-session therapist behaviors actually reflect cultural competence. We draw on the Shifting Cultural Lenses model to operationalize culturally competent in-session behaviors. We argue that a key component of cultural competence is the collaborative relationship between therapists and

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Franco, Mariana Guedes de Oliveira, and Marina Rezende Bazon. "Social Information Processing and Aggravation of Conduct in Young Offenders." International Annals of Criminology 55, no. 1 (May 2017): 114–31. http://dx.doi.org/10.1017/cri.2017.3.

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AbstractThe present study investigated the differences in patterns of social information processing (SIP) among adolescents with two trajectories of offending: group 1 (G1) composed of adolescents with a trajectory of major persistent offenses, which includes illegal acts considered violent; group 2 (G2) composed of individuals with a trajectory of minor persistent offenses, in which there is no escalation of the gravity of the offenses; and a comparison group (G3) with adolescents without involvement in offenses. SIP is one of the theoretical models most widely evoked to study and explain vio

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Tolochko, Svitlana, Nataliia Bordіug, and Tetyana Les. "Content, forms and methods of building the environmental competence of education recipients on the basis of axiology." ScienceRise: Pedagogical Education, no. 2(47) (March 31, 2022): 20–26. http://dx.doi.org/10.15587/2519-4984.2022.254668.

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The article contains the results of scientific research on the process of building ecological competence of schoolchildren on the basis of axiology. The analysis of the integrated educational process in general secondary and out-of-school education institutions through their transversal ecologization has been carried out. A number of social reasons that determine the urgency of these issues has been characterized. The definition of the term "environmental competence of students" has been defined as awareness of the ecological foundations of nature management, the need to protect nature, compli

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Zawadzki, Matthew J., Leah R. Warner, and Stephanie A. Shields. "Sadness Is Believed to Signal Competence When Displayed With Passionate Restraint." Social Psychology 44, no. 3 (June 1, 2013): 219–30. http://dx.doi.org/10.1027/1864-9335/a000106.

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A longstanding Western belief is that emotionality, such as sadness, is the antithesis to rational thinking and leads to ineffective behavior. We propose that people believe that sadness can actually signal competence when it is expressed in a way that demonstrates control and awareness of one’s authentic emotion, which we label passionate restraint (PR). In two studies, participants rated protagonists displaying sadness either openly or suppressed, or using PR, on their competence, authenticity, and emotional control. We find that PR is rated as more competent than open displays of emotion be

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Nkundabanyanga, Stephen Korutaro, Julius Opiso, Waswa Balunywa, and Isaac Nabeeta Nkote. "Financial service outreach correlates." International Journal of Social Economics 42, no. 4 (April 13, 2015): 404–20. http://dx.doi.org/10.1108/ijse-10-2013-0241.

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Purpose – The purpose of this paper is to establish the relationship between managerial competence, managerial risk-taking behaviour and financial service outreach of microfinance institutions (MFIs). Design/methodology/approach – In this cross-sectional and correlational study, the authors surveyed 52 branches of MFIs from a population of 60 branches of 20 MFIs in eastern Uganda. Two respondents, a branch manager and a senior loan officer, were the units of enquiry for each branch. The authors put forward and tested four hypotheses relating to the significance of the relationship between perc

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Dodge, Kenneth A., and Joseph M. Price. "On the Relation between Social Information Processing and Socially Competent Behavior in Early School-Aged Children." Child Development 65, no. 5 (October 1994): 1385. http://dx.doi.org/10.2307/1131505.

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Sevillano, Verónica, and Susan T. Fiske. "Stereotypes, emotions, and behaviors associated with animals: A causal test of the stereotype content model and BIAS map." Group Processes & Intergroup Relations 22, no. 6 (September 2019): 879–900. http://dx.doi.org/10.1177/1368430219851560.

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Using the stereotype content model (SCM; Fiske, Cuddy, Glick, & Xu, 2002) and the behaviors from intergroup affect and stereotypes (BIAS) map (Cuddy, Fiske, & Glick, 2007), two experiments tested the effect of animal stereotypes on emotions and behavioral tendencies toward animals. As a novel approach, Study 1 ( N = 165) manipulated warmth and competence traits of a fictitious animal species (“wallons”) and tested their effect on emotions and behaviors toward those animals. Stereotypical warm-competent and cold-incompetent “wallons” elicited fondness/delight and contempt/disgust, respe

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Hart, Kerstine I., Martin Fujiki, Bonnie Brinton, and Craig H. Hart. "The Relationship Between Social Behavior and Severity of Language Impairment." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 647–62. http://dx.doi.org/10.1044/1092-4388(2004/050).

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The Teacher Behavior Rating Scale (C. H. Hart & C. C. Robinson, 1996) was used to compare the withdrawn and sociable behaviors of 41 children with specific language impairment (SLI) and 41 typically developing peers. Three subtypes of withdrawal (reticence, solitary-active, solitary-passive) and 2 subtypes of sociable behavior (prosocial, impulse control/likeability) were examined. Teachers rated children with SLI as exhibiting higher levels of reticence and solitary-passive withdrawal than typical children. Teachers also rated the children with SLI as demonstrating lower levels of both ty

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Moore, Ekaterina. "“Children Are All Looking at You”." Pragmatics and Society 4, no. 3 (October 28, 2013): 317–44. http://dx.doi.org/10.1075/ps.4.3.03moo.

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This discourse analysis of video-recorded data examines how through the use of directives Russian preschool teachers socialize three-year-old preschool newcomers into becoming competent members of their social setting. I demonstrate that this process involves manipulation of multiple semiotic resources, including language, body, physical objects, and orientation in physical space. Previous research has shown that children “actively develop and use communicative skills to produce socially-ordered events in everyday interaction with adults and peers” (Corsaro 1979: 335). The present study demons

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Irvin, Dwight W., Brian A. Boyd, and Samuel L. Odom. "Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 30, no. 3 (September 3, 2014): 131–42. http://dx.doi.org/10.1177/1088357614547890.

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Imaniah, Ikhfi, Nurul Fitria Kumala Dewi, and Akhmad Zakky. "YOUTUBE KIDS CHANNELS IN DEVELOPING YOUNG CHILDREN’S COMMUNICATION SKILLS IN ENGLISH: PARENTS’ BELIEFS, ATTITUDES, AND BEHAVIORS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, no. 1 (June 30, 2020): 20–30. http://dx.doi.org/10.21009/ijlecr.061.03.

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The current trend towards the use of technologies for learning focuses on the web 2.0 associated applications, which encourage young children to social interaction, as well as to creating and sharing information. Actually, the profusion and easy access to tools and channels for video production and sharing, such as YouTube Kids Channel, emerge as an example of such applications. However, YouTube Kids Channel gives many channels to be selected by the parents. Based on the questionnaires of parents’ belief, attitudes, and behaviors towards YouTube Kids Channel, it is known that the selected chan

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Mauersberger, Heidi, Christophe Blaison, Konstantinos Kafetsios, Carolin–Louisa Kessler, and Ursula Hess. "Individual Differences in Emotional Mimicry: Underlying Traits and Social Consequences." European Journal of Personality 29, no. 5 (September 2015): 512–29. http://dx.doi.org/10.1002/per.2008.

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Mimicry, the imitation of the nonverbal behaviour of others, serves to establish affiliation and to smoothen social interactions. The present research aimed to disentangle rapid facial reactions (RFRs) to affiliative emotions from RFRs to nonaffiliative emotions from a trait perspective. In line with the Mimicry in Social Context Model by Hess and Fischer, we expected that only the former are mimicry responses indicative of underlying social relating competence and predictive of social satisfaction, whereas the latter superficially resemble mimicry responses and are driven by social relating i

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Yang, Chao-Feng, Jih-Ming Hsu, and Yi-Chun Yang. "What Makes Restaurant Employees Become Brand Citizens?" Social Behavior and Personality: an international journal 50, no. 6 (June 1, 2022): 87–95. http://dx.doi.org/10.2224/sbp.11575.

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We examined brand love and brand citizenship behavior in the restaurant industry, developing a study framework in which we proposed that the high-involvement human resource (HR) practices of recognition, empowerment, competence development, fair rewards, and information sharing would play an important role in determining the brand love that enhances brand citizenship behavior. We collected data from 476 frontline employees working in restaurants in Taiwan. The findings suggest that the HR practices of recognition, empowerment, competence development, fair rewards, and information sharing were

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Pavelkiv, Kateryna. "ETHICAL COMPETENCE IN PROFESSIONAL PEDAGOGICAL ACTIVITY OF MODERN FOREIGN LANGUAGE TEACHER: THEORETICAL ASPECT." Social work and social education, no. 2(9) (November 21, 2022): 272–80. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267363.

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The article presents theoretical approaches to the consideration of the ethical competence of a modern foreign language teacher in his/her professional pedagogical activity. The essence of the concepts “competence”, “professional-pedagogical competence” is revealed, the content of the concept “ethical competence” is characterized. Ethical competence of modern foreign language teacher is defined as an integrative quality of a person, that includes a complex of his/her moral and ethical values and personal characteristics determining the choice of models of teacher’s behavior in various situatio

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Acadia, Spencer. "The Organizational Trap-Gap Framework: A conceptual view of library dysfunction." IFLA Journal 46, no. 1 (August 26, 2019): 72–87. http://dx.doi.org/10.1177/0340035219870199.

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This article offers a conceptual framework of library dysfunction by defining it in terms of ‘trap-gaps’ that happen when libraries become stuck relying on their outdated, legacy habits that, in turn, lead to discontinuities in new organizational knowledge, competency, and strategy. According to the Organizational Trap-Gap Framework, library leaders may address trap-gaps by blending theories and methods from knowledge management, organizational learning, organizational behavior, and organizational development; supporting a new culture of learning that relies on the socially interactive and per

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Margalit, Malka, and Ilana Ben-Dov. "Learning Disabilities and Social Environments: Kibbutz versus City Comparisons of Loneliness and Social Competence." International Journal of Behavioral Development 18, no. 3 (September 1995): 519–36. http://dx.doi.org/10.1177/016502549501800308.

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In order to explore aspects of loneliness and social competence of learning disabled students in relation to specific environmental contexts, this study focused on children in two different social systems: a kibbutz and a city. The aim of the study was to investigate the social skills and loneliness patterns among 122 students with learning disabilities (LD) in self-contained special classes within regular school systems (66 kibbutz students; 56 city students) and among 120 nondisabled (nonLD) students within these same environmental conditions (69 kibbutz students; 51 city students). A four-w

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Beckwith, Joan B. "PERSONALITY VARIABLES AND EATING, DRINKING, AND SMOKING IN ADULT WOMEN." Social Behavior and Personality: an international journal 14, no. 2 (January 1, 1986): 221–38. http://dx.doi.org/10.2224/sbp.1986.14.2.221.

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Personality variables of Discipline, Social Competence, Sophistication, and Religiosity were studied in relation to eating, drinking, and smoking behaviors. Discipline was conceptualized as the intrapsychic predisposition to engage in indulgent behavior, and the remaining personality variables were seen as potentially moderating its form of expression. Data were contributed by 766 female volunteers aged 20 to 30 years, sorted to yield two quasi-representative samples of 265 subjects each. A subsample of 64 subjects repeated the questionnaire after three months, and all measures had acceptable

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Manly, Jody Todd, Dante Cicchetti, and Douglas Barnett. "The impact of subtype, frequency, chronicity, and severity of child maltreatment on social competence and behavior problems." Development and Psychopathology 6, no. 1 (1994): 121–43. http://dx.doi.org/10.1017/s0954579400005915.

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AbstractThis investigation examined the impact of dimensions within maltreatment such as the severity, frequency, chronicity, and subtypes of maltreatment and their relationship with child outcome. Children between the ages of 5 and 11 who participated in a summer camp program were assessed on their social competence, behavior problems, and peers ratings of cooperation, disruption, and initiation of aggression. The 235 participants were all from low-socioeconomic status families; 145 children were from families with documented histories of child maltreatment, whereas 90 of the children had no

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Schoemaker, Marina M., and Alex F. Kalverboer. "Social and Affective Problems of Children Who Are Clumsy: How Early Do They Begin?" Adapted Physical Activity Quarterly 11, no. 2 (April 1994): 130–40. http://dx.doi.org/10.1123/apaq.11.2.130.

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The purpose of this study was to examine the social and affective concomitants of clumsiness in children. The results suggest that children who are clumsy are more introverted than children without movement problems, judge themselves to be less competent both physically and socially, and are significantly more anxious. However, when the relationship between severity of clumsiness and social or affective problems was investigated, only socially negative behavior was shown to be less common in the children who were most severely clumsy. No other aspect of social or affective functioning was rela

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