Naslov
Predictors of social competence in primary school aged children

Autori
Kurtović, Ana ; Krstanović, Nicole ; Jandrić, Sanja ; Ivandić, Martina ; Bulut, Ivančica ; Vrdoljak, Gabrijela

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Current trends in psychology 2021: Book of abstracts / - Novi Sad : Filozofski fakultet Univerziteta u Novom Sadu, 2021, 209-210

ISBN
978-86-6065-677-5

Skup
Savremeni trendovi u psihologiji = Current Trends in Psychology

Mjesto i datum
Novi Sad, Srbija, 28.10.2021. - 30.10.2021

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
social competence, self-regulation, self-efficacy, risk for psychopathology

Sažetak
Social competencies are developed through interactions between children and their environment However, there are characteristics of a child which can foster or impede the development of social competence. Research shows that cognitive and emotional skills (such as self- regulation and self-efficacy) foster, while emotional and behavior problems impede the development of social competence. The aim of this study was to examine the relations of self- regulation, risk for psychopathology, self- efficacy with social competence in primary school aged children. We also aimed to examine whether self- regulation, risk for psychopathology, and self-efficacy predicted social competence. A total of 320 students from fifth to eight grade of primary schools participated in the study. Instruments that were used are: Social competence with peers questionnaire (Spence, 1995), Questionnaire on self-regulation (Novak & Clayton, 2001), Pediatric Symptom Checklist PSC-35 (Jellinek & Murphy, 1988), and Self-efficacy questionnaire – Children, SEQ-C (Muris, 2001). The results have shown a significant positive correlation of social competence with emotional (r = .25, p<0.01), behavioral (r = .24, p<0.01), and cognitive (r = .29, p<0.01) self- regulation, as well as with social (r = .61, p<0.01), academic (r = .31, p<0.01), and emotional (r = .31, p<0.01) self-efficacy, and a significant negative correlation between social competence and risk for psychopathology (r = -.42, p<0.01). Furthermore, hierarchical regression analysis has shown that better emotional (β = .20, p<.01) and cognitive (β = .18, p<.05) selfregulation, as well as social (β = .67, p<.01) self-efficacy predicted better social competence, while risk for psychopathology predicted poorer social competence (β = -.29, p<.01). The model explained 45% of total variance of social competence. The results confirm the importance of both cognitive and emotional skills in the development of social competence in children. Also, the results suggest that psychopathological symptoms in children may further impede their social competence, which poses additional risks for their social and emotional development. Our results suggest that, in order to facilitate the development of social competence, efforts should be focused on improving self-regulation and self-efficacy. Also, they suggest that it is crucial to provide support for their mental health, as emotional and behavioral problems may be significant obstacles in the development of social competence.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA