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Published on Jan 1, 2010
Cynthia A. Erdley16
Estimated H-index: 16
,
Michelle S. Rivera1
Estimated H-index: 1
+ 1 AuthorsLauren J. Holleb3
Estimated H-index: 3
Published on Jan 1, 2010
Cynthia A. Erdley16
Estimated H-index: 16
(UMaine: University of Maine),
Michelle S. Rivera1
Estimated H-index: 1
(UMaine: University of Maine)
+ 1 AuthorsLauren J. Holleb3
Estimated H-index: 3
(UMaine: University of Maine)
Researchers studying social competence have been interested not only in specific social skills but also in the types of social-cognitive processes that might underlie individuals’ behavioral choices. A variety of theories propose that individual differences in social information processing skills may help explain why people confronted with the same social situation may choose to act in very different ways. For example, two children may be teased by a peer. One child may perceive this as harmless...
Published on Jan 1, 2007
Kristyn Saveliev (BGSU: Bowling Green State University)
Published on Jan 1, 2006
Nicole Sirrine2
Estimated H-index: 2
(BGSU: Bowling Green State University)
Published on Jan 1, 2005in Developmental Psychology3.34
Tiina Ojanen3
Estimated H-index: 3
(UTU: University of Turku),
Matti A. Grönroos1
Estimated H-index: 1
(UTU: University of Turku),
Christina Salmivalli48
Estimated H-index: 48
(UTU: University of Turku)
The objective of the present research was to develop an assessment model for children’s social goals. The aims were (a) to fit children’s social goals to a circumplex model and to examine links between goals and peer-reported social behaviors (aggression, withdrawal, and prosocial behavior) in a sample of 276 participants (134 girls, 11- to 12-year-olds) and (b) to replicate these findings and examine whether social behavior mediates the relationship between goals and sociometric status in an in...
Published on Jan 1, 2005in Journal of Educational Psychology5.18
Richard S. Newman16
Estimated H-index: 16
(UCR: University of California, Riverside),
Brian Murray2
Estimated H-index: 2
(UCR: University of California, Riverside)
When schoolchildren are harassed by peers, it sometimes is necessary to seek help from a teacher. However, students and teachers may have a different sense of when it is necessary. The authors investigated students' perceptions of harassment and help seeking, examining whether students' perceptions are related to popularity and whether perceptions of students and teachers differ. Fourth- and 5th-grade students (classified as popular, average, or unpopular) and teachers were interviewed about dif...
Kathryn R. Wentzel37
Estimated H-index: 37
(UMD: University of Maryland, College Park)
Publisher Summary This chapter discusses the role of social–motivational and self–processes. A model of classroom competence along with partial empirical support for the model is discussed. Additional issues and questions are raised, which are still unsolved. Expanded models, which focus on the multiple sources of influence that contribute to definitions of competence, are illustrated. Moreover, issues concerning cause and effect also necessitate continued focus on underlying psychological proce...
Published on Mar 1, 2003in Elementary School Journal1.14
Richard S. Newman16
Estimated H-index: 16
Elementary school students typically are reluctant to get help from their teacher when they are teased, taunted, threatened, or confronted by peers with verbal and physical aggression. Yet, under certain circumstances-most notably, situations of danger-getting help from a teacher can be a highly motivated and adaptive strategy of self-regulation. Although a good deal of research has examined students' reluctance to seek a teacher's assistance when they encounter academic difficulties in the clas...