Age, gender, socioeconomic status, race/ethnicity, temperament, and actual social and cognitive competence as factors contributing to preservice teachers’ perceptions of preschool children's social and cognitive competence

Pettit, Rebecca W.; Sugawara, Alan I.

doi:10.1080/1090102020230204

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…Dependency of effect sizes was modeled using a three-level meta-analytic model such that variance between studies was modeled at Level 3, variance between effect sizes from the same study was modeled at Level 2, and sample variance was modeled at Level 1 (see Assink et al, 2018; Harrer et al, 2019). In the current meta-analysis, several studies reported on multiple effect sizes from a single sample, including reporting on multiple: (a) temperament constructs (e.g., fear and anger; Blair & Peters, 2003), (b) temperament informants (e.g., parent and teacher; Taylor et al, 2014), (c) social competence informants (e.g., teacher and peers; Gulay, 2012), (d) types of temperament measure (e.g., report and observation; Porter, 2009), and/or (e) types of social competence measure (e.g., reported social skills and sociometrics; Pettit, 1999). In such cases, multiple effect sizes were nested within sample.…”

Section: Methodsmentioning

confidence: 99%

The significance of early temperamental reactivity for children’s social competence with peers: A meta-analytic review and comparison with the role of early attachment.

Borowski¹,

Groh²,

Bakermans‐Kranenburg³

et al. 2021

Psychological Bulletin

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Early temperamental reactivity and attachment security are key predictors of children’s social competence with peers. Leveraging meta-analytic evaluation of the significance of early attachment for social competence already available (Groh et al., 2014), this quantitative review examined the significance of early temperamental reactivity for social competence with peers and compared the strength of this association with that for attachment. Based on 140 independent samples (u = 382; N = 49,891), the meta-analytic association between early difficult temperament and (lower) social competence was significant (r = 0.13, z = 0.13; 95% CI [0.11, 0.16]), but decreased as time between assessments increased. Findings were similar for negative and positive emotionality. Greater negative emotionality was associated with lower social competence (r = 0.14, z = 0.14; 95% CI [0.11, 0.17], k = 93, u = 172), and greater positive emotionality was associated with better social competence (r = 0.18, z = 0.18; 95% CI [0.12, 0.24], k = 43, u = 54). Meta-analytic associations were reduced when overlapping informants and overlapping items in temperament and social competence assessments were excluded (difficult temperament: r = 0.10, z = 0.10; 95% CI [0.06, 0.13]; negative emotionality: r = 0.10, z = 0.10; 95% CI [0.05, 0.15]; positive emotionality: r = 0.10, z = 0.10; 95% CI [0.06, 0.14]). Meta-analytic associations between these broadband temperament dimensions and social competence were smaller than the meta-analytic association between attachment security and social competence. Discussion focuses on the developmental significance of early temperament for social competence and ways to reconcile literatures on early temperament and attachment in future research on the developmental antecedents of children’s social competence.

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Section: Methodsmentioning

confidence: 99%

The significance of early temperamental reactivity for children’s social competence with peers: A meta-analytic review and comparison with the role of early attachment.

Borowski¹,

Groh²,

Bakermans‐Kranenburg³

et al. 2021

Psychological Bulletin

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“…So, this study use field note to documenting all the data. The students' positional identity were analyzed and classify based on this table, (Pettit & Sugawara, 2002) In order to get the validating the accuracy data this study following Creswell The study analyse 40 students' writing literacy narratives. The data were shown on the table, there was only taken some sample to describe.…”

Section: Methodsmentioning

confidence: 99%

Students’ Positional Identity in English Writing

Setyaningrum¹

2020

TELL-US Journal

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Writing is the most difficult in English. The students have to master their vocabulary and grammar to make their writing correct. The Indonesian students have to study hard in writing English. In learning writing English, the students' position have themselves as good writer and bad writer based on ethnicity, economic statues, gender, age, and education. This study is presented to know the students' positional identity in writing English. The data of studies are students' writing English and interviews. Those are elaborated descriptively. It means that this study is a case of study. The samples of study are the students of second semester of English Education Department at Lamongan Islamic University and Billfath University. It consists of 40 students from both niversity. The finding shown most of students positioned their identity in writing English as bad writer identity based on economic status and education. Therefore, teachers have to think hard the strategies in teaching writing to improve the students' identity in writing English.

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“…This is supported by Jussim's (1986) integrated theory of self-fulfilling prophecies. It is critical we prepare pre-service teachers to have the expectation that all children are capable of learning, regardless of ethnicity, gender, age or socioeconomic factors (Pettit & Sugawara, 2001). …”

Section: Cultural Competence In a Multicultural Worldmentioning

confidence: 99%

The Use Of A Service-Learning Model And Online Dialogue To Promote Reflection, Critical Thinking, And Cultural Competence In Early Childhood Studies Students

Riordan

2011

TLC

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Age, gender, socioeconomic status, race/ethnicity, temperament, and actual social and cognitive competence as factors contributing to preservice teachers’ perceptions of preschool children's social and cognitive competence

Cited by 3 publications

References 22 publications

The significance of early temperamental reactivity for children’s social competence with peers: A meta-analytic review and comparison with the role of early attachment.

The significance of early temperamental reactivity for children’s social competence with peers: A meta-analytic review and comparison with the role of early attachment.

Students’ Positional Identity in English Writing

The Use Of A Service-Learning Model And Online Dialogue To Promote Reflection, Critical Thinking, And Cultural Competence In Early Childhood Studies Students

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