Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007

Frye, Katherine E.; Anthony, Christopher J.; Huggins-Manley, A. Corinne; Smith-Bonahue, Tina M.

doi:10.1016/j.jsp.2023.101278

Journal of School Psychology

2024

DOI: 10.1016/j.jsp.2023.101278

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Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007

Katherine E. Frye,

Christopher J. Anthony,

A. Corinne Huggins-Manley

et al.

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Cited by 3 publications

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Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

Hassani

2024

Mental Health & Prevention

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Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

Hassani

2024

Mental Health & Prevention

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Utility of the social skills improvement system–rating scales for capturing dynamic social constructs: Evidence using the measurement model of derivatives

Frye,

Anthony,

Lei

et al. 2024

Child Development

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Social skills are dynamic developmental constructs typically measured using assessments developed via cross‐sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System—Rating Scales (SSIS‐RS) teacher form with a sample of 1320 first and second grade students (51.6% female, 54.8% white, 20.6% Black, 14.4% Hispanic). Although results provided support for three of the original SSIS‐RS factors (Assertion, Empathy, Self‐Control), there was some evidence that the other four original domains (Cooperation, Responsibility, Engagement, Communication) could be explained by two factors in this age range. Implications for using the SSIS‐RS and the utility of the MMOD in developmental research are discussed.

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Teaching social skills that enable learning and healthy relationships of high achieving students

Elliott,

Anthony,

Murthy

2024

Gifted Education International

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Social skills are critical behaviors that enable students to effectively navigate their social lives. Further, social skills function as protective factors against emotional behavior concerns and enable strong academic growth. Social skills can be developed and improved via programs implemented in schools. Students identified as gifted have long faced stereotypes as “nerds” or “geeks” with strong academic but weak social skills. Yet, there are few studies investigating the social skills of these students. Thus, we explicated the definition of social skills, their importance, and instructional approaches supported by research. Further, we utilized a national sample of students who provided self-ratings ( N = 325) or were rated by teachers ( N = 322) to compare the social skills and emotional behavior concerns of students identified as gifted or not gifted. Results indicated few differences with notable exceptions for teacher rated cooperation and responsibility skills. Implications for further research and practice are discussed.

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Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007

Cited by 3 publications

References 92 publications

Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study

Utility of the social skills improvement system–rating scales for capturing dynamic social constructs: Evidence using the measurement model of derivatives

Teaching social skills that enable learning and healthy relationships of high achieving students

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