Social cognition and social competence in adolescence.

Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This paper provides a critical review of sex differences in: several peerrelationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. Based on this review, a speculative peer-socialization model is presented that considers the implications of these sex differences for girls' and boys' emotional and behavioral development. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, we present recent research testing certain model components and propose approaches for testing understudied aspects of the model. Keywordspeer relationships; sex differences; emotional adjustment; behavioral adjustment From a very early age, significant differences are found in the peer relationships of girls and boys. What are the potential implications of this consistent pattern of sex differences for youth? The purpose of the present paper is to review, synthesize, and critique existing research concerning the presence of sex differences in several key aspects of youths' relationships, particularly in the peer group context. Based on this critical review, we then introduce a speculative model concerning the influence of sex differences in these peer relationship processes on the emotional and behavioral development of girls and boys. Finally, this review and speculative model are used as a springboard for identifying critical future directions for research on sex differences in relationships processes and associated developmental outcomes.We focus on sex differences in three major domains of relationship processes: relationship style-including both behavioral and social-cognitive components, stress and coping processes, and emotional provisions in relationships. Several factors determined our selection of these relationship processes for inclusion in our review. The overarching goal of this review is to generate ideas about the influence of sex differences in relationship processes on well-being in girls and boys. Thus, we focused in general on relationship Correspondence regarding this article should be addressed to Amanda J. Rose, 210 McAlester Hall, Department of Psychology, University of Columbia, Missouri 65211, RoseA@missouri.edu NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript processes that we hypothesized would have potential implications for understanding sex differences in emotional and behavioral development. With this goal in mind, we used three criteria to select specific dimensions for review. First, we focus on relationship processes that are emphasized in existing theoretical models of sex differences in relationships (e.g., Burhmester, 1996;Cross & Madson, 1997;Helgeson, 1994;Maccoby, 1990; NolenHoeksema & Girgus, 1994). Second, we ...

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“…Importance of social goals Ford, 1982 Self report Notes. Studies are listed more than once if they involved more then one relevant construct.…”

Section: Connection-oriented Goal Orientationmentioning

confidence: 99%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

2,036

157

1,831

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“…The method of using teacher ratings of children's academic success, however, has its own limitations such as rater bias. For example, children who display good interpersonal skills are typically also rated higher in intellectual competence (Ford, 1982). Thus, to obtain a comprehensive assessment on children's academic competence and to build on previous research, the current study examined both a teacher rating of academic success as well as individually administered standardized achievement tests.…”

mentioning

confidence: 99%

The role of emotion regulation in children's early academic success

Graziano

Reavis

Keane

et al. 2007

Journal of School Psychology

742

445

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This study investigated the role of children's emotion regulation skills and academic success in kindergarten, using a sample of 325 five-year-old children. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing and independent learning behavior, both of which are important for academic motivation and success.Keywords emotion regulation; academic success; student-teacher relationship; behavior problems; elementary students The Role of Emotion Regulation in Children's Early Academic SuccessThe early childhood years have recently been identified as a crucial period for the development of important executive functions such as attention, inhibition, working memory (Anderson, 2002;Blair, 2002) and literacy skills (Aram, 2005) that are necessary for successful school transition and later academic success. Children demonstrating early academic and learning difficulties are not only more likely to display later academic difficulties including school drop-out (Horn & Packard, 1985), but they are also at risk for developing later peer rejection (Ladd, 1990;Risi, Gerhardstein, & Kistner, 2003) as well as emotional and behavioral disorders including conduct disorder (Bennett, Brown, Boyle, Racine, & Offord, 2003; Moffit, Gabrielli, Mednick, & Schulsinger, 1981). Given these negative outcomes as well as the consistent finding that academic success tends to be stable after first grade (Entwisle & Hayduk, 1988), researchers have attempted to examine sociocultural, school, family, and individual factors that contribute to a child's early school Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public AccessAuthor Manuscript J Sch Psychol. Author manuscript; available in PMC 2010 December 20. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript success. Among the individual factors associated with academic success, most resear...

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“…Bir bireyin sosyal yetkinlik standartları üzerinde değerlendirme, görev, ölçüt, yaş, cinsiyet, rol, statü, kültür vb. faktörler etkilidir (Ford, 1982;Torres, Cardelle-Elawar, Mena, & Sanchez, 2003;Rose-Krasnor,1997).…”

Section: Introductionunclassified

Üni̇versi̇te Öğrenci̇leri̇nde Akademi̇k Başarinin Yordayicisi Olarak Psi̇koloji̇k İyi̇ Oluş Ve Sosyal Yetki̇nli̇k

Ateş

2016

Elektronik Sosyal Bilimler Dergisi

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Bu araştırmada, psikolojik iyi oluş ve sosyal yetkinlik değişkenlerinin üniversite öğrencilerinin akademik başarı düzeylerini ne kadar yordadığı incelenmiştir. Bu çalışmanın, araştırma grubu 2015-2016 öğretim yılında Erzincan Üniversitesi Eğitim Fakültesi ve Fen-Edebiyat Fakültesinde öğrenim gören ve seçkisiz olarak belirlenen 343 (%54) kız, 292 (%46) erkek olmak üzere toplam 635 öğrenciden oluşmuştur. Araştırma grubunun yaş ortalaması 20.86'dır. Araştırmada veri toplama araçları olarak Psikolojik Đyi Oluş Ölçeği, Sosyal Özyeterlilik Algısı Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Araştırmada elde edilen veriler çoklu doğrusal regresyon analizinden adımsal (stepwise) regresyon analizi yöntemi ile incelenmiştir. Araştırma bulgularına göre, psikolojik iyi oluş ve sosyal yetkinlik değişkenlerinin akademik başarıyı anlamlı düzeyde yordadığı belirlenmiştir.

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Social cognition and social competence in adolescence.

Cited by 237 publications

References 20 publications

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

The role of emotion regulation in children's early academic success

Üni̇versi̇te Öğrenci̇leri̇nde Akademi̇k Başarinin Yordayicisi Olarak Psi̇koloji̇k İyi̇ Oluş Ve Sosyal Yetki̇nli̇k

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