Social Competence, School Behaviors, and Cooperative-Competitive Preferences: Assessments by Parents, Teachers, and School-Age Children

Galejs, Irma; Stockdale, Dahlia F.

doi:10.1080/00221325.1982.10533479

Cited by 18 publications

(9 citation statements)

References 27 publications

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“…Conversely, Steele, Forehand, and Devine (1996) reported that teachers and adolescents do not differ in their ratings, whereas mothers had higher ratings than adolescents. In contrast, Galejs and Stockdale (1982) reported that teachers' judgments of social competence corresponded more with those of parents rather than with those of peers. It may be that teachers and peers hold different expectations of what constitutes appropriate and inappropriate behavior.…”

Section: Future Directionsmentioning

confidence: 79%

Cross-Informant Ratings of the Behavior of Children and Adolescents: The “Gold Standard”

Renk

2005

J Child Fam Stud

104

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Section: Future Directionsmentioning

confidence: 79%

Cross-Informant Ratings of the Behavior of Children and Adolescents: The “Gold Standard”

Renk

2005

J Child Fam Stud

104

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“…Barnett and Thompson (1985) found that teachers rated girls as more likely to offer assistance than boys, regardless of whether the need for assistance was apparent or subtle. Studies using self-rating instruments also have found that girls representing diverse age groups appear more cooperative than boys, and more likely to prefer cooperation over competition (Ahlgren & Johnson, 1979;Galejs & Stockdale, 1982). Higher mean scores on measures of empathy and altruism were reported for adult female twins, compared with adult male twins (Rushton, Fulker, Neale, Nias, & Eysenck, 1986).…”

Section: Gender-related Differences In Cooperation and Competitionmentioning

confidence: 97%

Twin Children with Unfamiliar Partners: Genotypic and Gender Influences on Cooperation

Segal

Connelly

Topoloski

1996

Child Psychology Psychiatry

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This study applied a social-genetic perspective to examine hypotheses concerning displays of cooperation. The sample included children from 14 monozygotic and 16 dizygotic twin pairs, organized into 30 unfamiliar partnerships. Two puzzle completion sessions were videotaped and evaluated on five dimensions of cooperation. Repeated measures of analysis of variance indicated significantly higher ratings among female than male pairs on Overall Cooperation, Mutuality of Goal and Accommodation. Contrary to expectation, social-interactional differences between unfamiliar MZ and DZ dyads were not detected. Findings are discussed with reference to new research perspectives on cooperative behavior.

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“…In addition, boys have tended to pursue their own ideas for play, whereas girls have been more likely to join in ongoing activities of their playmates (Jennings & Suwalsky, 1982). An investigation of children's preferences for cooperative or competitive situations found that, even though all children chose significantly more cooperative than competitive responses, girls chose more cooperative responses than did boys (Galejs & Stockdale, 1982). A follow-up study revealed that, although girls and boys indicated the same general level of competitive preferences, girls perceived themselves as more cooperative than boys (Stockdale, Galejs, & Wolins, 1983).…”

Section: The George Woshington Universitymentioning

confidence: 99%

Gender effects in self-management training: Individual versus cooperative interventions

Atkins

Rohrbeck

1993

Psychol. Schs.

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This study examined gender differences in individual and cooperative (small-group) self-management training programs targeting mathematics performance. It was hypothesized that gender would interact with type of self-management training, such that girls in the individual training condition and boys in the cooperative training condition would improve less than girls in the cooperative training condition or boys in the individual training condition. As expected, girls in the individual training condition improved significantly less than both girls in the cooperative condition and boys in the individual condition. In contrast, boys in the cooperative training condition did not differ significantly from either boys in the individual training condition or girls in the cooperative training condition. These results suggest the benefit of more cooperative self-management training interventions for classroom-wide interventions that include both boys and girls. Limitations of the study and suggestions for future research are discussed.

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Social Competence, School Behaviors, and Cooperative-Competitive Preferences: Assessments by Parents, Teachers, and School-Age Children

Cited by 18 publications

References 27 publications

Cross-Informant Ratings of the Behavior of Children and Adolescents: The “Gold Standard”

Cross-Informant Ratings of the Behavior of Children and Adolescents: The “Gold Standard”

Twin Children with Unfamiliar Partners: Genotypic and Gender Influences on Cooperation

Gender effects in self-management training: Individual versus cooperative interventions

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