The Parent Form of the Social Competence Scale (SCS–PF) was translated into Chinese and validated in a sample of Chinese preschool children ( N = 443). Results confirmed a single dimension and high internal consistency in the SCS–PF. Mothers' ratings on the SCS–PF correlated moderately with teachers' ratings on the Teacher Form of the Social Competence Scale and weakly with teachers' ratings on the Student–Teacher Relationship Scale.
Abstract
Based on the social cognitive theory and the emotional contagion theory, this study investigated if friends influence (reinforce or change) the development of academic values (intrinsic value, emotional cost) and if this process differs across same-sex friendship dyads. We drew on data collected in a two-wave longitudinal study in Germany. The final sample was based on 264 stable reciprocated friendship dyads of grades 5 and 7 (148 female dyads and 116 male dyads). Results of actor-partner-interdependence models indicated that friends reinforce each other regarding the intrinsic value and initiate change regarding the emotional cost. Moreover, female and male friendship dyads did not differ in the strength of influence on academic values. Results were discussed in terms of selection and socialization effects regarding friendships.
Helen Zarsky Reinherz (1923–2017), Professor at Simmons College, was a social work pioneer known for her independence, work ethic, and intellect. She was considered a pioneer in the field of social work during her 43-year career as a beloved professor and faculty member at Simmons College. But it is her work as the principal investigator on the groundbreaking Simmons Longitudinal Study focusing on preschool children and adolescents that was considered her most impactful contribution to the field of social work.
Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?