Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students

1986 ◽  
Vol 9 (3) ◽  
pp. 226-234 ◽  
Author(s):  
Gwendolyn Cartledge ◽  
Diane Stupay ◽  
Caroline Kaczala
Keyword(s):  
Social Skills ◽  
Social Behavior ◽  
Elementary School Students ◽  
Social Perception ◽  
Social Skill ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
School Students ◽  
The Social ◽  
Related Category

Twenty-six pairs of elementary-aged LD and nonhandicapped children were assessed individually on social perception (empathy) and social skills measures. Empathy was determined by the children's responses to stories involving various emotional situations, and was defined both as their tendency to identify with the emotion another person is experiencing (empathy-1) as well as their ability to label emotions in others (empathy-2). Social skill was measured by teacher ratings of the subjects on the Social Behavior Assessment (SBA). With the exception of the Task-Related category on the SBA, statistically significant differences were not found between the two subject groups on the empathy and social skills measures. Moderate correlations between social skill and empathy were obtained only for the nonhandicapped children. Empathy−1 and −2 appeared to measure distinct skills, thus relating differently to the social skills assessed. These findings question the assumed relationship between social skill and social perception, particularly with reference to the usefulness of social perception instruction of learning disabled individuals.

scholarly journals Traditional Game “Bakiak” Assisted Project-Based Learning Model Influences Students’ Social Skills

2020 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
A.A.Sg Paramita Ari Putri ◽  
I Wayan Sujana
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Elementary School Students ◽  
Learning Model ◽  
Project Based Learning ◽  
Fifth Grade ◽  
Learning Models ◽  
School Students ◽  
The Social ◽  
Traditional Game

The problems that underlined this research included: the development of children's social skills was still not optimal, learning models in the classroom were less varied, including in the selection of media and, the interaction of students with other students was still lacking so that learning was still monotonous and less interesting. This study aimed to analyze the effect of the project-based learning model which is assisted with traditional clogs toward the social skills of the fifth-grade elementary school students. The study applied a non-equivalent control group design. Determination of the sample applied random sampling techniques. The population of this study was all students of class V. In this study, the obtained samples were 62 people. Data collection applied observation techniques. The instrument was the observation sheet. The calculation results of average gain in students’ social skills scores were given the treatment of project-based learning models in which learning was assisted with traditional game clogs included 0.295 in the category of very sufficient, while students who were taught conventional learning models had an average score of social skills score of -0.022 , belongs to the less category. Thus, based on these findings, it can be concluded that the project-based learning model assisted by traditional game clogs influences the social skills of fifth grade elementary school students. This model can be used as a choice by teachers to be used as an alternative to improve social skills.

Social Skill Deficits and Low Peer Acceptance of Mainstreamed Learning Disabled Children

1986 ◽  
Vol 9 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Frank M. Gresham ◽  
Daniel J. Reschly
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Peer Acceptance ◽  
Learning Disabled ◽  
Social Outcomes ◽  
Actual Behavior ◽  
Disabled Children ◽  
Behavioral Ratings ◽  
The Social ◽  
Skill Deficits

Positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nonhandicapped children were compared. Highly significant differences between the two groups were found in peer acceptance as well as the social skill domains of task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher, parent, and peer judges. Implications of the findings are discussed in terms of behavioral repertoires expected by teachers, the low priority assigned to social skills by teachers, and the conceptualization of behavioral ratings as mediators between actual behavior and important social outcomes for learning disabled children.

Latent Profiles of Students at Social-Emotional Risk: Heterogeneity Among Peer-Rejected Students in Early Elementary School

2022 ◽  
pp. 106342662110514
Author(s):  
Cristin M. Hall ◽  
Karen L. Bierman ◽  
Linda N. Jacobson
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Problem Behaviors ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Teacher Ratings ◽  
School Students ◽  
Withdrawn Behavior ◽  
The Social ◽  
Final Profile

A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1–4, Mage = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles where characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multiproblem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was nondistinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact.

scholarly journals SOCIAL SKILLS DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS IN RELATION TO THE EDUCATIONAL LEVEL OF THEIR PARENTS

2019 ◽  
Vol 9 (1) ◽  
pp. 48-56
Author(s):  
Alma Malkić Aličković ◽  
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Elementary School Students ◽  
Interpersonal Relationships ◽  
Educational Level ◽  
Interpersonal Relationship ◽  
School Students ◽  
Human Needs ◽  
The Social ◽  
Significant Difference

Social skills are one of the fundamental factors that determine the quality of relationships that an individual realizes with people in his or her environment. In the interpersonal relationship, many human needs are realized, and the learning of the skills that enrich interpersonal relationships starts from the earliest days of the child's life. The paper presents the results of the research aimed at examining the social skills of elementary school pupils in relation to the educational level of their parents. The survey was carried out on the sample of elementary school students from the city of Tuzla (N = 506). As the research tool, Inventory of Social Skills (Riggio and Throckmorton) and the Questionnaire of Socio-status Characteristics were used. The social skills of the respondents were analyzed separately in relation to the educational level of the mother and father, and the results obtained point to the conclusion that there is no statistically significant difference between the social skills of elementary school students in view of the educational level of their mothers, while the differences are present in relation to the educational level of the father, that is, elementary school pupils whose fathers are of lower educational level show a higher level of development of emotional control, social sensitivity and social manipulation.

scholarly journals Pengaruh Pola Asuh Orangtua Terhadap Prestasi Belajar Dan Perilaku Sosial Peserta Didik SD Di Kecamatan Tamalanrea Kota Makassar

2021 ◽  
Vol 1 (2) ◽  
pp. 91-95
Author(s):  
Ade Rahmi ◽  
Muhammad Yunus ◽  
Mas'ud Muhammadiah
Keyword(s):  
Elementary School ◽  
Social Behavior ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Parenting Style ◽  
Parenting Styles ◽  
Role Model ◽  
School Students ◽  
Learning Achievement ◽  
The Social

Pola asuh dianggap menjadi faktor penentu terhadap kemampuan akademik dan kemampuan sosial anak, di antaranya adalah perilaku sosial dan prestasi belajar. Untuk itu peneliti tertarik untuk mengkaji secara ilmiah pengaaruh polaasuh orangtua terhadap perilaku sosial dan hasil belajar peserta didik SD di Kecamatan Tamalanrea Kota Makassar. Penelitian ini bertujuan untuk mendeskripsikan pola asuh yang di terapkan orangtua pada siswa SD, pengaruh pola asuh orangtua dalam membentuk perilaku sosial peserta didik SD, pengaruh pola asuh orangtua terhadap pretasi belajar peserta didik SD di Kecamatan Tamalanrea Kota Makassar dengan menggunakan Teknik analisis statistik deskriptif. Subjek penelitian ini adalah peserta didik kelas V Sekolah Dasar di Kecamatan Tamalanrea Kota Makassar Tahun ajaran 2020/2021 dengan jumlah siswa 50 orang. Hasil penelitian menunjukkan bahwa pola asuh yang banyak digunakan oleh orangtua di SD Kecamatan Tamalanrea Kota Makassar adalah pola asuh demokratis dan terdapat pengaruh dari pola asuh orangtua terhadap prestasi belajar dan perilaku sosial peserta didik SD di Kecamatan Tamalanrea Kota Makassar. Hal ini dibuktikan dengan adanya nilai prestasi belajar yang lebih baik pada buku laporan hasil belajar peserta didik yang diasuh dengan cara demokratis, sekaligus respondens terbanyak yaitu 28 orang (56%) dari 50 responden telah menjawab sangat setuju dengan pernyataan pola asuh demokratis orangtua sngat berpengaruh terhadap prestasi belajar seklah dasar di Kecamatan Tamalanrea Kota Makassar. Sehingga, Nilai Asymptotic Shig sebesar 0,000 yang artinya kurang dari Sig alpha yang ditentukan yaitu 5% (0,05) maka ada pengaruh yang signifikan dengan pengaaruh pola asuh orang tua terhadap prestasi belajar dan perilaku sosial peserta didik. Parenting is considered to be a determining factor for children's academic abilities and social abilities, including social behavior and learning achievement. For this reason, researchers are interested in scientifically examining the effect of parenting on social behavior and learning outcomes of elementary school students in Tamalanrea District, Makassar City. This study aims to: (1) describe the parenting styles applied by parents to elementary school students in Tamalanrea District, Makassar City, (2) describe the effect of parenting in shaping the social behavior of elementary school students in Tamalanrea District, Makassar City, and (3) describe the influence of parenting styles on the learning achievement of elementary school students in Tamalanrea District, Makassar City using descriptive statistical analysis techniques. The subjects of this study were students of grade V Elementary School (SD) in the Tamalanrea District of Makassar City for 2020/2021 academic year with 50 students. The results showed that the parenting style that is mostly used by parents in SD, Tamalanrea District, Makassar City is democratic parenting and there is an effect of parenting on learning achievement and social behavior of elementary school students in Tamalanrea District, Makassar City. This is evidenced by the existence of a better learning achievement value in the learning outcomes report book of students who are cared for in a democratic way, as well as the largest number of respondents, namely 28 people (56%) out of 50 respondents answered strongly agree with the statement that democratic parenting has an effect on learning achievement of elementary school students in the Tamalanrea District of Makassar City. The parenting style that can be a role model for all parents is democratic parenting, because it will make children confident and also easy to communicate with other individuals. The social behavior of students can be clearly illustrated in their daily life, especially at school. The communication and interaction built by students is reflected in the behavior patterns and habits they get at home, especially in social behavior. Thus, the Asymptotic Sig value is 0,000, which mean that it is less than the specified Sig alpha, which is 5 % (0.05), so there is a significant influence on the effect of parenting styles on learning achievement and social behavior of students.

scholarly journals Social Skills : learning cycle model and student team achievement divisions (STAD)

2021 ◽  
Vol 7 (1) ◽  
pp. 29
Author(s):  
Hadis Aditia Muslim ◽  
M. Japar ◽  
Durotul Yatimah ◽  
Fitriyani Fitriyani
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Elementary School Students ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Cycle ◽  
Cycle Model ◽  
School Students ◽  
Student Teams ◽  
The Social

This study aims to determine the effect of the Learning Cycle learning model and motivation to improve the social skills of elementary school students. This study used the STAD learning model treatment and the Learning Cycle learning model carried out in two different schools with 32 students of each school's research subjects and with the same level, namely the fourth grade of elementary school. Research method This research uses experimental research design with treatment by level 2x2 design, with the dependent variable in this study is social skills while the independent variable is the learning model with learning motivation. The treatment variables are divided into two, namely the learning cycle learning model and the student teams achievement divisions (STAD) learning model and the high learning motivation variable and low learning motivation. The results of this study indicate that there are differences in the social skills of elementary school students between students learning with the Learning Cycle Model and students learning using the Student Teams Achievement Divisions Model.

Pengaruh Outdoor Education dan Kepramukaan terhadap Social Skill dan Leadership Siswa SMAN 2 Ciamis

2020 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Andang Rohendi
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Outdoor Education ◽  
Social Skill ◽  
Student Leadership ◽  
Rating System ◽  
School Students ◽  
Leadership Assessment ◽  
The Social

Pendidikan merupakan proses perubahan sikap dan perilaku sebagai akibat dari pengalaman. Proses pendidikan diharapkan dapat memberikan kontribusi besar terhadap perubahan individu ke arah lebih baik. Kenyataan di lapangan masih banyak siswa sekolah yang memiliki keterampilan sosial dan kepemimpinan yang rendah. Berdasarkan permasalahan tersebut penulis mencoba mengkaji permasalahan tersebut. Tujuan penelitian adalah memperoleh data mengenai pengaruh outdoor education dan kepramukaan terhadap social skill dan leadership siswa SMA. Metode yang digunakan dalam penelitian adalah eksperimen. Populasi dan sampel penelitian adalah siswa SMAN 2 Ciamis Jawa Barat dengan jumlah sampel 30 orang terdiri dari kelompok outdoor education dan 30 orang kelompok kepramukaan yang diambil dengan cara two stage random. Instrumen yang digunakan adalah Social Skill Rating System (SSRS) yang dikembangkan oleh Elliot, Husse and Gresham (1993) dan Leadership Assessment yang dikembangkan oleh Hill Consulting Group -Hogan Way Suffolk Virginia (2006). Hasil dari penelitian diperoleh kesimpulan bahwa, 1) Terdapat pengaruh outdoor education terhadap social skill siswa SMA; 2) Terdapat pengaruh outdoor education terhadap leadership siswa SMA; 3) Terdapat pengaruh kepramukaan terhadap social skill siswa SMA; 4) Terdapat pengaruh kepramukaan terhadap leadership siswa SMA.Education was a process of changing attitudes and behavior as a result of experience. The educational process was expected to make a major contribution to individual change for the better. The reality in the field was that there were still many school students who have low social and leadership skills. Based on these problems, the writer tries to study the problem. The research objective was to obtain data on the effect of outdoor education and scouting on the social skills and leadership of high school students. The method used in this research was experimental. The population and sample of the study were students of SMAN 2 Ciamis West Java with a total sample of 30 people consisting of the outdoor education group and 30 scouting groups taken by two-stage random. The instruments used were the Social Skill Rating System (SSRS) developed by Elliot, Husse and Gresham (1993) and the Leadership Assessment developed by Hill Consulting Group -Hogan Way Suffolk Virginia (2006). The results of the study concluded that, 1) There was an effect of outdoor education on the social skills of high school students; 2) There was an effect of outdoor education on high school student leadership; 3) There was an effect of scouting on the social skills of high school students; 4) There was an effect of scouting on high school student leadership.

scholarly journals Roles in violent interactions in early adolescence: Relations with personality traits, friendship and gender

Psihologija ◽  
2015 ◽  
Vol 48 (2) ◽  
pp. 119-133
Author(s):  
Petar Colovic ◽  
Jasmina Kodzopeljic ◽  
Dusanka Mitrovic ◽  
Bojana Dinic ◽  
Snezana Smederevac
Keyword(s):  
Social Behavior ◽  
Personality Traits ◽  
Elementary School Students ◽  
Male Gender ◽  
School Students ◽  
Negative Valence ◽  
Bully Victims ◽  
Positive Valence ◽  
And Gender

The aim of this study is to examine the relations between roles in violent interactions and personality traits (congruent to dimensions of Big Seven lexical model), number of friends, and gender. The study was conducted on a sample of 1095 elementary school students from Serbia (51.4% female), aged 11-14. The results revealed that membership in the victims group corresponds to smaller number of friends, low Extraversion, high Neuroticism and Conscientiousness and male gender, while higher Aggressiveness, Negative and Positive Valence, lower Neuroticism, and male gender increase the odds of membership in the bullies group. The role of bully-victims corresponds to smaller number of friends, higher Negative Valence and Neuroticism, and male gender. The results point to differences between roles in violent interaction with regard to patterns of personality traits and social behavior.

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