The Role of Family Emotional Expressiveness in the Development of Children's Social Competence

1995 ◽  
Vol 57 (3) ◽  
pp. 593 ◽  
Author(s):  
Lisa Ann Boyum ◽  
Ross D. Parke
Keyword(s):  
Social Competence ◽  
Emotional Expressiveness ◽  
Family Emotional Expressiveness

The role of academic competence in developing social competence

2013 ◽  
Author(s):  
Lurdes Verissimo ◽  
Marina Serra de Lemos ◽  
Joao Lopes
Keyword(s):  
Social Competence ◽  
Academic Competence

Family cumulative risk and at-risk kindergarteners’ social competence: the mediating role of parent representations of the attachment relationship

2017 ◽  
Vol 20 (4) ◽  
pp. 406-422
Author(s):  
Lauren A. Sparks ◽  
Christopher J. Trentacosta ◽  
Erika Owusu ◽  
Caitlin McLear ◽  
Joanne Smith-Darden
Keyword(s):  
At Risk ◽  
Social Competence ◽  
Cumulative Risk ◽  
Attachment Relationship ◽  
Mediating Role

scholarly journals The role of empathy in the development of social competence: a study of German school leavers

2018 ◽  
Vol 24 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Sebastian Ludwig Hirn ◽  
Joachim Thomas ◽  
Christof Zoelch
Keyword(s):  
Social Competence ◽  
German School

scholarly journals Praktik Pengalaman Lapangan

2018 ◽  
Vol 4 (1) ◽  
pp. 41
Author(s):  
Nila Fitria ◽  
Fidesrinur Fidesrinur
Keyword(s):  
Qualitative Research ◽  
Social Competence ◽  
Student Teacher ◽  
Qualitative Method ◽  
Field Experience ◽  
Professional Competence ◽  
Theory And Practice ◽  
Analytic Approach ◽  
Descriptive Data

<p><em>Abstrak - </em><strong>Program Pengalaman Lapangan (PPL) merupakan salah satu mata pelajaran yang harus diikuti oleh setiap mahasiswa keguruan termasuk mahasiswa PAUD. Pelaksanaan mata pelajaran PPL berbeda dengan mata pelajaran lainnya yang diikuti di kelas atau dilaksanakan di kampus baik secara teori maupun praktik. Berbeda halnya mata pelajaran PPL adalah mata pelajaran dalam bentuk praktik pengalaman lapangan sebagaimana kegiatan guru di sekolah-sekolah umumnya.</strong> <strong>Metode yang digunakan dalam penelitian ini adalah metode kualitatif (<em>qualitative research)</em>. Penelitian ini menggunakan pendekatan  deskriptif analitik, yaitu data dideskripsikan dengan menggunakan statistik deskriptif, dan dimaknai secara mendalam berdasarkan perspektif emik yaitu penyajian data secara alamiah tanpa melakukan suatu manipulasi atau perlakuan terhadap subjek yang diteliti (Bogdan dan Taylor, 1975:31).</strong> <strong>Kompetensi mahasiswa PPL meningkat ditandai dengan meningkatnya 4 kompetensi yaitu : kompetensi pedagogik, kompetensi kepribadian, kompetensi professional, dan kompetensi sosial. Pengetahuan yang dimiliki oleh mahasiwa PPL, guru pamong, dan dosen pembimbing memiliki peran yang sangat besar pengaruhnya dalam pelaksanaan PPL. Sedangkan peran kelompok PPL dan kepala sekolah kurang memiliki peran dalam pelaksanaan PPL.</strong></p><p> </p><p><strong><em>Kata Kunci -</em></strong> <em>Mahasiswa PPL, Kompetensi Pedagogik, Kompetensi Kepribadian, Kompetensi Profesional, Kompetensi Sosial</em></p><p> </p><p><em>Abstract</em> - <strong>Field Experience Program (PPL) is one of the subjects that should be followed by every student teacher including PAUD students. The implementation of PPL subjects is different from other subjects that are attended in class or held on campus in both theory and practice. In contrast to PPL subjects are subjects in the form of field experience practices as are the activities of teachers in general schools. The method used in this study is a qualitative method (<em>qualitative research</em>). This study uses descriptive analytic approach, which is descriptive descriptive data, and is interpreted in depth based on the perspective of emic that is the presentation of data naturally without doing a manipulation or treatment of the subjects studied (Bogdan and Taylor, 1975: 31). Competence of PPL students is marked by increasing the four competencies: pedagogic competence, personality competence, professional competence, and social competence. The knowledge that PPL students, pamong teachers, and lecturers have has an enormous role in PPL implementation. While the role of PPL groups and principals have less role in the implementation of PPL.</strong></p><p> </p><p><strong><em>Keywords -</em></strong> <em>PPL Students, Pedagogic Competence, Personality Competence, Professional Competence,Social Competence.</em></p>

The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills

2021 ◽  
pp. 108705472110636
Author(s):  
Giulia Crisci ◽  
Ramona Cardillo ◽  
Irene C. Mammarella
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Receptive Language ◽  
Pragmatic Language ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills ◽  
Social Difficulties

Objective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.

Performance of Ghanaian women businesses community: the moderating role of social competence

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cynthia Ayorkor Sallah ◽  
Livingstone Divine Caesar
Keyword(s):  
Social Competence ◽  
Women Entrepreneurs ◽  
Emerging Market ◽  
Second Phase ◽  
Business Growth ◽  
Content Type ◽  
Intangible Resources ◽  
The Relationship ◽  
Moderating Role

Purpose This paper aims to investigate the moderating dynamics of social competence in the relationship between intangible resources and the performance of women businesses from an emerging market context. Developed economy literature provides ample evidence of a positive relationship between intangible resources and the performance of women business ventures. Little is known of the complexity of this orthodoxy in developing markets such as Ghana. In particular, this paper investigates the moderating role of social competence in the relationship between intangible resources available to women entrepreneurs and performance. Design methodology approach An exploratory sequential mixed method research design was used. First phase involved qualitative data collected through interviews, and the second phase was quantitative data collected from 264 participants. Content analysis and multiple regression analysis were used. Findings Social competence is important to the success of women businesses as it influences the outcome of entrepreneurial interactions and communications. Also, it positively moderated the relationship between organisational reputational capital (RC) and women business growth. On the flip side, it negatively moderated the relationship between human capital, social capital, individual RC and women business growth. Practical implications To sustainably grow their businesses, women entrepreneurs must ascertain the right level of social competence needed. The utilization of social competence at higher rather than lower levels could mean more costs and more training for which the business may not have immediate use. Originality value This paper advocates the need to improve the content of entrepreneurial training packages to include the reinforcement of social competency skills in terms of relationship management as this may be the key to the facilitation of access to resources for innovation and growth.

Measure of Family Emotional Expressiveness

1999 ◽  
Author(s):  
Mark T. Greenberg ◽  
◽  
Liliana J. Lengua ◽  
John D. Coie ◽  
Ellen E. Pinderhughes
Keyword(s):  
Emotional Expressiveness ◽  
Family Emotional Expressiveness
Sign in / Sign up

Export Citation Format

Share Document