Affiliative Structures and Social Competence in Portuguese Preschool Children

Autor/inn/en	Daniel, João R.; Santos, António J.; Peceguina, Inês; Vaughn, Brian E.
Titel	Affiliative Structures and Social Competence in Portuguese Preschool Children
Quelle	In: Developmental Psychology, 51 (2015) 7, S.905-912 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039425
Schlagwörter	Foreign Countries; Interpersonal Competence; Peer Relationship; Goal Orientation; Peer Groups; Preschool Children; Observation; Sociometric Techniques; Motivation; Participation; Child Behavior; Personality Traits; Scores; Preschool Education; Interaction; Coding; Regression (Statistics); Longitudinal Studies; Portugal + Suchen Sie Ihr Suchwort? Ausland; Interpersonale Kompetenz; Peer-Beziehungen; Zielorientierung; Zielvorstellung; Gleichaltrigengruppe; Peer Group; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Beobachtung; Soziometrie; psychologische; Motivation (psychologisch); Teilnahme; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Interaktion; Codierung; Programmierung; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool children (152 seen in consecutive years of data collection) from middle-class families participated. Affiliative subgroup type was assessed from observed proximity data. Social competence was assessed using observational and sociometric measures. Children in more cohesive affiliative subgroups had higher levels of SC, whereas ungrouped children had the lowest SC scores. Follow-up analyses indicated that 2 of the measured SC domains (social engagement/motivation, profiles of behavior/personality attributes) were responsible for the overall difference in SC. Further, membership in a more cohesive subgroup in 1 year contributed to increases in scores for 2 of 3 SC domains (i.e., profiles of behavior/personality attributes and peer acceptance) in the following year. Results suggest that affiliative subgroups both reflect and support individual differences in peer SC during early childhood. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01