Development of Social Skills during Middle Childhood: Growth Trajectories and School-Related Predictors

Autor/inn/en	Sørlie, Mari-Anne; Hagen, Kristine Amlund; Nordahl, Kristin Berg
Titel	Development of Social Skills during Middle Childhood: Growth Trajectories and School-Related Predictors
Quelle	In: International Journal of School & Educational Psychology, 9 (2021), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1744492
Schlagwörter	Skill Development; Social Development; Interpersonal Competence; Elementary School Students; Preadolescents; Longitudinal Studies; Gender Differences; Teacher Student Relationship; Peer Relationship; Classroom Environment; Behavior Problems; Self Efficacy; Foreign Countries; Predictor Variables; Grade 4; Grade 5; Grade 6; Grade 7; Norway; Social Skills Rating System + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Interpersonale Kompetenz; Pre-adolescence; Präadoleszenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Klassenklima; Unterrichtsklima; Self-efficacy; Selbstwirksamkeit; Ausland; Prädiktor; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Norwegen
Abstract	This study examined the development of social skills across five measurement points from 4th through 7th grade, and the influence of child gender and school-related factors on the level and growth of social skills, in a large sample of normally developing children in Norway (N = 2,076). On average, children's social skills scores increased slightly, girls received higher scores than boys, and individual order stability was fairly high over time. Growth mixture modeling (GMM) identified three distinct trajectory classes, one with stable average scores over time (72%), and two (14% each) with high initial and declining scores and low initial and increasing scores, respectively. The school-related factors (e.g., student-teacher relationships) predicted social skills development differently within the trajectory classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01