Friendship and social competence in a sample of preschool children attending Head Start.

Relations between friendship (operationalized as reciprocated or nonreciprocated sociometric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus not having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does Head Start work? A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs.

This article examines how successful Project Head Start has been as a preschool program for economically disadvantaged children. Most Head Start evaluations have not controlled for initial differences between Head Start and comparison groups. They have also limited comparisons to those with no preschool experience, rather than considering other preschools as an alternative comparison group. Subjects were 969 disadvantaged children attending Head Start, other preschool, or no preschool in 1969–1970, longitudinally evaluated on a variety of cognitive measures. Large initial group differences were observed between Head Start children and both comparison groups, with those in Head Start at a disadvantage on nearly every demographic and cognitive measure. Adjusting for initial background and cognitive differences, Head Start children showed significantly larger gains on the Preschool Inventory and Motor Inhibition tests than either comparison group, with Black children in Head Start (especially those of below-average initial ability) gaining the most. However, despite substantial gains, Head Start children were still behind their peers in terms of absolute cognitive levels after a year in the program. Head Start proved an impressive instrument of short-term change, even compared with other preschool experience. Gains in behaviors other than intelligence suggest that the effects may not be limited to the cognitive domain. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Profiles of peer competence in the preschool: Interrelations between measures, influence of social ecology, and relation to attachment history.

40 4–5 yr old first born Ss in 2 preschool groups, differing markedly in terms of classroom ecology, were observed throughout a school year. Peer competence was assessed via teacher rankings of social competence, peer sociometrics, and behavioral measures of social participation, attention structure, and social dominance. Rates of positive and negative affect, affiliation, leadership, assertiveness, and aggression were also recorded. Results show that individual rates of affective expression and social behavior were temporally stable and consistent across contexts for both classes. Teacher judgments and peer sociometrics were more robust with respect to the behavioral ecologies of the 2 classes and most consistently related to external criteria. Two dimensions of peer competence were evident: (1) an affiliative dimension characterized by emotional warmth, social maturity, and peer popularity and (2) a power dimension involving positive and negative affect and high peer status. Ss with secure attachment histories were higher on affiliative dimension, while anxious-resistant Ss were lowest in peer status. Definitions of behavior and response categories are appended. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.

Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade students from six elementary schools in a Northwestern urban community. Beyond the importance of prior levels of academic competence, considerable variance in end-of-year academic outcomes was predicted by initial levels of academic social-emotional competence and improvements in social-emotional competence and perceived teacher support over the course of the year. Noteworthy is that findings were strongest for African-American students, but methodological caveats regarding research with underachieving minority youth were discussed. The findings suggest that school psychologists and others designing interventions to improve achievement of disadvantaged students should address social-emotional competencies and classroom climate, especially teacher support of students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vocabulary competence in early childhood: measurement, latent construct, and predictive validity

We systematically examined relations among 6 measures of child language derived from 3 sources, including observations of the child's speech with mother, experimenter assessments, and maternal reports. A total of 184 20-month-olds and their mothers contributed complete information about child language comprehension and expression. Correlations of child language measures with socioeconomic status and maternal education were accounted for, as were correlations of child language measures with mothers' verbal intelligence, maternal report measures with mothers' tendency to respond in a socially desirable fashion, and experimenter assessments with child social competence. Structural equation modeling supported (1) strong relations among child language measures derived from observations of the child's speech with mother, experimenter assessments, and maternal reports; (2) the loading of multiple measures of child language from different sources on a single latent construct of vocabulary competence; and (3) the predictive validity of the vocabulary competence latent variable at 20 months, as well as receptive vocabulary specifically, for both verbal and performance IQ (verbal better than performance) at 48 months. Neither an index of child monologing (a nonvocabulary language measure) nor symbolic play (a nonlinguistic representational measure) covaried with vocabulary competence. Girls consistently outperformed boys on individual language measures, but no differences emerged in any model in the fit for boys and girls.     

Physical attractiveness as a correlate of peer status and social competence in preschool children.

The physical attractiveness of 59 preschoolers (aged 4 yrs 8 mo to 5 yrs 7 mo) was rated by 77 undergraduates. Two measures of social competence, sociometric status and rank in an attention structure, were also obtained. Rank-order correlations among the 3 measures indicated that physical attractiveness was a significant correlate of sociometric rank but not of attention rank. Sociometric and attention ranks were also significantly interrelated. The relationship between attractiveness and sociometric status was stronger for girls than for boys, and attractiveness was not significantly related to attention rank. Partial correlation analyses indicated that attractiveness did not mediate the relationship between attention and sociometric rank. Results suggest that sociometric data may be influenced by variables such as physical attractiveness that are not necessarily related to social competence. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

This longitudinal study was conducted to gain understanding of the social–emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social–emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social–emotional development to later academic success and English acquisition, highlighting the role of bilingualism. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Hard-to-manage preschool boys: externalizing behavior, social competence, and family context at two-year followup

Boys, identified as hard to manage in preschool, were followed up 2 years after initial assessment. Mothers, fathers, and teachers continued to rate hard-to-manage boys as having more problems with attention and impulse control, and as more oppositional, than comparison boys who had been problem-free at intake; problem boys also were rated as less socially competent by all three informants. Differences in severity were apparent as a function of initial referral source. Boys identified as showing significant problems by at least two informants (28% of the problem boys) were especially low in social competence and their mothers reported more symptoms of depression and parenting stress. Family adversity, lower IQ, and severity of symptoms at intake discriminated boys with continuing problems from those with less serious difficulties at followup. Control boys with potentially emerging problems were characterized by more family problems than the remaining control boys. Implications for the development of problems in young children are discussed.     

An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children.

This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and younger children evidenced more problematic behavior across all situations. Study 2 investigated the relationship between early problems in the situations and readiness outcomes. Early situational difficulties uniquely and differentially predicted lower peer social and classroom learning outcomes. In combination, both the type of behavior problem (what) and the situational problem (where) explained greater variance in the prediction of readiness outcomes, contributing to a more comprehensive understanding of developmental trajectories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Childhood physical abuse, attachment, and adult social support: Test of a mediational model.

This study examined the mediating role of attachment on the relationship between childhood physical abuse and perceived social support in adulthood. The 2 underlying dimensions of attachment, view of self and view of other, were both hypothesized to be potential mediators. Young adults, with and without a history of childhood physical abuse, completed a series of questionnaires inquiring about past abuse experiences and current levels of attachment and social support. Results indicated a robust mediational effect. Namely, both attachment variables were significant mediators in the relationship between childhood physical abuse and social support. In addition, the mediation occurred across all sources of social support, that is, social support from family/close friends, peers, and authority figures. Theoretical and clinical implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concomitants of social support: Social skills, physical attractiveness, and gender.

Investigated the naturally occurring relations among self-reported social support and social skills, on the one hand, and behavioral measures and rated physical attractiveness on the other, using 84 male and 84 female undergraduates who were selected on the basis of high- and low-number scores on the Social Support Questionnaire. Ss were videotaped in 2 dyadic situations with a same-sex partner. Ss also completed the UCLA Loneliness Questionnaire, a social competence questionnaire, a story completion task, and self and partner evaluations. The videotaped behavior was rated qualitatively and quantitatively. Results show significant differences in the social skills of Ss who were high and low in social support; Ss high in social support were more favorably evaluated. Women also were found to be significantly more socially skilled and were rated as being more physically attractive than men. The various self-report and behavioral measures of social skills were significantly interrelated. Results indicate the dimensions of social support by demonstrating the relation between social support and social skills. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived social support mediates between prior attachment and subsequent adjustment: A study of urban African American children.

The processes whereby attachment and other social and cognitive factors contribute to social and emotional adjustment were examined. Participants were 56 African American children from low-income urban families. Attachment and sociability were assessed in the strange situation when children were 4.5 years old. Two years later, children were interviewed regarding their perceptions of social support and their attributions about others' intentions. Also assessed at Time 2 were child verbal intelligence, defensive response style, children's self-reports, and parent reports of child adjustment. As expected, attachment uniquely predicted perceived social support. Insecure attachment predicted self-reports of behavior problems and parental report of internalizing problems. Perceived social support was associated positively and significantly with viewing ambiguously depicted actions as prosocial rather than aggressive. Perceived social support was found to mediate the relation between attachment and adjustment. Results suggest that behaviorally mediated strategies for relating to caregivers in early childhood predict generalized social perception, thought, and emotion at later ages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social support, social networks and coronary artery disease rehabilitation: a review

Topical treatment of the phytochemical plumbagin in doses ranging 0.005-5 micrograms prevented oocyte development and affected fecundity and fertility in M. domestica. The treatment to wandering larvae was less effective as the compound could only effect the fertility to a significant level whereas the fecundity was not significantly reduced. The effect of the compound was more pronounced in adult treatments where both fecundity and fertility reduced drastically. The compound also effected the oocyte maturation as it arrested the development of vitellogenic oocyte at stage six. As the juvenile hormone analogue methoprene and moulting hormone 20-hydroxyecdysone or the mixture of these hormones could not restore the development of the oocyte in ovaries of plumbagin treated flies, it is concluded that the compound does not effect the female houseflies through hormonal pathways, instead in all probability it acts like a cytotoxic compound.     

Relationship-specific and global perceptions of social support: Associations with well-being and attachment.

Is one's global sense of social support largely a summation of the support perceived to exist within current social relationships, or is it a traitlike construct independent of current support levels? To address this issue, 183 college students completed measures of global support, support from four different social domains, attachment style, and several measures of well-being. Hierarchical regression analyses revealed that for two well-being measures (global and social loneliness), both global and domain support displayed significant unique associations; for emotional loneliness, only domain support had a significant unique influence. For the well-being measure reflecting generalized negative affect, only global support displayed such a unique association. Thus, global and domain support appear to be, to a considerable degree, independent constructs, each with its own sphere of influence in affecting well-being. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Loneliness, attachment, and the perception and use of social support in university students.

This study examined factors related to family, social, and romantic loneliness in 173 undergraduate students (66 males, 107 females). Participants completed measures of attachment style, perceived availability of social support, use of social support coping, and loneliness. Results indicated that participants with greater attachment security reported lower levels of all types of loneliness compared to those with less attachment security, and this was partially mediated by perceived social support but not the use of social support coping. When examining underlying attachment constructs, a more positive model of others was related to less family and social loneliness, and these associations were mediated by greater perceived social support. Model of others also was associated with less romantic loneliness and model of self was associated with less loneliness in all domains, and these relations were partially mediated by perceived social support. Findings are discussed with respect to possible interventions to increase students' perceptions of available social support and to decrease overall loneliness levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of social skills measures for assessing social competence in low-status children: A multivariate investigation.

Investigated the validity of the 3 types of measures that are frequently used to measure social competence in children. Data were collected on 40 3rd- and 4th-grade low-sociometric-status Ss using 2 sociometric rating scales, 3 peer nomination measures, and 4 categories of behavioral observations. All of the measures were collected 3 times. Findings support previous claims that rating-scale measures and nomination measures assess different dimensions of sociometric status. Behavioral measures emerged as a separate factor suggesting that these measures assess a dimension of social competence that is independent from popularity or peer acceptance. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence.

The present study used an ecological framework to examine the relationships among adolescents’ perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using structural equation modeling to investigate the hypothesized mediating effect of social competence and to account for measurement error. The sample included 1,042 participating students from 23 middle schools. Results showed that school mastery goal structure, promotion of autonomy and discussion, and teacher emotional support were negatively related to the levels of adolescents’ deviant behaviors and depression, while performance goal structure was positively related to deviant behaviors and depression. Social competence was a mediator between perceived school climate variables and adolescent adjustment, with the exception of the relationship between mastery goal structure and adjustment variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social conflict, social support, and psychological distress: Evidence of cross-domain buffering effects.

A longitudinal study examined the relative and joint effects of perceived social support and social conflict on psychological distress in 228 college students. Women had higher perceived social support from roommates and friends and less conflict with roommates than did men; there were no gender differences in level of conflict with friends or psychological distress. Roommate conflict predicted increases in psychological distress over time; this effect was attenuated by high levels of perceived social support from friends. Friend conflict also predicted increases in psychological distress over time; this effect was attenuated by high levels of perceived social support from roommates. These results show the importance of negative and positive aspects of social experiences to emotional functioning and the importance of compensatory social support for individuals facing social conflicts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of adult and peer social initiations on the social behavior of withdrawn, maltreated preschool children.

The present study compared peer and adult social-initiation interventions that were designed to increase the positive social behavior of withdrawn, maltreated preschool children. Thirty-six maltreated subjects were randomly assigned to peer treatment, adult treatment, or control conditions. In the peer treatment conditions, peer confederates were trained to make play overtures to play-group dyads. Adult and peer confederates were matched in the number of positive initiations made during treatment. Conditions for the control group were identical to those for the other groups except the control-group peers or adults were not trained to make initiations. The results indicated significant pre–post differences favoring the peer treatment group in both treatment and generalization settings. School adjustment data supported these findings. Additionally, there were no significant differences between the adult treatment group and the control group on any measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sociable and prosocial dimensions of social competence in Chinese children: Common and unique contributions to social, academic, and psychological adjustment.

A sample of 6th-grade children (N?=?470), initially aged 12 years, in Shanghai, People's Republic of China, participated in this longitudinal study. Data on children's sociability and prosocial orientation were collected from peer assessments. Information on indexes of adjustment was obtained from multiple sources. The results indicated that sociable and prosocial functions were 2 overlapping, but distinct, dimensions of social competence and had common as well as unique contributions to the prediction of adjustment in specific areas. Whereas prosocial orientation was mainly predictive of social and school adjustment and externalizing problems, sociability uniquely contributed to the prediction of internalizing problems and emotional adjustment. Finally, prosocial orientation and sociability might moderate the development of adjustment difficulties. (PsycINFO Database Record (c) 2010 APA, all rights reserved)