Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children

Autor/inn/en	McKown, Clark; Gumbiner, Laura M.; Russo, Nicole M.; Lipton, Meryl
Titel	Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 38 (2009) 6, S.858-871 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Skills; Social Cognition; Emotional Intelligence; Interpersonal Competence; Self Control; Children; Adolescents; Cues; Nonverbal Communication; Cognitive Ability; Empathy; Thinking Skills; Social Behavior; Child Behavior; Factor Analysis; Structural Equation Models; Illinois; Social Skills Rating System; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Skill; Fertigkeit; Soziale Kognition; Emotionale Intelligenz; Interpersonale Kompetenz; Selbstbeherrschung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Denkfähigkeit; Empathie; Social behaviour; Soziales Verhalten; Faktorenanalyse
Abstract	Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10