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CORRELATES OF SOCIAL AND ACADEMIC COMPETENCE IN MIDDLE CHILDHOOD
Author(s) -
Pellegrini David S.,
Masten Ann S.,
Garmezy Norman,
Ferrarese Micheal J.
Publication year - 1987
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1987.tb01553.x
Subject(s) - psychology , developmental psychology , social competence , competence (human resources) , social change , social psychology , economics , economic growth
Abstract The correlates of social and academic competence were investigated in 9–14 yr old children. Factor analysis of multiple measures of cognitive functioning, excluding IQ, identified three dimensions: (I) Social Comprehension; (2) Cognitive Efficiency and (3) Divergent Thinking. The social comprehension dimension was derived from measures of humor and social cognition. Although strongly related IO IQ, Social Comprehension still had a substantial unique relation to social competence in a school setting, as assessed by teachers and peers. While this dimension was the best predictor of social competence, IQ was by far the most powerful predictor of academic competence.