EXPLORING SOCIAL COMPETENCE TEMPERAMENT AND SCHOOL ADJUSTMENT IN PAKISTANI PRESCHOOL SAMPLE

http://dx.doi.org/10.31703/gsr.2020(V-III).11      10.31703/gsr.2020(V-III).11      Published : Sep 2020
Authored by : Attiya Siraj , Humaira Jami

11 Pages : 98-106

References

  • Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, & N. Eisenberg (Eds.), Handbook of Child
  • Psychology: Vol. 3. Social, Emotional and Personality Development (5th ed., pp. 105-176). New York: Wiley.
  • Bates, & Rothbart, M. K. (Eds.), Temperament in childhood (pp. 321-356). New York: John Wiley and Sons.
  • Bates, J. E. (1989). Application of temperament concepts. In G. A. Kohnstamm, J. E.
  • Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663.
  • Bouffard, T., Roy, M., & Vezeau, C. (2005). Self-perceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children. International Journal of Educational Research, 43(4-5), 215-235.
  • Brendgen, M., Wanner, B., Morin, A. J., & Vitaro, F. (2005). Relations with parents and with peers, temperament, and trajectories of depressed mood during early adolescence. Journal of abnormal child psychology, 33(5), 579-594.
  • Brody, L. R., & Hall, J. A. (2010). Gender, emotion, and socialization. In Handbook of gender research in psychology (pp. 429-454). Springer, New York, NY.
  • Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134-148.
  • Brown, W. H., Odom, S. L., & Conroy, M. A. (2001). An intervention hierarchy for promoting young children's peer interactions in natural environments. Topics in early childhood special education, 21(3), 162- 175.
  • Buss, A. H., & Plomin, R. (2014). Temperament (PLE: Emotion): Early developingnal traits. Psychology Press.
  • Casas, J. F., Weigel, S. M., Crick, N. R., Ostrov, J. M., Woods, K. E., Jansen Yeh, E. A., & Huddleston-Casas, C. A. (2006). Early Parenting and Children's Relational and Physical Aggression in the Preschool and Home Contexts. Applied Developmental Psychology, 27, 209-227. http://dx.doi.org/10.1016/j.appdev.2006.02.003.
  • Chen, N., Deater-Deckard, K., & Bell, M. A. (2014). The role of temperament by family environment interactions in child maladjustment. Journal of Abnormal Child Psychology, 42(8), 1251-1262. doi: 10.1007/s10802-014-9872-y
  • Chen, X., & French, D. C. (2008). Children's social competence in cultural context. Annu. Rev. Psychol., 59, 591-616.
  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238- 256. http://dx.doi.org/10.1111/1467-8624.00533
  • Eisenberg, N. et al. (1994). The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology, 41, 193-211. http://dx.doi.org/10.1037/0012-1649.41.1.193
  • Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon (Series Ed.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp.701-778). New York: Wiley.
  • Estrem, T. L. (2005). Relational and physical aggression among preschoolers: The effect of language skills and gender. Early Education & Development, 16(2), 207-232.
  • Garner, P. W., & Spears, F. M. (2000). Emotion regulation in low-income preschoolers. Social Development, 9, 246-264. Geçtan, E. (2008). Psikanaliz ve sonrası. Ankara: Hür.138 http://dx.doi.org/10.1111/1467-9507.00122
  • Goldsmith, H. H. (1996). Studying temperament via construction of the Toddler Behavior Assessment Questionnaire. Child Development, 67, 218-235 http://dx.doi.org/10.2307/1131697
  • Green, R., Collingwood, R., & Ross, A. (2010). Characteristics of bullying victims in schools. London: Department for Education. Retrieved from http://www.education.gov.uk/research/data/uploadfi les/DFE-RR001.pdf
  • Hagekull, B., Bohlin, G., & Rydell, A. M. (1997). Maternal sensitivity, infant temperament, and the development of early feeding problems. Infant Mental Health Journal, 18, 92- 106. http://dx.doi.org/10.1002/(SICI)1097-0355(199721)18:1<92::AID- IMHJ7>3.0.CO;2-2
  • Hintsanen, M., Alatupa, S., Jokela, M., Lipsanen, J., Hintsa, T., & Leino, M. (2012). Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability. Learning and Individual Differences, 22(4), 490-497.
  • Hussein, H. (2010). Using the sensory garden as a tool to enhance the educational development and social interaction of children with special needs. Support for Learning, 25(1), 25-31.
  • Inam, A., Tariq, P. N., & Zaman, S. (2015). Cultural adaptation of preschool PATHS (Promoting Alternative Thinking Strategies) curriculum for Pakistani children. International Journal of Psychology, 50(3), 232-2
  • Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on psychological science, 2(3), 260-280.
  • Katz, L. G., & McClellan, D. E. (1997). Fostering children's social competence: The teacher's role. Washington,DC: National Association for the Education of Young Children.
  • Koçyiğit, S., Sezer, T., & Yılmaz, E. (2015). 60-72 aylık çocukların, sosyal yetkinlik ve
  • Lavin-Loucks, D. (2006). The academic achievement gap. Williams Institute Research Brief, July.
  • Malik, T. A., Siddiqui, S., & Mahmood, A. (2019). Behaviroal and emotioanl problems among school children in Pakistan: A telphonic surveyof prevalence and resk factors. Journal of Paediatrics and Child Health, 55(12), 1414-1423.
  • Martin, C., Cabrol, S., Bouvard, M. P., Lepine, J. P., & Mouren-Simeoni, M. C. (1999). Anxiety and depressive disorders in fathers and mothers of anxious school-refusing children. Journal of the American Academy of Child & Adolescent Psychiatry, 38(7), 916-922.
  • McCoy, D. C., Peet, E. D., Ezzati, M., Danaei, G., Black, M. M., Sudfeld, C. R., ... & Fink, G. (2016). Early childhood developmental status in low-and middle-income countries: national, regional, and global prevalence estimates using predictive modeling. PLoS Medicine, 13(6), e1002034.
  • Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73(4), 1085-1100. http://dx.doi.org/10.1111/1467-8624.00459
  • Merrell, C., & Tymms, P. B. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. British Journal of Educational Psychology, 71(1), 43-56.
  • Mushtaq, A., Lochman, J. E., Tariq, P. N., & Sabih, F. (2017). Preliminary effectiveness study of Coping Power program for aggressive children in Pakistan. Prevention science, 18(7), 762-771.
  • Nelson, C. M. (1992). Searching for meaning in the behavior of antisocial pupils, public school educators, and lawmakers. School Psychology Review, 21(1), 35-39.
  • Raver, C. C., Jones, S. T., Li-Grining, C., Zhai, F., Metzger, M., & Solomon, B. (2009).
  • Rothbard, M. K., Ahadi, S. A., & Hershey, K. (2001). Temperament and the development of personality. Journal of Abnormal Psychology, 103, 55-66. Htt.p://dx.doi.org/10.1037/0021-843X.103.1.55.139
  • Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. Guilford Press
  • SETTE, S. (2012). The social adjustment in preschool age. The role of socio-emotional competence and teacher-child relationship quality on peer acceptance.
  • Shujja, S., & Malik, F. (2011). Cultural Perspective on Social Competence in Children: Development and Validation of an Indigenous Scale for Children in Pakistan. Journal of Behavioural Sciences, 21(1), 13.
  • Syed, E. U., & Hussein, S. A. (2009). Prevalence of emotional and behavioural problems among primary school children in Karachi, Pakistan ' multi informant survey. The Indian Journal of Pediatrics, 76(6), 623- 627. Syed, E. U., & Hussein, S. A. (2009). Prevalence of emotional and behavioural problems among primary school children in Karachi, Pakistan - multi informant survey. The Indian Journal of Pediatrics, 76(6), 623-627.
  • Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77, 302-316. http://dx.doi.org/10.1037/a0015302
  • Thomas, A., & Chess, S. (1980). The dynamics of psychological development. Brunner/Mazel.
  • Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of educational psychology, 100(1), 67.
  • Yağmurlu, B., & Altan, O. (2010). Maternal socialization and child temperament as predictors of emotion regulation in Turkish preschoolers. Infant and Child Development, 19, 275-296.Yağmurlu, B., & Sanson, A. (2009). Parenting and temperament as predictors of prosoocial behavior in Australian and Turkish-Australian children. Australian Journal of Psychology, 61(2), 77-88. http://dx.doi.org/10.1080/00049530802001338.
  • Zahn-Waxler, C. (2001). The development ofempathy, guilt, and internalization of distreSS. Artiery, DepreSSion did Ewo-Ition, 22-265.Pakistan: a quasi-experimental study.
  • Zahn-Waxler, C., & Robinson, J. (1995). Empathy and guilt: Early origins of feelings of responsibility.
  • Zahn-Waxler, C., Cole, P. M., & Barrett, K. C. (1991). Guilt and empathy: Sex differences and implications for the development of depression.
  • Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, & N. Eisenberg (Eds.), Handbook of Child
  • Psychology: Vol. 3. Social, Emotional and Personality Development (5th ed., pp. 105-176). New York: Wiley.
  • Bates, & Rothbart, M. K. (Eds.), Temperament in childhood (pp. 321-356). New York: John Wiley and Sons.
  • Bates, J. E. (1989). Application of temperament concepts. In G. A. Kohnstamm, J. E.
  • Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663.
  • Bouffard, T., Roy, M., & Vezeau, C. (2005). Self-perceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children. International Journal of Educational Research, 43(4-5), 215-235.
  • Brendgen, M., Wanner, B., Morin, A. J., & Vitaro, F. (2005). Relations with parents and with peers, temperament, and trajectories of depressed mood during early adolescence. Journal of abnormal child psychology, 33(5), 579-594.
  • Brody, L. R., & Hall, J. A. (2010). Gender, emotion, and socialization. In Handbook of gender research in psychology (pp. 429-454). Springer, New York, NY.
  • Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134-148.
  • Brown, W. H., Odom, S. L., & Conroy, M. A. (2001). An intervention hierarchy for promoting young children's peer interactions in natural environments. Topics in early childhood special education, 21(3), 162- 175.
  • Buss, A. H., & Plomin, R. (2014). Temperament (PLE: Emotion): Early developingnal traits. Psychology Press.
  • Casas, J. F., Weigel, S. M., Crick, N. R., Ostrov, J. M., Woods, K. E., Jansen Yeh, E. A., & Huddleston-Casas, C. A. (2006). Early Parenting and Children's Relational and Physical Aggression in the Preschool and Home Contexts. Applied Developmental Psychology, 27, 209-227. http://dx.doi.org/10.1016/j.appdev.2006.02.003.
  • Chen, N., Deater-Deckard, K., & Bell, M. A. (2014). The role of temperament by family environment interactions in child maladjustment. Journal of Abnormal Child Psychology, 42(8), 1251-1262. doi: 10.1007/s10802-014-9872-y
  • Chen, X., & French, D. C. (2008). Children's social competence in cultural context. Annu. Rev. Psychol., 59, 591-616.
  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238- 256. http://dx.doi.org/10.1111/1467-8624.00533
  • Eisenberg, N. et al. (1994). The relations of problem behavior status to children's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology, 41, 193-211. http://dx.doi.org/10.1037/0012-1649.41.1.193
  • Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon (Series Ed.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp.701-778). New York: Wiley.
  • Estrem, T. L. (2005). Relational and physical aggression among preschoolers: The effect of language skills and gender. Early Education & Development, 16(2), 207-232.
  • Garner, P. W., & Spears, F. M. (2000). Emotion regulation in low-income preschoolers. Social Development, 9, 246-264. Geçtan, E. (2008). Psikanaliz ve sonrası. Ankara: Hür.138 http://dx.doi.org/10.1111/1467-9507.00122
  • Goldsmith, H. H. (1996). Studying temperament via construction of the Toddler Behavior Assessment Questionnaire. Child Development, 67, 218-235 http://dx.doi.org/10.2307/1131697
  • Green, R., Collingwood, R., & Ross, A. (2010). Characteristics of bullying victims in schools. London: Department for Education. Retrieved from http://www.education.gov.uk/research/data/uploadfi les/DFE-RR001.pdf
  • Hagekull, B., Bohlin, G., & Rydell, A. M. (1997). Maternal sensitivity, infant temperament, and the development of early feeding problems. Infant Mental Health Journal, 18, 92- 106. http://dx.doi.org/10.1002/(SICI)1097-0355(199721)18:1<92::AID- IMHJ7>3.0.CO;2-2
  • Hintsanen, M., Alatupa, S., Jokela, M., Lipsanen, J., Hintsa, T., & Leino, M. (2012). Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability. Learning and Individual Differences, 22(4), 490-497.
  • Hussein, H. (2010). Using the sensory garden as a tool to enhance the educational development and social interaction of children with special needs. Support for Learning, 25(1), 25-31.
  • Inam, A., Tariq, P. N., & Zaman, S. (2015). Cultural adaptation of preschool PATHS (Promoting Alternative Thinking Strategies) curriculum for Pakistani children. International Journal of Psychology, 50(3), 232-2
  • Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on psychological science, 2(3), 260-280.
  • Katz, L. G., & McClellan, D. E. (1997). Fostering children's social competence: The teacher's role. Washington,DC: National Association for the Education of Young Children.
  • Koçyiğit, S., Sezer, T., & Yılmaz, E. (2015). 60-72 aylık çocukların, sosyal yetkinlik ve
  • Lavin-Loucks, D. (2006). The academic achievement gap. Williams Institute Research Brief, July.
  • Malik, T. A., Siddiqui, S., & Mahmood, A. (2019). Behaviroal and emotioanl problems among school children in Pakistan: A telphonic surveyof prevalence and resk factors. Journal of Paediatrics and Child Health, 55(12), 1414-1423.
  • Martin, C., Cabrol, S., Bouvard, M. P., Lepine, J. P., & Mouren-Simeoni, M. C. (1999). Anxiety and depressive disorders in fathers and mothers of anxious school-refusing children. Journal of the American Academy of Child & Adolescent Psychiatry, 38(7), 916-922.
  • McCoy, D. C., Peet, E. D., Ezzati, M., Danaei, G., Black, M. M., Sudfeld, C. R., ... & Fink, G. (2016). Early childhood developmental status in low-and middle-income countries: national, regional, and global prevalence estimates using predictive modeling. PLoS Medicine, 13(6), e1002034.
  • Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73(4), 1085-1100. http://dx.doi.org/10.1111/1467-8624.00459
  • Merrell, C., & Tymms, P. B. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. British Journal of Educational Psychology, 71(1), 43-56.
  • Mushtaq, A., Lochman, J. E., Tariq, P. N., & Sabih, F. (2017). Preliminary effectiveness study of Coping Power program for aggressive children in Pakistan. Prevention science, 18(7), 762-771.
  • Nelson, C. M. (1992). Searching for meaning in the behavior of antisocial pupils, public school educators, and lawmakers. School Psychology Review, 21(1), 35-39.
  • Raver, C. C., Jones, S. T., Li-Grining, C., Zhai, F., Metzger, M., & Solomon, B. (2009).
  • Rothbard, M. K., Ahadi, S. A., & Hershey, K. (2001). Temperament and the development of personality. Journal of Abnormal Psychology, 103, 55-66. Htt.p://dx.doi.org/10.1037/0021-843X.103.1.55.139
  • Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. Guilford Press
  • SETTE, S. (2012). The social adjustment in preschool age. The role of socio-emotional competence and teacher-child relationship quality on peer acceptance.
  • Shujja, S., & Malik, F. (2011). Cultural Perspective on Social Competence in Children: Development and Validation of an Indigenous Scale for Children in Pakistan. Journal of Behavioural Sciences, 21(1), 13.
  • Syed, E. U., & Hussein, S. A. (2009). Prevalence of emotional and behavioural problems among primary school children in Karachi, Pakistan ' multi informant survey. The Indian Journal of Pediatrics, 76(6), 623- 627. Syed, E. U., & Hussein, S. A. (2009). Prevalence of emotional and behavioural problems among primary school children in Karachi, Pakistan - multi informant survey. The Indian Journal of Pediatrics, 76(6), 623-627.
  • Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77, 302-316. http://dx.doi.org/10.1037/a0015302
  • Thomas, A., & Chess, S. (1980). The dynamics of psychological development. Brunner/Mazel.
  • Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of educational psychology, 100(1), 67.
  • Yağmurlu, B., & Altan, O. (2010). Maternal socialization and child temperament as predictors of emotion regulation in Turkish preschoolers. Infant and Child Development, 19, 275-296.Yağmurlu, B., & Sanson, A. (2009). Parenting and temperament as predictors of prosoocial behavior in Australian and Turkish-Australian children. Australian Journal of Psychology, 61(2), 77-88. http://dx.doi.org/10.1080/00049530802001338.
  • Zahn-Waxler, C. (2001). The development ofempathy, guilt, and internalization of distreSS. Artiery, DepreSSion did Ewo-Ition, 22-265.Pakistan: a quasi-experimental study.
  • Zahn-Waxler, C., & Robinson, J. (1995). Empathy and guilt: Early origins of feelings of responsibility.
  • Zahn-Waxler, C., Cole, P. M., & Barrett, K. C. (1991). Guilt and empathy: Sex differences and implications for the development of depression.

Cite this article

    APA : Siraj, A., & Jami, H. (2020). Exploring Social Competence, Temperament and School Adjustment in Pakistani Preschool Sample. Global Sociological Review, V(III), 98-106. https://doi.org/10.31703/gsr.2020(V-III).11
    CHICAGO : Siraj, Attiya, and Humaira Jami. 2020. "Exploring Social Competence, Temperament and School Adjustment in Pakistani Preschool Sample." Global Sociological Review, V (III): 98-106 doi: 10.31703/gsr.2020(V-III).11
    HARVARD : SIRAJ, A. & JAMI, H. 2020. Exploring Social Competence, Temperament and School Adjustment in Pakistani Preschool Sample. Global Sociological Review, V, 98-106.
    MHRA : Siraj, Attiya, and Humaira Jami. 2020. "Exploring Social Competence, Temperament and School Adjustment in Pakistani Preschool Sample." Global Sociological Review, V: 98-106
    MLA : Siraj, Attiya, and Humaira Jami. "Exploring Social Competence, Temperament and School Adjustment in Pakistani Preschool Sample." Global Sociological Review, V.III (2020): 98-106 Print.
    OXFORD : Siraj, Attiya and Jami, Humaira (2020), "Exploring Social Competence, Temperament and School Adjustment in Pakistani Preschool Sample", Global Sociological Review, V (III), 98-106
    TURABIAN : Siraj, Attiya, and Humaira Jami. "Exploring Social Competence, Temperament and School Adjustment in Pakistani Preschool Sample." Global Sociological Review V, no. III (2020): 98-106. https://doi.org/10.31703/gsr.2020(V-III).11