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  • 2015

  • Pinto, Joana Carneiro; Faria, Liliana; Caspar, Neide; do Céu Taveira, Maria (2015): Intra and inter-individual differences in social intelligence of Portuguese students. In: Paidéia 25 (61), S. 153-161. DOI: 10.1590/1982-43272561201503

    DOI: https://doi.org/10.1590/1982-43272561201503 

    Abstract: Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542, 49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2). Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations. These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

    Keywords: Decision Making, entscheiden, Ethics, Individual Differences, Intelligence, Occupational Guidance, School Based Intervention, Social intelligence, Soziale Intelligenz, Students, vocational guidance, Wirtschaftspsychologie

  • 2012

  • Langeveld, Johannes H.; Gundersen, Knut K.; Svartdal, Frode (2012): Social competence as a mediating factor in reduction of behavioral problems. In: Scandinavian Journal of Educational Research 56 (4), S. 381-399. DOI: 10.1080/00313831.2011.594614

    DOI: https://doi.org/10.1080/00313831.2011.594614 

    Abstract: The main purpose of the present study was to explore how social competence reduces behavioral problems. Based on previous findings, we assume that increased social competence can be regarded as a mediating factor in reducing behavior problems. All participants (children and adolescents, n = 112) received an intervention intended to increase social competence: Aggression Replacement Training (ART). Social competence and problem behavior were assessed twice before the ART intervention and then twice afterwards. Both measures improved following the training period, but no changes occurred during the pre-training period. Further, behavioral problems continued to reduce notably in follow-up probes after the training period. More detailed analyses indicate that in youngsters, increased social competence (e.g., improved self-control and cooperation) mediates the effect of ART on behavioral problems, but important moderating factors (e.g., age, individual levels of social competence, and problem behavior) need to be taken into consideration. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

    Keywords: age differences, Aggression Replacement Training, Behavior Problems, behavioral problems reduction, Pädagogische Psychologie, School Based Intervention, social competence, Soziales Kompetenztraining, Social Skills, training in social competences, Verhaltensforschung
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