کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10314359 | 620312 | 2005 | 30 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Effects of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
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چکیده انگلیسی
This study examined the effects of the Second Step social-emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile attributions, and attitude concordance within dyads. Findings are discussed with respect to social-cognitive models of aggression and prosocial behavior.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Applied Developmental Psychology - Volume 26, Issue 2, MarchâApril 2005, Pages 171-200
Journal: Journal of Applied Developmental Psychology - Volume 26, Issue 2, MarchâApril 2005, Pages 171-200
نویسندگان
Karin S. Frey, Susan Bobbitt Nolen, Leihua Van Schoiack Edstrom, Miriam K. Hirschstein,