Agriculture Update

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Interpersonal Social Competence Among School Going Children


Affiliations
1 Krishi Vigyan Kendra, Dr. Rajendra Prasad Central Agricultural University, Samastipur (Bihar), India
2 Department of Human Development and Family Studies, Chaudhary Charan Singh Haryana Agricultural University, Hisar (Haryana), India
     

   Subscribe/Renew Journal


The present study was conducted in Hisar city of Haryana state. The sample comprised of 160 children in the age group of 6-8 years. These children were assessed for interpersonal problem-solving skills in obtaining access to an object in another child’s possession with the help of Social Problem-Solving Test. Children’s quantitative responses were computed for total number of different categories of strategies, relevancy of strategies and within-story flexibility in use of strategies. Quality of children’s responses was computed for proportional use of forceful and non-forceful strategies. Results revealed that in interpersonal problem solving, most frequently suggested strategies by children were non-forceful in nature. Results also revealed that there were no gender differences in quantitative scores of interpersonal social competence among school children. Significant differences were found for usage of quality of strategies. Girls suggested greater proportions of non-forceful strategies as compared to boys; on the other hand, boys suggested greater proportions of forceful strategies as compared to girls. It can be concluded that in interpersonal social dilemmas boys becomes more aggressive as compared to girls.

Keywords

Interpersonal Social Competence, Forceful Strategies, Non-Forceful Strategies, Gender Differences, Social Dilemma, Cognitive Repertoire.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Anita (2010). Social problem solving skills of 6-8 years old children in relation to Intelligence Quotient. M.Sc. Thesis, Department of Human Development and Family Studies, C.C.S. Haryana Agricultural University, Hisar (Haryana) India

  • Balda, S. (1997). Socialization experiences and preschool aged children’s social problem solving skills in Australia and India: A cross cultural study. Ph.D. Dissertation, Queensland University of Technology, Brisbane, Queensland, Australia.

  • Balda, S., Sangwan, Sheela and Shahi, V. (2012a). Interpersonal problem-solving for social well being of children. Parer presented at 4th International Conference on Life Skills Education Organized by Rajiv Gandhi National Institute of Youth Development at Mumbai from 7th to 9th December, 2012.

  • Balda, S., Shahi, V. and Sangwan, Sheela (2012b). Temperament and social competence of children. Interdisciplinary J. Mgmt. & Behavioural Sci., 1: 29-35.

  • Huston, A.C. and Ripke, M.N. (Eds.) (2006). Developmental contexts in middle childhood: Bridges to adolescence and adulthood, New York, N Y: Cambridge University Press.

  • Irving, K. (1994). Maternal beliefs, young children’s peer contacts and social problem solving skills. In K. Oxenberry, K. Rigby, and P. Slee (Eds.), Children’s peer relations: Cooperation and conflict. Conference Proceeding (pp. 138-152). Adelaide: Institute of Social Research, University of South Australia.

  • Kammerer, M. (2009). Language comprehension in down syndrome - a specific language deficit? Bioscan - Internat. Quarterly J. Life Sci., 4 (2): 203-207.

  • Malik, S. (2004). Impact of intervention package on social problem solving skills of 6-8 years old children. Unpublished, Ph.D. Thesis, Department of Human Development and Family Studies, College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana) India.

  • Malik, S., Balda, S. and Punia, S. (2005). Promoting social competence of 6-8 years old socially incompetence girls. J. Soc. Sci., 10 (3) : 233-236.

  • Malik, S., Balda, S., Punia, S. and Duhan, K. (2010). Educating aberrant children for social problem solving. Indian J. Education, 2 : 75-79.

  • Mishra, B.K. and Mishra, P.C. (2009). Nutritional anthropometry and mal-nourishment status among children under 18 years of age around IB Thermal Power Station of Jharsuguda district in Orissa. Bioscan - Internat. Quarterly J. Life Sci., 4 (2): 281-285.

  • Punia, D. (2002). Intervention programme for interpersonal cognitive problem solving skills. Ph.D. Thesis, Department of Human Development and Family Studies, College of Home Science, C.C.S. Haryana Agricultural University, Hisar (Haryana) India.

  • Punia, D., Balda, S. and Punia, S. (2010). Socio-emotional health and social problem-solving skills of preschoolers. Indian J. Soc. Res., 51 : 443-449.

  • Rubin, K.H. and Krasnor, L.R. (1983). Age and gender differences in solutions to hypothetical social problems. J. Appl. Development Psychol., 4 : 263-275.

  • Rubin, K.H. and Krasnor, L.R. (1986). Social-cognitive and social behavioral perspectives on problem solving. In : M. Perlmutter (Ed.), Cognitive perspectives on children’s social and behavioral development. The Minnesota Symposia on Child Psychology (Vol. 18). Hillsdale, N.J.: Erlbaum (pp. 1-68).

  • Rubin, K.H. (1988). Social Problem Solving Test. University of Waterloo, Department of Psychology, Ontario, Canada.

  • Shanwal, P. (2010). Childhood aggression and maternal coping strategies. Ph. D. Thesis, Department of Human Development and Family studies, C.C.S. Haryana Agricultural University, Hisar (Haryana) India.


Abstract Views: 311

PDF Views: 0




  • Interpersonal Social Competence Among School Going Children

Abstract Views: 311  |  PDF Views: 0

Authors

Veena Shahi
Krishi Vigyan Kendra, Dr. Rajendra Prasad Central Agricultural University, Samastipur (Bihar), India
Shanti Balda
Department of Human Development and Family Studies, Chaudhary Charan Singh Haryana Agricultural University, Hisar (Haryana), India

Abstract


The present study was conducted in Hisar city of Haryana state. The sample comprised of 160 children in the age group of 6-8 years. These children were assessed for interpersonal problem-solving skills in obtaining access to an object in another child’s possession with the help of Social Problem-Solving Test. Children’s quantitative responses were computed for total number of different categories of strategies, relevancy of strategies and within-story flexibility in use of strategies. Quality of children’s responses was computed for proportional use of forceful and non-forceful strategies. Results revealed that in interpersonal problem solving, most frequently suggested strategies by children were non-forceful in nature. Results also revealed that there were no gender differences in quantitative scores of interpersonal social competence among school children. Significant differences were found for usage of quality of strategies. Girls suggested greater proportions of non-forceful strategies as compared to boys; on the other hand, boys suggested greater proportions of forceful strategies as compared to girls. It can be concluded that in interpersonal social dilemmas boys becomes more aggressive as compared to girls.

Keywords


Interpersonal Social Competence, Forceful Strategies, Non-Forceful Strategies, Gender Differences, Social Dilemma, Cognitive Repertoire.

References