RELATIONS BETWEEN ASSESSMENT AGENTS OF SOCIAL COMPETENCE IN PREADOLESCENTS: TEACHERS, PEERS AND SELF-REPORTS

  • Mª Victoria Trianes
  • María José Blanca Mena
  • Angela Muñoz
  • Belén García
  • María Cardelle-Elawar
  • Lidia Infante
Keywords: social competence, convergence evaluators, adolescents

Abstract

This work aims to analyse the relations among the results of the assessment of social skills and social behaviour problems coming from different sources: teachers, peers and self-reports. Data obtained after regression analysis over the variables yielded by factor analysis show that teachers and self-report agree in the assessment of positive assertive behaviour and in the negative assessment of aggressive/impulsive behaviour. Peers assessment and self-reports coincide in the association of impulsive/ aggressive behaviour with low peer acceptance. Peers´ and teacher’s assessment correlate in the case of skilled students. Finally, peer acceptance is also correlated to inhibition assessed by teacher, which allows us to point out the ambiguity of the category "inhibition" in the school context.

Downloads

Download data is not yet available.

Author Biographies

Mª Victoria Trianes
Universidad de Málaga
María José Blanca Mena
Universidad de Málaga
Angela Muñoz
Universidad de Málaga
Belén García
Universidad de Málaga
María Cardelle-Elawar
Arizona State University West USA
Lidia Infante
Universidad de Málaga
How to Cite
Trianes, M. V., Blanca Mena, M. J., Muñoz, A., García, B., Cardelle-Elawar, M., & Infante, L. (1). RELATIONS BETWEEN ASSESSMENT AGENTS OF SOCIAL COMPETENCE IN PREADOLESCENTS: TEACHERS, PEERS AND SELF-REPORTS. Anales De Psicología / Annals of Psychology, 18(2), 197-214. Retrieved from https://revistas.um.es/analesps/article/view/28391
Section
Adolescence and psychology