Doctor of Philosophy (PhD)
An individual’s social competencies and interpersonal relationships have been repeatedly linked to a number of behaviors not typically directly associated with social skills including depression (Hokanson & Rupert, 1991) and aggressive behavior (McColloch & Gilbert, 1991). In addition to these more social behaviors, social skills have also been shown to be predictive of both risk and protective factors related to academic functioning (Newcomb, Bukowski, & Pattee, 1993; Parker & Asher, 1987). The current study aims to add to the literature by examining the relationship between teacher, parent, and self-ratings of specific classes of social skill behaviors and teacher ratings of externalizing behavior and academic competence in the classroom as rated on the Social Skills Improvement System-Rating- Scales (Gresham & Elliott, 2008a). Results suggest that teacher, parent, and student ratings of Social Skills related to Responsibility, Communication, and Cooperation, can be used to create a model with reasonable fit that adequately predicts academic achievement as rated by Teachers on the SSRS-IS when taking teacher ratings of externalizing problem behaviors into account. This adds to the literature by suggesting a starting place for targeted social skills interventions for students with academic difficulties.
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Release the entire work immediately for access worldwide.
Vance, Michael James, "Examination of the relationship between specific classes of social skill behaviors and academic competence on the social skills improvement system rating-scales" (2012). LSU Doctoral Dissertations. 2555.