Session Information
09 SES 11 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 3
Symposium
Contribution
Since the beginnings of scientific interest in human social functioning, special attention has been attributed to the relationship of social aspects of competence to cognitive aspects of competence. A positive interrelationship between socio-emotional and cognitive aspects of competence has been derived from different theoretical standpoints and while numerous studies have found empirical evidence in favor of a positive relationship, there has also been evidence to the contrary. The present study provides a further empirical examination of this relationship by drawing on the fourth-grade student PIRLS and TIMSS 2011 sample from the 16 different German states. Measures of social competence are provided by the students’ self-appraisals and their parents’ appraisals concerning six aspects of the students’ social competence (Perspective Taking, Empathy, Regulation of Others’ Feelings, Prosocial Behavior, Impulsivity and Assertiveness); seven measures of cognitive competence are provided by a measure of basic cognitive competence, school grades in German, Mathematics and Science and standardized test scores in reading, mathematics and science. Results are based on correlational analyses. The varied measures of cognitive competence, including linguistic and science-oriented competence domains, provide the unique opportunity for an unusually differentiated examination of the relationship of social to cognitive measures of competence.
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