Social competence of children with peer relationship problems

Teachers and parents of a sample of 1774 students at three grade levels (4t h, 6th and 8th grades) were asked to judge the social competence of the chi ldren by means of the social competence questionnaire by Buhrmester et al. (1988). These ratings were correlated with the social status of the pupils, with peer statements on aggressive behavior and victimization and with the teachers' ratings of behavior in class and towards fellow pupils. Teachers proved to be more critical than parents, crediting boys with less social c ompetence than girls, though this difference diminished in the higher grade s. Ratings of social competence differed significantly both with regard to respective social status, as well. as to frequent involvement in aggressive disputes as reported by peers. Children rated by the teachers as hyperacti ve were no less socially competent than aggressive or aggressive-hyperactiv e children. Victims of peer aggression and particularly shy and withdrawn c hildren were rated the least socially competent by parents and teachers. Im plications for the training of the social skills of children with peer rela tionship problems are discussed.