dc.contributor | Nikolić Snežana | |
dc.contributor | Nikić Radmila | |
dc.contributor | Ilanković Vera | |
dc.creator | Jelić, Marija | |
dc.creator | Čolić, Gordana | |
dc.date.accessioned | 2021-06-17T13:18:47Z | |
dc.date.available | 2021-06-17T13:18:47Z | |
dc.date.issued | 2016 | |
dc.identifier.isbn | 978-86-6203-086-3 | |
dc.identifier.isbn | 978-86-6203-086-3 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/2441 | |
dc.description.abstract | Although social competence has been the subject of numerous works, there are few
researches where this phenomenon is discussed as an organized system – by assessment
of different levels of social competence and taking into consideration contextual and
individual characteristics of children. The aim of the researches was to examine relations
of educational and individual characteristics of students with different aspects of their
social competence. There were 206 students examined, aged from 12 to 18, out of which
76 students with mild intellectual disabilities (IDs) and 130 of typical development (TD).
For examining social skills we used Social Skills Rating System (SSRS) which consists
of subscales of cooperativity, responsibility, assertiveness and self control, and for
assessment of social functioning we used The Strengths and Difficulties Questionnaires
(SDQ), subscales of pro-social behaviour, emotional problems, behaviour problems
and problems with peers. The results confirmed that intellectual disorder with high
percentage of common variance (67%) explains more frequent behaviour problems in
students with mild IDs than in students with TD, but there are no statistically significant
differences between development of social skills and intellectual status of students.
Independent of intellectual status, boys have less developed social skills, with a more
rarely pro-social behaviour and they show more behaviour problems than girls, which
is associated with their worse academic achievement compared to girls. Of all social
skills, self control and cooperativity are connected to better academic achievement and
prevention of students’ emotional problems. Theoretical and practical implications of
obtained results are discussed. | |
dc.language | en | |
dc.publisher | University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. | |
dc.subject | social skills | |
dc.subject | social functioning | |
dc.subject | level of intellectual development | |
dc.subject | gender | |
dc.subject | age | |
dc.subject | school achievement | |
dc.subject | students | |
dc.title | Students’ characteristics and their social competence | en |
dc.type | conferenceObject | |
dc.rights.license | BY-SA | |
dc.citation.epage | 636 | |
dc.citation.other | : 615-636 | |
dc.citation.rank | M14 | |
dc.citation.spage | 615 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/6354/Untitled45.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_2441 | |
dc.type.version | publishedVersion | |