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- All Subjects: Emotions in children
- Creators: Caterino, Linda
Description
This study examined the relations between cognitive ability, socioemotional competency (SEC), and achievement in gifted children. Data were collected on children between the ages of 8 and 15 years (n = 124). Children were assessed via teacher reports of SEC, standardized cognitive assessment, and standardized achievement assessment. Composite achievement significantly correlated with all areas of SEC on the Devereux Student Strengths Assessment (DESSA). Cognitive ability significantly correlated with all areas of SEC as well. Composite cognitive ability significantly correlated with all composite achievement, as well as with achievement in all subject areas assessed. Achievement scores tended to be higher in older age groups in comparison to younger age groups. When gender differences were found (in some areas of SEC and in language achievement), they tended to be higher in females. Gender moderated the relation between SEC and composite achievement. The areas of SEC that best predicted achievement, over-and-above other SEC scales, were Optimistic Thinking, Self-Awareness, and Relationship Skills. While cognitive scores did not significantly predict achievement when controlling for SEC, SEC did significantly predict achievement over-and-above cognitive ability scores. Overall findings suggest that SEC may be important in children's school achievement; thus it is important for schools and families to promote the development of SEC in gifted children, especially in the areas of optimism and self-awareness.
ContributorsKong, Tiffany (Author) / Caterino, Linda (Thesis advisor) / Naglieri, Jack (Committee member) / Brulles, Dina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Epilepsy is the most common chronic neurological condition in children and can have a significant negative impact on education. The current study aimed to examine factors that may influence the likelihood that a teacher will contact the parents of a student with epilepsy for information regarding the disorder and its impact within the school environment. Specific variables of interest included teacher knowledge about epilepsy and confidence when teaching at student with epilepsy, parent perceived knowledge about epilepsy, and parent socio-economic status. Variables were assessed through the previously developed Teacher Epilepsy Knowledge and Confidence Scales (TEKCS) as well as case vignettes. Overall findings suggest that teachers provided with a letter from a parent of a student with epilepsy are highly likely to contact the parent for more information regardless of the above mentioned factors. Additional supplemental analyses replicated previous findings indicating that special education teachers and teachers currently teaching a student with epilepsy possess more knowledge and confidence than general education teachers and those teachers who are not currently instructing a student with epilepsy. In addition, this study also examined the specific types of information teachers sought from parents. Study limitations, implications for practice, and future research directions are discussed.
ContributorsGay, Catherine (Author) / Hart, Juliet (Thesis advisor) / Wodrich, David (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2013
Description
The relations between aspects of social understanding (e.g., theory of mind, ToM, and emotion understanding, EU) were studied in relation to language and effortful control (EC). Data were collected when children were 30, 42, and 54 months of age (N's = 216, 192, and 168 for T1, T2, and T3, respectively). Children were assessed via mother and caregiver reports, and through observational measures. Although language and ToM did not relate within time, there was limited support for early language positively predicting later ToM. Language and EU were positively related within time, and there was some support for early language positively predicting later EU. Unexpectedly, significant positive relations were found for early EU predicting later language. ToM and EC were positively related within T3, and there was some support for early EC predicting later ToM. EU and EC were often positively related within time. Early EU also tended to positively predict later EC, whereas the opposite relation was not found. There was no support for significant a significant relation between EU and ToM. Findings suggest that children's early language may lead to later EC, and that early EU may help promote later EC and language; thus, it is important for parents and teachers to promote these early skills.
ContributorsKong, Tiffany (Author) / Eisenberg, Nancy (Thesis advisor) / Caterino, Linda (Thesis advisor) / Spinrad, Tracy (Committee member) / Arizona State University (Publisher)
Created2011