Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors

亲社会行为 心理学 社会心理学 自信 能力(人力资源) 结构方程建模 社会能力 自决论 内在动机 发展心理学 社会变革 自治 统计 法学 经济 经济增长 数学 政治学
作者
Rebecca J. Collie
出处
期刊:Learning and Instruction [Elsevier BV]
卷期号:82: 101656-101656 被引量:17
标识
DOI:10.1016/j.learninstruc.2022.101656
摘要

This study examined perceived social-emotional competence (perceived-SEC) and its links with students' social-emotional motivation (i.e., autonomous and controlled motivation) and behavior (parent-reported prosocial behavior and conduct problems). Five types of perceived-SEC were examined: perceived competence for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness. With data from 414 Australian students, structural equation modeling demonstrated that an overarching (global) perceived-SEC factor was positively associated with autonomous motivation, introjected regulation, and prosocial behavior, and negatively associated with conduct problems. Two specific dimensions also had unique associations with the behaviors: Perceived competence for social regulation was negatively associated with external motivation and conduct problems, and perceived competence for tolerance was positively associated with autonomous motivation. In turn, autonomous motivation was positively associated with prosocial behavior, whereas external motivation was positively associated with conduct problems. Findings hold relevance for efforts aiming to understand the role of motivational drivers of students' social-emotional competence.
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