Gender differences in positive social-emotional functioning.
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| Title: | Gender differences in positive social-emotional functioning. |
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| Authors: | Romer, Natalie (AUTHOR), Ravitch, N. Kathryn (AUTHOR), Tom, Karalyn (AUTHOR), Merrell, Kenneth W. (AUTHOR), Wesley, Katherine L. (AUTHOR) |
| Source: | Psychology in the Schools. Dec2011, Vol. 48 Issue 10, p958-970. 13p. 5 Charts. |
| Subjects: | Gender differences (Psychology) in adolescence, Gender differences (Psychology) in children, Social skills in adolescence, Social skills in children, Caregivers, Teachers, Psychological resilience in adolescence, Psychological resilience in children, Emotion regulation |
| Abstract: | We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength-based measure of positive social-emotional attributes and resilience-the Social-Emotional Assets and Resilience Scales (SEARS) cross-informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self-report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system ( p < .01), indicating consistent perceptions of females' higher levels of social-emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the parent or teacher rater. Implications of these findings and future directions are discussed. © 2011 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength-based measure of positive social-emotional attributes and resilience-the Social-Emotional Assets and Resilience Scales (SEARS) cross-informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self-report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system ( p < .01), indicating consistent perceptions of females' higher levels of social-emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the parent or teacher rater. Implications of these findings and future directions are discussed. © 2011 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.20604 |
