Abstract
Zusammenfassung: In einer Stichprobe von 1774 Schülern aus drei Schulstufen (4., 6. und 8. Schulstufe) wurden die Lehrer und Eltern um eine Einschätzung der sozialen Kompetenz nach dem Fragebogen von Buhrmester et al. (1988) gebeten. Diese Einschätzung wurde mit dem sozialen Status der Schüler in der Klasse, mit den Mitschülerangaben über aggressives Verhalten und Viktimisierung sowie mit den Lehrerangaben über das Verhalten in der Klasse und den Mitschülern gegenüber in Beziehung gesetzt. Es zeigte sich, daß Lehrer die soziale Kompetenz der Schüler weitaus kritischer beurteilten als Eltern und daß die Lehrer außerdem die soziale Kompetenz von Buben deutlich geringer einschätzten als jene von Mädchen, wobei allerdings dieser Geschlechtsunterschied in den höheren Schulstufen abnahm. Deutliche Unterschiede in der sozialen Kompetenzeinschätzung bestanden sowohl zwischen Schülern mit einem unterschiedlichen sozialen Status als auch zwischen jenen, die nach den Nominierungen der Mitschüler häufiger in aggressive Auseinandersetzungen involviert waren, und unbelasteten Schülern. Kein Hinweis fand sich für die Vermutung, daß vor allem hyperaktiven Schülern ein Mangel an sozialer Kompetenz zugesprochen wird. Neben den Opfern von Mitschüler-Aggressionen waren es vielmehr besonders scheue und zurückgezogene Schüler, bei denen Eltern und Lehrer einen Mangel an sozialer Kompetenz angaben. Konsequenzen für das Training sozialer Fertigkeiten werden diskutiert.
Summary: Teachers and parents of a sample of 1774 students at three grade levels (4th, 6th and 8th grades) were asked to judge the social competence of the children 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 competence than girls, though this difference diminished in the higher grades. 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 hyperactive were no less socially competent than aggressive or aggressive-hyperactive children. Victims of peer aggression and particularly shy and withdrawn children were rated the least socially competent by parents and teachers. Implications for the training of the social skills of children with peer relationship problems are discussed.
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