Social competence in context : the moderating effects of culture and SES on the correlates of competent functioning with peers in Canadian and Colombian school children
Bibliographic record
Abstract
The goal of this research was to assess the processes that underlie children's social competence in different cultural and social contexts. Multilevel modeling was used to examine the effects of culture, SES, and sex on the relationships between (a) the predictors and indices of social competence, and (b) social competence and depressed affect, in high- and low-SES children (n=1067) in grades 4, 5, and 6 in Colombia and Canada. Findings indicated that the strength of the associations between the individual characteristics of social avoidance, athleticism, aggression, and caring, and the social competence indices of friendship and liking varied across culture, SES, and sex in unique ways. Specifically, social avoidance was a stronger negative predictor of social competence among high-SES than among low-SES individuals, especially among Colombian children. There was an overall positive relationship between athletic competence and peer competence, but this association was strongest among low-SES boys. Aggression was a stronger negative predictor of social competence among boys than among girls, especially among Canadian children. There was an overall positive relationship between caring and social competence indices, but this relationship was stronger for low-SES individuals than for high-SES children. The relationship between social competence and depressed affect was moderated by a three-way interaction between culture, SES, and sex; the strongest association between these variables occurred among high-SES Colombian girls. These findings highlight the importance of considering within-culture differences in conjunction with between-culture differences, and are discussed in relation to the distinguishing dimensions of individualism and collectivism
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".