Social Competence, School Behaviors, and Cooperative-Competitive Preferences: Assessments by Parents, Teachers, and School-Age Children

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Abstract
The relationships among parents' ratings of social competence, teachers' ratings of school-age children's school behaviors and achievement, and children's cooperative-competitive preferences were investigated. Children from the 4th, 5th, and 6th grades (N = 266) completed the Social Behavior Inventory indicating their cooperative and competitive preferences. The Iowa Social Competency Scale was utilized for mother and father ratings of their child's social competency. Teachers rated the children on a modified form of the Devereux Elementary School Rating Scale and on school achievement. Correlational analysis indicated that parents and teachers agreed in their ratings of children's behaviors across home and school settings. No significant relationships were found between children's social behaviors and cooperative-competitive preferences. Girls were rated as significantly more achievement oriented, and boys as having significantly more negative school behaviors. Thus parents and teachers observed somewhat similar behaviors in home and school environments and socially competent behavior was associated with positive school behaviors.

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