Theories of social competence from the top-down to the bottom-up: A case for considering foundational human needs

Kathryn N. Stump; Jacklyn M. Ratliff; Yelena P. Wu; Patricia H. Hawley

doi:10.1007/978-1-4419-0234-4_2

Theories of social competence from the top-down to the bottom-up: A case for considering foundational human needs

Kathryn N. Stump, Jacklyn M. Ratliff, Yelena P. Wu, Patricia H. Hawley

Education EPL

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

27 Scopus citations

Abstract

Social competence is an oft-studied, little understood construct that nonetheless remains a hallmark of positive, healthy functioning across the life span. Social competence itself, however, remains a nebulous concept in the developmental literature, particularly in the peer relations field. Dodge (1985) pointed out that there are nearly as many definitions of social competence as there are researchers in the field. Likewise, Ladd (2005) outlined the century-long academic history of research on social competence and also noted its numerous conceptualizations.

Original language	English
Title of host publication	Social Behavior and Skills in Children
Publisher	Springer New York
Pages	23-37
Number of pages	15
ISBN (Print)	9781441902337
DOIs	https://doi.org/10.1007/978-1-4419-0234-4_2
State	Published - 2009

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10.1007/978-1-4419-0234-4_2

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