Page 243 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 243
students’ social and civic competencies: predictors of esl
with teachers and peers that further propel individuals along a path lead-
ing to ESL. Cole et al. (1996) stated that failure in social functioning may
foster negative self-perceptions that are associated with depression. In rela-
tion to externalising behaviour, early aggression may lead to peer rejection
which, in turn, may lead to lower self-esteem and associated internalising
problems (Panak & Garber, 1992 in Mesman, Bongers, & Koot, 2001). Some
authors (Patterson et al., 1989 in Mesman, Bongers, & Koot, 2001) have also
suggested there is a connection from early aggression to peer rejection and
later delinquency.
Social competence and ESL
Fewer studies have directly examined the links between ESL and social
competence than have examined problem behaviours. Elias and Haynes
(2008) reported that social competence is extremely important in deter-
mining school success among an at-risk population as social competence
was significantly related to academic performance. Just as high social com-
petence predicts positive outcomes, students lacking in social competence
are typically aggressive, rejected by their peers, and unable to regulate
their emotions (Masten & Coatsworth, 1998). Many studies (Townsend et
al., 2007; Rumberger & Lim, 2008) show that peer rejection and antisocial
behaviours increase the risk for ESL, allowing the conclusion that a lack
of social competence increases the risk of ESL. Lane, Pierson and Givner
(2004) more specifically report that secondary students with deficiencies in
their academic, behavioural and social skills or whose abilities differ from
the norm are at risk for short- and long-term negative outcomes, includ-
ing ESL. Tirabassi (2013) conducted a study in which the general relation-
ship between the protective factor of social competence and its relationship
to previously identified risk factors for ESL was examined. It was conclud-
ed that students who display strengths in social competence increase their
resilience to ESL. On that basis, they concluded that students low in so-
cial competence in addition to low academic achievement have a great risk
of ESL. Carter (1998) also conducted a study to determine which relation-
ships exist between the social competence skills of at-risk seventh graders
who remain in school and at-risk seventh graders who drop out of school.
The research confirmed there was a key difference in the social competence
scores between the two groups, with the dropout group having lower social
competence than the non-dropout group. Frey, Balzer and Ruppert (2014)
observed that young people with a higher ESL risk assessed their social
243
with teachers and peers that further propel individuals along a path lead-
ing to ESL. Cole et al. (1996) stated that failure in social functioning may
foster negative self-perceptions that are associated with depression. In rela-
tion to externalising behaviour, early aggression may lead to peer rejection
which, in turn, may lead to lower self-esteem and associated internalising
problems (Panak & Garber, 1992 in Mesman, Bongers, & Koot, 2001). Some
authors (Patterson et al., 1989 in Mesman, Bongers, & Koot, 2001) have also
suggested there is a connection from early aggression to peer rejection and
later delinquency.
Social competence and ESL
Fewer studies have directly examined the links between ESL and social
competence than have examined problem behaviours. Elias and Haynes
(2008) reported that social competence is extremely important in deter-
mining school success among an at-risk population as social competence
was significantly related to academic performance. Just as high social com-
petence predicts positive outcomes, students lacking in social competence
are typically aggressive, rejected by their peers, and unable to regulate
their emotions (Masten & Coatsworth, 1998). Many studies (Townsend et
al., 2007; Rumberger & Lim, 2008) show that peer rejection and antisocial
behaviours increase the risk for ESL, allowing the conclusion that a lack
of social competence increases the risk of ESL. Lane, Pierson and Givner
(2004) more specifically report that secondary students with deficiencies in
their academic, behavioural and social skills or whose abilities differ from
the norm are at risk for short- and long-term negative outcomes, includ-
ing ESL. Tirabassi (2013) conducted a study in which the general relation-
ship between the protective factor of social competence and its relationship
to previously identified risk factors for ESL was examined. It was conclud-
ed that students who display strengths in social competence increase their
resilience to ESL. On that basis, they concluded that students low in so-
cial competence in addition to low academic achievement have a great risk
of ESL. Carter (1998) also conducted a study to determine which relation-
ships exist between the social competence skills of at-risk seventh graders
who remain in school and at-risk seventh graders who drop out of school.
The research confirmed there was a key difference in the social competence
scores between the two groups, with the dropout group having lower social
competence than the non-dropout group. Frey, Balzer and Ruppert (2014)
observed that young people with a higher ESL risk assessed their social
243
