{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22753"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22753","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The relationship between teacher behavior and children's social competence","abstract":"The purpose of this study was to identify the relationship between teacher behavior, children's personal characteristics related to social competence, and their social competence. The study also sought to determine the differences and the relationships between children's personal characteristics and sociometric status. The study was guided by the following research questions: (1) How do teachers affect their children's sociometric status in the classroom? (2) What relations exist between children's personal characteristics related to sociometric status and sociometric status? (3) Are there differences in importance of children's personal characteristics associated with sociometric status among different sociometric status groups?","abstract_html":"The purpose of this study was to identify the relationship between teacher behavior, children's personal characteristics related to social competence, and their social competence. The study also sought to determine the differences and the relationships between children's personal characteristics and sociometric status. The study was guided by the following research questions: (1) How do teachers affect their children's sociometric status in the classroom? (2) What relations exist between children's personal characteristics related to sociometric status and sociometric status? (3) Are there differences in importance of children's personal characteristics associated with sociometric status among different sociometric status groups?","abstract_has_math":false,"creators":["Lim, Seung Ryoul"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katz, Lilian G."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:50:19Z","date_published":"2011-05-07T13:50:19Z","updated_at":"2026-07-22T22:25:20Z","subjects":["Education, Sociology of","Education, Early Childhood"],"languages":["eng"],"rights":["Copyright 1989 Lim, Seung Ryoul"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010934","(UMI)AAI9010934"],"render_values":[{"text":"AAI9010934","href":null,"code":true},{"text":"(UMI)AAI9010934","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22753","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katz, Lilian G."]},{"key":"dc:creator","label":"Author","values":["Lim, Seung Ryoul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:50:19Z","10000-01-01","1989"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Sociology of","Education, Early Childhood"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1989 Lim, Seung Ryoul"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010934","(UMI)AAI9010934","http://hdl.handle.net/2142/22753"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to identify the relationship between teacher behavior, children's personal characteristics related to social competence, and their social competence. The study also sought to determine the differences and the relationships between children's personal characteristics and sociometric status. The study was guided by the following research questions: (1) How do teachers affect their children's sociometric status in the classroom? (2) What relations exist between children's personal characteristics related to sociometric status and sociometric status? (3) Are there differences in importance of children's personal characteristics associated with sociometric status among different sociometric status groups?","Sixty-two children and their teachers in two preschools participated in this study. Children were observed for at least 40 minutes. Upon completion of the observation, children's social-cognitive skills and self-esteem were measured by Interpersonal Problem Solving Test and Perceived Competence for Young Children. Teacher behaviors toward children were also observed for at least 80 minutes and classified into five categories: (a) Warmth, (b) Maturity Demands, (c) Control, (d) Negative Sanctions, and (e) Communication. Demographic information was also gathered to determine if they related to children's social competence.","Three statistical analyses were performed on the data. Path analysis and Pearson product moment correlation established the causal relationship between teacher behavior, children's personal characteristics related to sociometric status, and their sociometric status. Analysis of variance established the relationship between children's personal characteristics and their sociometric status, and the relationship between demographic variables, children's personal characteristics associated with sociometric status, and their sociometric status.","As a result of these investigations, it was concluded that teacher behavior toward children affect children's personal characteristics (social-cognitive skills and self-esteem) to mediate sociometric status directly, but not sociometric status. It was also found that there were differences in contribution of children's personal characteristics related to sociometric status among different peer group status.","Made available in DSpace on 2011-05-07T13:50:19Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010934.pdf: 6506853 bytes, checksum: f4b2a55cf72299440cad241f04788a3a (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:59:46Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:28:13-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["The relationship between teacher behavior and children's social competence"]}]}],"canonical_facts":{"dc:contributor":["Katz, Lilian G."],"dc:creator":["Lim, Seung Ryoul"],"dc:date":["2011-05-07T13:50:19Z","10000-01-01","1989"],"dc:description":["The purpose of this study was to identify the relationship between teacher behavior, children's personal characteristics related to social competence, and their social competence. The study also sought to determine the differences and the relationships between children's personal characteristics and sociometric status. The study was guided by the following research questions: (1) How do teachers affect their children's sociometric status in the classroom? (2) What relations exist between children's personal characteristics related to sociometric status and sociometric status? (3) Are there differences in importance of children's personal characteristics associated with sociometric status among different sociometric status groups?","Sixty-two children and their teachers in two preschools participated in this study. Children were observed for at least 40 minutes. Upon completion of the observation, children's social-cognitive skills and self-esteem were measured by Interpersonal Problem Solving Test and Perceived Competence for Young Children. Teacher behaviors toward children were also observed for at least 80 minutes and classified into five categories: (a) Warmth, (b) Maturity Demands, (c) Control, (d) Negative Sanctions, and (e) Communication. Demographic information was also gathered to determine if they related to children's social competence.","Three statistical analyses were performed on the data. Path analysis and Pearson product moment correlation established the causal relationship between teacher behavior, children's personal characteristics related to sociometric status, and their sociometric status. Analysis of variance established the relationship between children's personal characteristics and their sociometric status, and the relationship between demographic variables, children's personal characteristics associated with sociometric status, and their sociometric status.","As a result of these investigations, it was concluded that teacher behavior toward children affect children's personal characteristics (social-cognitive skills and self-esteem) to mediate sociometric status directly, but not sociometric status. It was also found that there were differences in contribution of children's personal characteristics related to sociometric status among different peer group status.","Made available in DSpace on 2011-05-07T13:50:19Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010934.pdf: 6506853 bytes, checksum: f4b2a55cf72299440cad241f04788a3a (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:59:46Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:28:13-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9010934","(UMI)AAI9010934","http://hdl.handle.net/2142/22753"],"dc:language":["eng"],"dc:rights":["Copyright 1989 Lim, Seung Ryoul"],"dc:subject":["Education, Sociology of","Education, Early Childhood"],"dc:title":["The relationship between teacher behavior and children's social competence"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:20Z"}