Building an Assessment of Community-Defined Social-Emotional Competencies from the Ground up in Tanzania

Autor/inn/en	Jukes, Matthew C. H.; Mgonda, Nkanileka Loti; Tibenda, Jovina J.; Gabrieli, Prosper; Jeremiah, Grace; Betts, Kellie L.; Williams, Jason; Bub, Kristen L.
Titel	Building an Assessment of Community-Defined Social-Emotional Competencies from the Ground up in Tanzania
Quelle	In: Child Development, 92 (2021) 6Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jukes, Matthew C. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13673
Schlagwörter	Foreign Countries; Social Emotional Learning; Parent Attitudes; Socioeconomic Status; Urban Areas; Place of Residence; Teacher Attitudes; Factor Analysis; Correlation; Social Responsibility; Social Behavior; Parent Background; Educational Attainment; Self Control; Preschool Children; Adolescents; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Socio-economic status; Sozioökonomischer Status; Urban area; Stadtregion; Wohnort; Lehrerverhalten; Faktorenanalyse; Korrelation; Soziale Verantwortung; Social behaviour; Soziales Verhalten; Elternhaus; Bildungsabschluss; Bildungsgut; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Tansania
Abstract	Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as "obedience," were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4-13 years, were rated by teachers and parents. Factor analysis found the "obedient" factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of "curiosity," and parental SES was negatively associated with obedience and emotional "regulation." Findings illustrate the need for culturally specific frameworks of social-emotional learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01