Abstract:

Social skills play a vital role in the social and academic functioning of students. They encompass behaviors necessary for effective and satisfactory interaction and demonstrate the capacity to be rewarded and avoid punishment or being ignored (Salavera et al., 2020). Children with deficits in social competence often struggle with developing and maintain interpersonal relationships, which can impact their academic achievement (Gamst-Klaussen et al., 2016). Given the importance of social skills, several researchers have focused on studying their significance in children’s development (Crewdson et al., 2022; Józsa et al., 2022; Salavera et al., 2020). However, cross-cultural studies examining social skills development in Hungary and other countries, such as Slovakia, are scarce. Therefore, this study aimed to investigate and compare the development of social skills in children aged 4-8 years in Hungary and Slovakia. To achieve this objective, a cross-sectional study was conducted involving 3050 Hungarian speaking children residing in Hungary (N =1441) and Slovakia (N = 1609). The DIFER (Diagnostic System for Assessing Development) social skills test was used (Nagy et al., 2004). Children’s social skills were assessed in face-to-face test situations on 1-5 rating scales including 20 items (Cronbach's alpha = .95). Statistical analyses, including t-tests, ANOVA, regression, and factorial analyses, were performed using “stats” packages in R, as well as Structural Equation Modeling (SEM) in Mplus8. The findings revealed that children residing in Hungary exhibited significantly higher social skills (M = 82.35, SD = 12.90) compared to those living in Slovakia (M = 80.10, SD = 12.90; p < .001). Gender differences were also observed, with girls outperforming boys in social skills (M = 82.60, SD = 12.18 vs. M = 79.93, SD = 13.13; p < .001). Additionally, significant age differences were found among the five groups (4th, 5th, 6th, 7th, and 8th years), indicated by a significant F-value; F (4, 3045) = 87.67, p < .001. Post-hoc multiple comparisons revealed significant mean differences between various pairs of age groups, with the highest mean difference observed between 4th and 8th years (MD = 14.33, SD = .87), indicating a significant development by age. Furthermore, when examining other variables (socio-economic status, father’s education, and mother’s education contexts), it was found that mother’s education, along with age and gender, had a significant direct impact on students’ social skills development in both Slovakia (β = .05, p < .01) and Hungary (β = .04, p < .01). The study underscores the importance of social skills in children’s development and their cultural variations. The observed differences between Slovakia and Hungary suggest that culture influences the acquisition and expression of social skills. Educators, policymakers, and parents should consider cultural context when designing interventions and programs to enhance social skills. Age differences highlight development of social skills in kindergarten and early school years. Parental education’s role in social skills development emphasizes the influence of family factors. This knowledge can guide efforts to promote social skills, considering socio-cultural context and involving parents in fostering positive social development.

Keywords:

Social skills, preschool, early school ages, cross-cultural study.