Social Development最新文献_第2页

Parent‐reported problematic lying tendencies and BIS/BAS activity as predictors of children's antisocial lie‐telling 家长报告的问题性说谎倾向和 BIS/BAS 活动是儿童反社会说谎的预测因素

IF 2 4区心理学

Social Development Pub Date : 2024-07-17 DOI: 10.1111/sode.12759

Donia Tong, Oksana Caivano, Jennifer Lavoie, Victoria Talwar

{"title":"Parent‐reported problematic lying tendencies and BIS/BAS activity as predictors of children's antisocial lie‐telling","authors":"Donia Tong, Oksana Caivano, Jennifer Lavoie, Victoria Talwar","doi":"10.1111/sode.12759","DOIUrl":"https://doi.org/10.1111/sode.12759","url":null,"abstract":"The current study examined whether age and parental reports of children's problematic lying, behavioural inhibition system (BIS) activity, and reward responsiveness predicted children's antisocial lie‐telling. Children from mostly middle and upper‐class Canadian families (ages 3–12, M = 6.23, SD = 2.52) participated in a modified Temptation Resistance Paradigm (TRP), where they were given opportunities to tell a self‐protective lie (to conceal a transgression) and an instrumental lie (to obtain a reward). Parents completed measures of their children's problematic lying tendencies, BIS activity, and reward responsiveness. Age and parent‐reported problematic lying and BIS activity were significant predictors of lie‐telling behaviour in the TRP. Instrumental liars were younger than dual liars (those who told both types of lies) and truth‐tellers. Truth‐tellers had lower parent‐reported problematic lying than instrumental and dual liars but not self‐protective liars. Dual liars had lower parent‐reported BIS activity than truth‐tellers; there were no differences among truth‐tellers, self‐protective liars, and instrumental liars. This study contributes to our understanding of the role of temperamental factors in children's lie‐telling propensity and the predictive utility of parent‐reported predictors for children's antisocial lie‐telling propensity. Our findings indicate that parents can identify and potentially address their children's problematic lying using their knowledge about their children's temperamental traits.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141739632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social Development 社会发展

IF 2 4区心理学

Social Development Pub Date : 2024-07-11 DOI: 10.1111/sode.12689

引用次数: 0

Preschoolers’ moral judgment and punishment attribution: Longitudinal links to theory of mind and emotion understanding 学龄前儿童的道德判断和惩罚归因：与心智理论和情绪理解的纵向联系

IF 2 4区心理学

Social Development Pub Date : 2024-07-08 DOI: 10.1111/sode.12756

Daniela Teodora Seucan, Raluca Diana Szekely‐Copîndean, Laura Visu‐Petra

{"title":"Preschoolers’ moral judgment and punishment attribution: Longitudinal links to theory of mind and emotion understanding","authors":"Daniela Teodora Seucan, Raluca Diana Szekely‐Copîndean, Laura Visu‐Petra","doi":"10.1111/sode.12756","DOIUrl":"https://doi.org/10.1111/sode.12756","url":null,"abstract":"Understanding what others think and feel, an essential ingredient of social functioning, develops early on, allowing children to understand and evaluate other people's actions. To assess whether those actions break or uphold moral rules (moral judgments), children must consider the agent's intentions and whether the action harms or helps others. The present study investigated longitudinally the changes and interrelations between cognitive and affective perspective‐taking and moral evaluations in 3‐ to 5‐year‐old preschoolers (N = 92, 43 girls). We assessed children's first‐order theory of mind and their ability to understand other people's emotions. Next, we presented them with two moral stories which measured how children evaluated the “good” or “bad” nature of the character's intention, and whether the character deserved to be punished. Controlling for inhibitory control—which is thought to help individuals integrate information about intention—and for time across development, our main findings showed that moral judgment was positively associated with theory of mind and that both moral judgment and punishment were positively associated with the ability to understand other people's emotions. There were developmental effects for each of the measured variables, improvements being visible 15 months later, especially in the case of the theory of mind and punishment attributions. We discuss our findings in light of recent models of moral judgment regarding the processes involved in children's moral judgments and put forward future methodological directions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa 较早的错误信念理解可预测学龄前儿童日后的撒谎行为，反之亦然

IF 2 4区心理学

Social Development Pub Date : 2024-07-05 DOI: 10.1111/sode.12757

Zhenlin Wang, Xiaozi Gao, Yihan Shao

{"title":"Earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa","authors":"Zhenlin Wang, Xiaozi Gao, Yihan Shao","doi":"10.1111/sode.12757","DOIUrl":"https://doi.org/10.1111/sode.12757","url":null,"abstract":"Young children's lie‐telling behavior is associated with their theory of mind (ToM) development. However, current evidence is primarily based on cross‐sectional studies, with very little longitudinal evidence on the causal relation between the two constructs. The current study provided much‐needed cross‐lagged longitudinal evidence on the association between ToM and lying in young children. Adopting a short‐term longitudinal design, we tested 104 normally developing children's (64 boys, M = 54.0 months) false belief understanding and lie‐telling behaviors three times at 4‐month intervals. Results showed the cross‐lagged model fit the data well. Lie‐telling behaviors exhibited moderate stability across the three time points, while ToM exhibited moderate stability between the first two time points but not between Time 2 and Time 3. Earlier false belief understanding significantly predicted children's later lie‐telling behavior, controlling for family socioeconomic status, child age, gender, only child status, and Time 1 verbal ability and inhibitory control. On the contrary, earlier lie‐telling did not predict later false beliefs understanding. We concluded that earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents 使用可穿戴传感器探索主流聋人和重听学龄前儿童在校园中的互动情况

IF 2 4区心理学

Social Development Pub Date : 2024-07-03 DOI: 10.1111/sode.12755

Adva Eichengreen, Yung‐Ting Tsou, Lisa‐Maria van Klaveren, Anat Zaidman‐Zait, Alexander Koutamanis

{"title":"Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents","authors":"Adva Eichengreen, Yung‐Ting Tsou, Lisa‐Maria van Klaveren, Anat Zaidman‐Zait, Alexander Koutamanis","doi":"10.1111/sode.12755","DOIUrl":"https://doi.org/10.1111/sode.12755","url":null,"abstract":"Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hard researched in the schoolyard context. We exploratively compared preadolescents (M = 10.48, SD = .93) with (N = 8) and without (N = 207) hearing loss in their continuous schoolyard interactions during 21 recess assessments, using proximity sensors and field observations, alongside measurements of peer acceptance, friendships and sense of connectedness, based on peer nominations and self‐reports. Deaf and hard‐of‐hearing preadolescents spent less time interacting in the schoolyard, a trend which was stable throughout recess. Deaf and hard‐of‐hearing students interacted with the same number of partners as their classmates, but posthoc analyses suggest that towards the end of long recess periods they had a sharper drop in the number of their interaction partners. Field observations suggest that deaf and hard‐of‐hearing preadolescents who were socially active became more isolated the longer the break lasted, and that physical proximity did not necessarily indicate positive interactions. Findings underscore the importance of using multimethod designs that assess various dimensions of social participation and account for the temporal dynamics of recess interactions. Proximity sensors, combined with qualitative observations, enabled to detect social difficulties not detected by more traditional measures, hence valuable for social inclusion research and interventions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of social inhibition on preschoolers' behavior problems: The moderating role of maternal parenting styles 社交抑制对学龄前儿童行为问题的影响：母亲教养方式的调节作用

IF 2 4区心理学

Social Development Pub Date : 2024-06-30 DOI: 10.1111/sode.12754

Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang

{"title":"The effect of social inhibition on preschoolers' behavior problems: The moderating role of maternal parenting styles","authors":"Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang","doi":"10.1111/sode.12754","DOIUrl":"https://doi.org/10.1111/sode.12754","url":null,"abstract":"The present study aimed to examine the longitudinal relationship between social inhibition and behavior problems in preschoolers, as well as the potential moderating role of maternal parenting styles (authoritative, authoritarian, and permissive) in this relationship. A total of 196 preschoolers aged 3–4 years (MT1 = 3.460, SD = .594) and their mothers participated in the study, which involved two‐time points. Specifically, teachers assessed preschoolers' social inhibition at the first time point (November 2018). After 1 year (November 2019), mothers reported parenting styles and preschoolers' behavior problems. The results revealed that higher levels of social inhibition were positively associated with increased behavior problems in preschoolers. Furthermore, it was found that a high maternal authoritative parenting style buffered the positive association between social inhibition and preschoolers' behavior problems. However, maternal authoritarian and permissive parenting styles did not act as moderators. These findings emphasized the importance of maternal authoritative parenting style for behavior problems in preschoolers with social inhibition.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dimensional model of socioemotional learning built on a large‐scale sample of Chilean students 基于大规模智利学生样本的社会情感学习维度模型

IF 2 4区心理学

Social Development Pub Date : 2024-06-05 DOI: 10.1111/sode.12752

Christian Berger, Lisandra Angulo Gallo

{"title":"Dimensional model of socioemotional learning built on a large‐scale sample of Chilean students","authors":"Christian Berger, Lisandra Angulo Gallo","doi":"10.1111/sode.12752","DOIUrl":"https://doi.org/10.1111/sode.12752","url":null,"abstract":"Even though Social and Emotional Learning (SEL) has become a central domain in education, there is still a lack of clarity in the underlying conceptual models guiding educational efforts and insufficient empirical evidence supporting these models. The Chilean Agency for Quality in Education developed a socioemotional questionnaire as part of the Comprehensive Learning Diagnosis (DIA), administered in educational institutions nationwide. Its underlying conceptual model considers nine SEL competencies structured into three dimensions: Individual, Communal, and Civic, mapping onto the Chilean educational curriculum and learning goals relative to SEL. Even though this model was built based on a thorough revision of existing approaches to SEL and assessment tools, this dimensional structure has not been empirically tested. This study explores a dimensional model of SEL based on a large‐scale sample of Chilean students assessed through the DIA (882,553 7th–12th graders). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to determine the dimensional structure, also testing for invariance by educational level (basic vs. secondary education) and gender. EFA evidenced a three‐dimensional structure, with factors labeled as individual, relational, and socio‐moral based on their composition. CFA confirmed these dimensions with adequate fit indices. Factorial invariance of the identified model was found between basic and secondary school students, and between boys and girls. The study allowed for the construction of a theoretical model of SEL based on a large‐scale sample. The identification of a moral factor as a key dimension of SEL constitutes a novel and promising perspective, in line with recent research providing new insights into SEL. Further evidence regarding the reliability and validity of the instrument should be analyzed. Also, the proposed SEL model should be tested in different countries and populations to broaden our understanding of SEL and inform educational policies and practices.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Latine children's attributions of cultural and structural discrimination and the role of neighborhood context 拉美儿童对文化和结构性歧视的归因以及邻里环境的作用

IF 2 4区心理学

Social Development Pub Date : 2024-06-05 DOI: 10.1111/sode.12751

C. Brown, Sharla D. Biefeld, Sungmin D. Kahng

{"title":"Latine children's attributions of cultural and structural discrimination and the role of neighborhood context","authors":"C. Brown, Sharla D. Biefeld, Sungmin D. Kahng","doi":"10.1111/sode.12751","DOIUrl":"https://doi.org/10.1111/sode.12751","url":null,"abstract":"We investigated first‐and second‐generation Latine immigrant children's attributions for cultural and structural discrimination, and how this differed based on their own neighborhood composition. Participants were recruited from 19 elementary schools (N = 101 girls, 101 boys), and ranged in age from 8 to 12 years old (M = 9.22; SD = 11.98 months). All children were either first‐generation (40%) or second‐generation (60%) immigrants from Mexico, South America, and Central America. Mixed ANCOVAs analyzed how attributions of structural and cultural discrimination differed based on children's perceptions of ethnic residential composition. The findings indicated that elementary school‐aged Latine children, regardless of neighborhood composition, were aware of the biased cultural narrative that Latine immigrants are “criminals.” This seems to be the most salient form of cultural discrimination for children in middle childhood and echoes much of the political rhetoric around immigration reform. Children's own neighborhood composition predicted their understanding of residential segregation. Children who lived in predominantly White neighborhoods perceived segregation to be due to White people's biases, whereas children who lived in predominantly Latine neighborhoods perceived segregation to be due to Latine families’ economic disadvantage or both groups’ mutual preferences. These findings suggest that Latine children, by middle childhood, are aware of biased cultural narratives in the U.S., and their understanding of structural inequalities are related to the neighborhood context in which they live.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A meta‐analysis of the association between teacher support and school engagement 教师支持与学校参与之间关系的荟萃分析

IF 2 4区心理学

Social Development Pub Date : 2024-05-24 DOI: 10.1111/sode.12745

Luis Francisco Vargas‐Madriz, Chiaki Konishi, Tracy K. Y. Wong

{"title":"A meta‐analysis of the association between teacher support and school engagement","authors":"Luis Francisco Vargas‐Madriz, Chiaki Konishi, Tracy K. Y. Wong","doi":"10.1111/sode.12745","DOIUrl":"https://doi.org/10.1111/sode.12745","url":null,"abstract":"School engagement is a multidimensional concept describing how students behave, feel, and think. Previous meta‐analyses suggest that school engagement may be underpinned by specific aspects of teacher support. However, given that school engagement is also multifaceted, it is important to examine how each aspect of school engagement is related to different aspects of teacher support. Thus, a meta‐analysis was conducted to ascertain the magnitude of the association between different domains of teacher support and various dimensions of school engagement. We also considered the moderating roles of study (e.g., study design) and sample characteristics (e.g., school level). Of the 1249 studies identified from three databases, 141 studies (i.e., 525,129 students) met the inclusion criteria. Results indicated that teacher support was positively associated with school engagement, but the magnitude of this association differed depending on which aspects of teacher support and school engagement were examined. Significant moderating effects were evident for sample language discrepancy (i.e., discrepancy between the language spoken by the student at home and in school), school level, sex, study design, and informants. Current findings emphasize a need to adopt a comprehensive approach when examining teacher support and school engagement. Findings also suggest the importance of fostering an emotionally supportive school context to promote school engagement among students. Implications for educational research and practice are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141101086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethnic‐racial socialization in Chinese American immigrant families: Associations with middle childhood ethnic identity 美国华人移民家庭的种族社会化：童年中期种族认同的关联

IF 2 4区心理学

Social Development Pub Date : 2024-05-16 DOI: 10.1111/sode.12746

Sylvia H. M. Wong, Emily Zhang, Cindy H. Liu, Stephen Chen

{"title":"Ethnic‐racial socialization in Chinese American immigrant families: Associations with middle childhood ethnic identity","authors":"Sylvia H. M. Wong, Emily Zhang, Cindy H. Liu, Stephen Chen","doi":"10.1111/sode.12746","DOIUrl":"https://doi.org/10.1111/sode.12746","url":null,"abstract":"Compared to studies of ethnic identity development in adolescence, fewer investigations have examined the development of ethnic identity during middle childhood, a developmental period of dynamic social and cognitive changes that have direct implications for social identity and group membership. Moreover, research on the developmental processes of Asian American youth has also primarily utilized cross‐group comparisons, while neglecting consideration of variations in acculturation, socioeconomic status, and other sociodemographic characteristics within Asian American ethnic groups. Using a socioeconomically‐ and acculturatively‐diverse sample of Chinese immigrant families in the United States (N = 169; 49.1% girls; M = 9.16 years; SD = 1.05), the present study examined how parents’ ERS practices varied by parents’ socioeconomic status, education, and cultural orientations, then tested associations between parents’ ERS and children's self‐reported ethnic centrality and ethnic regard. More highly‐educated Chinese American immigrant parents reported more frequent cultural socialization and more acculturated parents reported more preparation of their children for racial and ethnic bias. Consistent with hypotheses, parents’ cultural socialization was positively associated with children's self‐reported ethnic centrality and positive regard. Results highlight the roles of social status and acculturation in Chinese immigrant parents’ ERS, and point to middle childhood as a key developmental window for ethnic identity socialization and development in immigrant families.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140971245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0