Social Development最新文献_第9页

Bidirectional Associations Between Parental Responsiveness and Executive Function During Early Childhood. 儿童早期父母反应与执行功能的双向关联。

IF 2 4区心理学

Social Development Pub Date : 2017-08-01 Epub Date: 2016-07-22 DOI: 10.1111/sode.12204

Emily C Merz, Susan H Landry, Janelle J Montroy, Jeffrey M Williams

{"title":"Bidirectional Associations Between Parental Responsiveness and Executive Function During Early Childhood.","authors":"Emily C Merz, Susan H Landry, Janelle J Montroy, Jeffrey M Williams","doi":"10.1111/sode.12204","DOIUrl":"https://doi.org/10.1111/sode.12204","url":null,"abstract":"In this study, we examined bidirectional associations between parental responsiveness and executive function (EF) processes in socioeconomically disadvantaged preschoolers. Participants were 534 3- to 5-year-old children (71% Hispanic/Latino; 28% African American; 1% European American) attending Head Start programs. At Time 1 (T1) and 6.5 months later at Time 2 (T2), parents and children participated in a videotaped free play session and children completed delay inhibition (gift delay-wrap, gift delay-bow) and conflict EF (bear/dragon, dimensional change card sort) tasks. Parental warm acceptance, contingent responsiveness, and verbal scaffolding were coded from the free play videos and aggregated to create a parental responsiveness latent variable. A cross-lagged panel structural equation model indicated that higher T1 parental responsiveness significantly predicted more positive gain in delay inhibition and conflict EF from T1 to T2. Higher T1 delay inhibition, but not T1 conflict EF, significantly predicted more positive change in parental responsiveness from T1 to T2. These associations were not explained by several possible confounding variables, including children's age, gender, race/ethnicity, and verbal ability. Findings suggest that parental responsiveness may support EF development in disadvantaged children, with reciprocal effects of delay inhibition on parental responsiveness.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"26 3","pages":"591-609"},"PeriodicalIF":2.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35315615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 58

The Effect of Having Aggressive Friends on Aggressive Behavior in Childhood: Using Propensity Scores to Strengthen Causal Inference. 童年时期有攻击性朋友对攻击性行为的影响:用倾向得分加强因果推理。

IF 2 4区心理学

Social Development Pub Date : 2017-05-01 Epub Date: 2016-03-28 DOI: 10.1111/sode.12186

Angela K Henneberger, Donna L Coffman, Scott D Gest

{"title":"The Effect of Having Aggressive Friends on Aggressive Behavior in Childhood: Using Propensity Scores to Strengthen Causal Inference.","authors":"Angela K Henneberger, Donna L Coffman, Scott D Gest","doi":"10.1111/sode.12186","DOIUrl":"https://doi.org/10.1111/sode.12186","url":null,"abstract":"This study uses propensity scores to statistically approximate the causal effect of having aggressive friends on aggressive behavior in childhood. Participants were 1,355 children (53% girls; 31% minority) in 97 third and fifth grade classrooms enrolled in the Classroom Peer Ecologies Project. Propensity scores were calculated to control for the impact of 21 relevant confounder variables related to having aggressive friendships and aggressive behavior. The 21 variables included demographic, social, and behavioral characteristics measured at the beginning of the school year. Presence/absence of aggressive friends was measured in the middle of the school year, and aggressive behavior was measured at the end of the school year. Results indicate a significant effect of having one or more aggressive friends on children's aggressive behavior above and beyond the effects of the 21 demographic, social, and behavioral variables. The propensity score model is compared to two other models of peer influence. The strengths and practical challenges of using propensity score analysis to study peer influence are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"26 2","pages":"295-309"},"PeriodicalIF":2.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35035401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Effect of Pet Dogs on Children's Perceived Stress and Cortisol Stress Response. 宠物狗对儿童应激感知及皮质醇应激反应的影响

IF 2 4区心理学

Social Development Pub Date : 2017-05-01 Epub Date: 2016-07-28 DOI: 10.1111/sode.12203

Darlene A Kertes, Jingwen Liu, Nathan J Hall, Natalie A Hadad, Clive D L Wynne, Samarth S Bhatt

{"title":"Effect of Pet Dogs on Children's Perceived Stress and Cortisol Stress Response.","authors":"Darlene A Kertes, Jingwen Liu, Nathan J Hall, Natalie A Hadad, Clive D L Wynne, Samarth S Bhatt","doi":"10.1111/sode.12203","DOIUrl":"https://doi.org/10.1111/sode.12203","url":null,"abstract":"The present study tested whether pet dogs have stress-buffering effects for children during a validated laboratory-based protocol, the Trier Social Stress Test for Children (TSST-C). Participants were 101 children aged 7-12 years with their primary caregivers and pet dogs. Children were randomly assigned in the TSST-C to a pet present condition or one of two comparison conditions: parent present or no support figure present. Baseline, response, and recovery indices of perceived stress and cortisol levels were computed based on children's self-reported feelings of stress and salivary cortisol. Results indicated that in the alone (no social support) condition, children showed the expected rise for both perceived stress and cortisol response to stress. Pet dog presence significantly buffered the perceived stress response in comparison to children in the alone and parent present conditions. No main condition effect was observed for cortisol; however, for children experiencing the stressor with their pet present, lower cortisol response to stress was associated with more child-initiated petting and less dog proximity-seeking behavior. The results support the notion that pet dogs can provide socio-emotional benefits for children via stress buffering.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"26 2","pages":"382-401"},"PeriodicalIF":2.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34939409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 66

Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships. 观察情绪对幼儿园儿童社会关系质量的影响。

IF 2 4区心理学

Social Development Pub Date : 2017-02-01 Epub Date: 2016-02-16 DOI: 10.1111/sode.12179

Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Sarah K VanSchyndel, Anjolii Diaz, Kassondra M Silva, Rebecca H Berger, Jody Southworth

{"title":"Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships.","authors":"Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Sarah K VanSchyndel, Anjolii Diaz, Kassondra M Silva, Rebecca H Berger, Jody Southworth","doi":"10.1111/sode.12179","DOIUrl":"https://doi.org/10.1111/sode.12179","url":null,"abstract":"This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher-student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher-student closeness and positively predicted teacher-student conflict. Implications for promoting social relationships in school are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"26 1","pages":"21-39"},"PeriodicalIF":2.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36189467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Early Life Stress: Effects on the Regulation of Anxiety Expression in Children and Adolescents. 早期生活压力对儿童和青少年焦虑表达调节的影响。

IF 2 4区心理学

Social Development Pub Date : 2016-11-01 Epub Date: 2015-11-06 DOI: 10.1111/sode.12170

Amanda R Burkholder, Kalsea J Koss, Camelia E Hostinar, Anna E Johnson, Megan R Gunnar

{"title":"Early Life Stress: Effects on the Regulation of Anxiety Expression in Children and Adolescents.","authors":"Amanda R Burkholder, Kalsea J Koss, Camelia E Hostinar, Anna E Johnson, Megan R Gunnar","doi":"10.1111/sode.12170","DOIUrl":"https://doi.org/10.1111/sode.12170","url":null,"abstract":"This study examined children's (N = 79; 9-10 years) and adolescents' (N = 82; 15-16 years) ability to regulate their emotion expressions of anxiety as they completed a modified version of the Trier Social Stress Test for Children (TSST-C). Approximately half in each age group were internationally adopted from institutional care (N = 79) and half were non-adopted, age-matched peers (N = 82). Institutional care was viewed as a form of early life stress. Coders who were reliable and blind to group status watched videos of the session to assess anxiety expressions using the Child and Adolescent Stress and Emotion Scale developed for this study. Children exhibited more expressions of anxiety than adolescents, and youth adopted from institutions showed more expressions of anxiety than their non-adopted counterparts. The role of early life stress on observed anxiety expressions remained significant after controlling for differences in age, physiological stress responses measured through salivary cortisol reactivity, and self-reports of stress during the TSST-C. This suggests possible deficits in the regulation of expressive behavior for youth with early life stress histories, which cannot be explained by experiencing the task as more stressful.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"25 4","pages":"777-793"},"PeriodicalIF":2.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35062782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

A Three-factor Structure of Emotion Understanding in Third-grade Children. 三年级儿童情绪理解的三因素结构。

IF 2 4区心理学

Social Development Pub Date : 2016-08-01 Epub Date: 2015-10-16 DOI: 10.1111/sode.12162

Vanessa L Castro, Amy G Halberstadt, Patricia Garrett-Peters

{"title":"A Three-factor Structure of Emotion Understanding in Third-grade Children.","authors":"Vanessa L Castro, Amy G Halberstadt, Patricia Garrett-Peters","doi":"10.1111/sode.12162","DOIUrl":"https://doi.org/10.1111/sode.12162","url":null,"abstract":"Theoretical conceptualizations of emotion understanding generally imply a two-factor structure comprised of recognition of emotional expressions and understanding emotion-eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children's socioemotional competence. Participants were 201 third-grade children and their mothers. Children completed five different measures, which provided eight distinct indices of emotion understanding. Mothers completed two questionnaires assessing children's socioemotional skills and problems. Results indicated that: (a) emotion understanding in third-grade children was differentiated into three unique factors: Prototypical Emotion Recognition, Prototypical Emotion Knowledge, and Advanced Emotion Understanding, (b) skills within factors were modestly related, (c) factors varied in complexity, supporting theoretical and empirical models detailing developmental sequencing of skills, and (d) skills in Prototypical Emotion Knowledge were uniquely related to mothers' reports of third-grade children's socioemotional competence. Implications regarding elementary-school-age children's social cognitive development are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"25 3","pages":"602-622"},"PeriodicalIF":2.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35545948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Effortful control mediates relations between children's attachment security and their regard for rules of conduct. 努力控制调节了儿童依恋安全与他们对行为规则的关注之间的关系。

IF 2 4区心理学

Social Development Pub Date : 2016-05-01 Epub Date: 2015-07-07 DOI: 10.1111/sode.12139

Jamie Koenig Nordling, Lea J Boldt, Jessica O'Bleness, Grazyna Kochanska

引用次数: 15

Rejection Reactivity, Executive Function Skills, and Social Adjustment Problems of Inattentive and Hyperactive Kindergarteners. 拒绝反应、执行功能技能与多动症儿童的社会适应问题。

IF 2 4区心理学

Social Development Pub Date : 2016-05-01 Epub Date: 2015-07-14 DOI: 10.1111/sode.12143

Mojdeh Motamedi, Karen Bierman, Cynthia L Huang-Pollock

引用次数: 12

Gender Moderates the Progression from Fearful Temperament to Social Withdrawal through Protective Parenting. 性别通过保护性养育调节从恐惧气质到社会退缩的进展。

IF 2 4区心理学

Social Development Pub Date : 2016-05-01 Epub Date: 2015-07-24 DOI: 10.1111/sode.12145

Elizabeth J Kiel, Julie E Premo, Kristin A Buss

引用次数: 8

Dimensions of Parenting Associated with Child Prekindergarten Emotion Regulation and Attention Control in Low-income Families. 父母教养对低收入家庭学龄前儿童情绪调节和注意控制的影响。

IF 2 4区心理学

Social Development Pub Date : 2015-08-01 DOI: 10.1111/sode.12112

Erin T B Mathis, Karen L Bierman

{"title":"Dimensions of Parenting Associated with Child Prekindergarten Emotion Regulation and Attention Control in Low-income Families.","authors":"Erin T B Mathis, Karen L Bierman","doi":"10.1111/sode.12112","DOIUrl":"https://doi.org/10.1111/sode.12112","url":null,"abstract":"Delays in emotion regulation and attention control are common among children growing up in poverty, and they contribute to significant socio-economic gaps in school readiness and later school attainment. In this study, the emotion regulation and attention control skills of 210 prekindergarten Head Start participants were assessed (M age = 4.80 years old). Home interviews and videotaped parent-child interactions were used to evaluate three aspects of parenting (e.g., warm-sensitive, directive-critical, and parenting stress). Structural equation models documented significant, unique associations linking directive-critical parenting and parenting stress with poor child emotion regulation skills. Directive-critical parenting was also uniquely associated with low levels of child attention control. Warm-sensitive parenting was not uniquely related to either emotion regulation or attention control at this age. The findings suggest that, by prekindergarten, parent stress management and reduced directiveness emerge as the primary correlates of child emotion regulation and attention control, whereas warm-sensitive parenting plays a diminished role.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"24 3","pages":"601-620"},"PeriodicalIF":2.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34304362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 73