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.
{"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, <jats:italic>M</jats:italic> = 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":"54 1","pages":""},"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}
Adva Eichengreen, Yung‐Ting Tsou, Lisa‐Maria van Klaveren, Anat Zaidman‐Zait, Alexander Koutamanis
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.
{"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 (<jats:italic>M</jats:italic> = 10.48, <jats:italic>SD</jats:italic> = .93) with (<jats:italic>N </jats:italic>= 8) and without (<jats:italic>N </jats:italic>= 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":"49 1","pages":""},"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}
Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang
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.
{"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 (<jats:italic>M</jats:italic><jats:sub>T1</jats:sub> = 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":"750 1","pages":""},"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}
Anna Bennet, Yana Kuchirko, May Ling D. Halim, Philip R. Costanzo, Carol L. Martin, Adam Stanaland, Diane Ruble
Exposure to diverse peers can expand children's experiences and skillsets, and these positive effects linger beyond childhood. Yet, little is known about the ethnic/racial, gender, and age diversity in children's peer groups and how it may shift over time. Even less is known about these patterns among US nonwhite children. In the present study, we thus explored how diversity (with regard to ethnicity/race, gender, and age) in ethnically minoritized children's peer groups change from infancy through early childhood and tested whether the diversity of early peer groups remained stable across time. Over a 6‐year period we followed 234 children (ages 1–6; 115 girls) from three large ethnic/racial minority groups in the United States: African American, Dominican American, and Mexican American. With age, children's peer groups increased in ethnic/racial diversity but decreased in gender and age diversity. Moreover, children's early peer diversity (at/around age 2–4) positively predicted the diversity of their later peer groups (at/around age 6) across all three types of diversity. This study provides novel insights into how children's peer groups change and grow in early development, particularly focusing on children from backgrounds that have been historically underrepresented in psychological science.
{"title":"A 6‐year longitudinal exploration of diversity in ethnically/racially minoritized children's early peer circles","authors":"Anna Bennet, Yana Kuchirko, May Ling D. Halim, Philip R. Costanzo, Carol L. Martin, Adam Stanaland, Diane Ruble","doi":"10.1111/sode.12744","DOIUrl":"https://doi.org/10.1111/sode.12744","url":null,"abstract":"Exposure to diverse peers can expand children's experiences and skillsets, and these positive effects linger beyond childhood. Yet, little is known about the ethnic/racial, gender, and age diversity in children's peer groups and how it may shift over time. Even less is known about these patterns among US nonwhite children. In the present study, we thus explored how diversity (with regard to ethnicity/race, gender, and age) in ethnically minoritized children's peer groups change from infancy through early childhood and tested whether the diversity of early peer groups remained stable across time. Over a 6‐year period we followed 234 children (ages 1–6; 115 girls) from three large ethnic/racial minority groups in the United States: African American, Dominican American, and Mexican American. With age, children's peer groups increased in ethnic/racial diversity but decreased in gender and age diversity. Moreover, children's early peer diversity (at/around age 2–4) positively predicted the diversity of their later peer groups (at/around age 6) across all three types of diversity. This study provides novel insights into how children's peer groups change and grow in early development, particularly focusing on children from backgrounds that have been historically underrepresented in psychological science.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"67 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601544","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}
Matilde Brunetti, Stefania Sette, Tiffany Cheng, Fiorenzo Laghi, Emiddia Longobardi, Concetta Pastorelli, Antonio Zuffianò, Robert J. Coplan
The present study aims to differentiate groups of children and early adolescents characterized by their motivations for social withdrawal and personal experiences with solitude. Participants were N = 561 (307 girls) children and early adolescents, aged 8–14 years (M = 11.32, SD = 1.63), who completed self-report assessments of motivations for social withdrawal (i.e., shyness, unsociability), social/asocial dissatisfaction (i.e., loneliness, aloneliness), time alone, affect during solitude, personality traits (i.e., Big Five), and indices of internalizing difficulties (i.e., social anxiety, depression). Results from a Latent Profile Analysis (LPA) provided evidence of three distinct groups characterized by different motivations for social withdrawal and experiences with solitude: (1) the shy group, characterized by higher levels of loneliness, social anxiety, depression, and emotional instability; (2) the unsociable group, who reported higher levels of aloneliness and average scores of extraversion and internalizing difficulties; and (3) the sociable group, characterized by lower levels of both loneliness and aloneliness, and higher levels of extraversion. Overall, findings confirmed the heterogeneity in how children and early adolescents experience solitude, their motivations, and individual dispositions.
{"title":"Solitary groups: A latent profile analysis of motivations for social withdrawal and experiences of solitude in late childhood and early adolescence","authors":"Matilde Brunetti, Stefania Sette, Tiffany Cheng, Fiorenzo Laghi, Emiddia Longobardi, Concetta Pastorelli, Antonio Zuffianò, Robert J. Coplan","doi":"10.1111/sode.12742","DOIUrl":"https://doi.org/10.1111/sode.12742","url":null,"abstract":"The present study aims to differentiate groups of children and early adolescents characterized by their motivations for social withdrawal and personal experiences with solitude. Participants were <i>N </i>= 561 (307 girls) children and early adolescents, aged 8–14 years (<i>M</i> = 11.32, SD = 1.63), who completed self-report assessments of motivations for social withdrawal (i.e., shyness, unsociability), social/asocial dissatisfaction (i.e., loneliness, aloneliness), time alone, affect during solitude, personality traits (i.e., Big Five), and indices of internalizing difficulties (i.e., social anxiety, depression). Results from a Latent Profile Analysis (LPA) provided evidence of three distinct groups characterized by different motivations for social withdrawal and experiences with solitude: (1) the <i>shy</i> group, characterized by higher levels of loneliness, social anxiety, depression, and emotional instability; (2) the <i>unsociable</i> group, who reported higher levels of aloneliness and average scores of extraversion and internalizing difficulties; and (3) the <i>sociable</i> group, characterized by lower levels of both loneliness and aloneliness, and higher levels of extraversion. Overall, findings confirmed the heterogeneity in how children and early adolescents experience solitude, their motivations, and individual dispositions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"19 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601391","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}
Alessandra Geraci, Elena Commodari, Paola Perucchini
Racial concepts emerge in preschool age, and affect children's evaluations of others’ actions. This research investigated whether 2.5-year-old and 7-year-old children's (N = 160; 100% White) evaluations may be influenced by an initial racial bias when both out-group and in-group protagonists were evaluated directly by attributing the responsibility of negative or positive outcomes (i.e., fair or unfair distributions of resources). After seeing each of two familiarization events, displaying fair and unfair distributions performed by a hidden distributor, toddlers were asked to assign positive and negative outcomes to two distributors that were portrayed on drawings (Experiment 1) or photographs (Experiments 2–3) of White or Black faces. Seven-year-old children were assessed with the same forced-choice character task by using photographs (Experiment 4). Toddlers showed a significant tendency to attribute a fair distribution of resources to Black faces only when these were shown by photographs. Conversely, 7-year-olds manifested a pro-White/anti-Black racial bias. These findings support prior literature on the age-related development of race prejudice starting not before the three years of life, and shed light on an initial state that is aimed at intergroup coalitions.
{"title":"Early intergroup coalition: Toddlers attribute fair distributions to Black rather than White distributors","authors":"Alessandra Geraci, Elena Commodari, Paola Perucchini","doi":"10.1111/sode.12740","DOIUrl":"https://doi.org/10.1111/sode.12740","url":null,"abstract":"Racial concepts emerge in preschool age, and affect children's evaluations of others’ actions. This research investigated whether 2.5-year-old and 7-year-old children's (<i>N </i>= 160; 100% White) evaluations may be influenced by an initial racial bias when both out-group and in-group protagonists were evaluated directly by attributing the responsibility of negative or positive outcomes (i.e., fair or unfair distributions of resources). After seeing each of two familiarization events, displaying fair and unfair distributions performed by a hidden distributor, toddlers were asked to assign positive and negative outcomes to two distributors that were portrayed on drawings (Experiment 1) or photographs (Experiments 2–3) of White or Black faces. Seven-year-old children were assessed with the same forced-choice character task by using photographs (Experiment 4). Toddlers showed a significant tendency to attribute a fair distribution of resources to Black faces only when these were shown by photographs. Conversely, 7-year-olds manifested a pro-White/anti-Black racial bias. These findings support prior literature on the age-related development of race prejudice starting not before the three years of life, and shed light on an initial state that is aimed at intergroup coalitions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601484","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}
Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt
We investigated how apparent threat of an ambiguous stimuli modulates infants’ looking to interaction partners of varying familiarity (mother, familiar experimenter, unfamiliar experimenter). We hypothesized a preference for familiar informants under higher apparent threat, but a preference for unfamiliar informants under lower apparent threat. The informant encouraged infants (N = 104, 8–13 months) to cross a visual cliff in one of two apparent threat conditions (lower vs. higher drop‐off). Under lower threat, infants looked equally long to all informants, but switched gazes more often between their mother and the cliff. Infants explored the cliff more and crossed more often in the mother condition compared to the other two conditions. They also expressed less negative affect in the presence of the mother compared to the unfamiliar experimenter, but not compared to the familiar experimenter. Under high threat, a similar pattern emerged, except that looking duration to the unfamiliar informant was shorter compared to the low threat condition. Heart rate acceleration appeared when infants were placed on the cliff compared to a baseline phase. Higher levels of negative affectivity (but not higher arousal) were observed under higher compared to lower threat. Overall, we found little evidence of the influence of threat within the visual cliff task. We argue that infants may have perceived the cliff as quite challenging even in the lower threat condition and call for more research on the situational embeddedness of early social learning processes.
{"title":"If looks could talk: Threat and familiarity influence with whom and how infants interact in ambiguous situations","authors":"Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt","doi":"10.1111/sode.12741","DOIUrl":"https://doi.org/10.1111/sode.12741","url":null,"abstract":"We investigated how apparent threat of an ambiguous stimuli modulates infants’ looking to interaction partners of varying familiarity (mother, familiar experimenter, unfamiliar experimenter). We hypothesized a preference for familiar informants under higher apparent threat, but a preference for unfamiliar informants under lower apparent threat. The informant encouraged infants (<jats:italic>N</jats:italic> = 104, 8–13 months) to cross a visual cliff in one of two apparent threat conditions (lower vs. higher drop‐off). Under lower threat, infants looked equally long to all informants, but switched gazes more often between their mother and the cliff. Infants explored the cliff more and crossed more often in the mother condition compared to the other two conditions. They also expressed less negative affect in the presence of the mother compared to the unfamiliar experimenter, but not compared to the familiar experimenter. Under high threat, a similar pattern emerged, except that looking duration to the unfamiliar informant was shorter compared to the low threat condition. Heart rate acceleration appeared when infants were placed on the cliff compared to a baseline phase. Higher levels of negative affectivity (but not higher arousal) were observed under higher compared to lower threat. Overall, we found little evidence of the influence of threat within the visual cliff task. We argue that infants may have perceived the cliff as quite challenging even in the lower threat condition and call for more research on the situational embeddedness of early social learning processes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"95 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199179","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}
Parents have an essential role in shaping children's emotional responses, a process called emotional socialization. Typically, researchers measure parental socialization behaviors via self‐report and in‐laboratory observations. However, the extent to which there is convergence between parents’ reported and enacted socialization practices is an open question. The aims of the current study were (1) to quantify the convergence/divergence in parents’ reported and enacted emotional socialization practices and (2) to analyze how convergence/divergence in specific parent socialization practices relates to children's emotional responding across different contexts (alone and with a parent). Participants were a diverse sample of 181 parent‐child dyads (children ages 3–11). We analyzed emotion socialization strategies (problem‐focused reactions, emotion‐focused reactions, expressive encouragement, punishing reactions, minimizing reactions, and distress reactions) as they related to children's behavioral and physiological responding to an emotional challenge. We found an overall pattern of divergence for most socialization strategies, but convergence for problem‐focused reactions. For children's observed distress, a convergent pattern of reported and enacted minimizing specifically was related to more distress while alone. For children's physiological reactivity, enacted problem‐solving was related to greater parasympathetic decreases across social context (from being alone to being with parent). Taken together, our findings suggest that convergence and divergence in parental emotional socialization practices may capture unique variability in how parents contextually respond to children's feelings, and children's emotional responding.
{"title":"Convergent and divergent parental emotion socialization processes shape children's emotional responding","authors":"Laura DeLoretta, Elizabeth L. Davis","doi":"10.1111/sode.12739","DOIUrl":"https://doi.org/10.1111/sode.12739","url":null,"abstract":"Parents have an essential role in shaping children's emotional responses, a process called emotional socialization. Typically, researchers measure parental socialization behaviors via self‐report and in‐laboratory observations. However, the extent to which there is convergence between parents’ reported and enacted socialization practices is an open question. The aims of the current study were (1) to quantify the convergence/divergence in parents’ reported and enacted emotional socialization practices and (2) to analyze how convergence/divergence in specific parent socialization practices relates to children's emotional responding across different contexts (alone and with a parent). Participants were a diverse sample of 181 parent‐child dyads (children ages 3–11). We analyzed emotion socialization strategies (problem‐focused reactions, emotion‐focused reactions, expressive encouragement, punishing reactions, minimizing reactions, and distress reactions) as they related to children's behavioral and physiological responding to an emotional challenge. We found an overall pattern of divergence for most socialization strategies, but convergence for problem‐focused reactions. For children's observed distress, a convergent pattern of reported and enacted minimizing specifically was related to more distress while alone. For children's physiological reactivity, enacted problem‐solving was related to greater parasympathetic decreases across social context (from being alone to being with parent). Taken together, our findings suggest that convergence and divergence in parental emotional socialization practices may capture unique variability in how parents contextually respond to children's feelings, and children's emotional responding.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117004","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}
Nina S. Chmielowice-Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen
Peer status is associated with social functioning throughout childhood and adolescence, but little is known about its’ long-term implications. This study examined longitudinal associations of childhood and adolescent popularity with social behavior and status in emerging adulthood. In line with concurrent associations of popularity with social behavior, we hypothesized that childhood popularity would be associated with a positive, prosocial profile, and adolescent popularity would be associated with a powerful and forceful profile. As research has shown curvilinear associations of popularity with aggression in childhood and adolescence, we also examined whether longitudinal associations were curvilinear. Peer-nominated popularity was measured at 9 and 16 years of age for 118 longitudinal participants. At age 24, they participated in a survey and an online video call session together with three unfamiliar peers, after which everyone in the session rated each other's social behavior. Results showed significant curvilinear associations of childhood and adolescent popularity with emerging adult social behavior and status. Childhood popularity was associated with positive, prosocial behavior and status indicators, showing that in addition to high childhood popularity, also low childhood popularity was associated with higher peer-reported positive, prosocial behavior. High adolescent popularity was associated with both positive, prosocial, and powerful and forceful behavior and status indicators, with especially low adolescent popularity associated with lower levels of these behaviors and status in emerging adulthood. Childhood and adolescent popularity were thus uniquely and differentially associated with social behavior and status in emerging adulthood.
{"title":"Long-term implications of childhood and adolescent popularity for social behavior and status in emerging adulthood","authors":"Nina S. Chmielowice-Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen","doi":"10.1111/sode.12735","DOIUrl":"https://doi.org/10.1111/sode.12735","url":null,"abstract":"Peer status is associated with social functioning throughout childhood and adolescence, but little is known about its’ long-term implications. This study examined longitudinal associations of childhood and adolescent popularity with social behavior and status in emerging adulthood. In line with concurrent associations of popularity with social behavior, we hypothesized that childhood popularity would be associated with a positive, prosocial profile, and adolescent popularity would be associated with a powerful and forceful profile. As research has shown curvilinear associations of popularity with aggression in childhood and adolescence, we also examined whether longitudinal associations were curvilinear. Peer-nominated popularity was measured at 9 and 16 years of age for 118 longitudinal participants. At age 24, they participated in a survey and an online video call session together with three unfamiliar peers, after which everyone in the session rated each other's social behavior. Results showed significant curvilinear associations of childhood and adolescent popularity with emerging adult social behavior and status. Childhood popularity was associated with positive, prosocial behavior and status indicators, showing that in addition to high childhood popularity, also low childhood popularity was associated with higher peer-reported positive, prosocial behavior. High adolescent popularity was associated with both positive, prosocial, and powerful and forceful behavior and status indicators, with especially low adolescent popularity associated with lower levels of these behaviors and status in emerging adulthood. Childhood and adolescent popularity were thus uniquely and differentially associated with social behavior and status in emerging adulthood.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"27 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071720","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}
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