At preschool age, children need to develop socio-emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate the French version of the Empathy Questionnaire (EmQue-vf), which was completed by Belgian mothers of 307 children aged from 2 to 6 years. Mothers also completed the Griffith Empathy Measure (GEM-vf), Theory of Mind Inventory (ToMI1-vf) and Emotion Regulation Checklist (ERC-vf). A CFA confirmed a three-factor structure for EmQue-vf, including 14 items loading onto three factors: (1) Emotion Contagion, (2) Attention to Others’ Feelings, and (3) Prosocial Actions. This structure was confirmed for the boys’ and girls’ samples treated separately, as well as for the overall sample. Internal consistency ranged from acceptable for Emotion Contagion to good for Attention to Others’ Feelings and Prosocial Actions. In terms of concurrent criterion validity with GEM-vf, the three factors of EmQue-vf correlated positively with the affective empathy score and only the Prosocial Actions scale was positively linked with the cognitive empathy score. In terms of construct validity, Pearson's correlations showed a positive link between age and Prosocial Actions. Moreover, the three EmQue-vf subscales were linked positively to Theory of Mind and emotion regulation scores. A negative link was obtained between Prosocial Actions and emotion dysregulation scores. In conclusion, EmQue-vf presents good psychometric qualities. It will be a useful in future research and interventions involving French-speaking children with and without developmental disorders.
{"title":"Adaptation and validation of the French version of empathy questionnaire in preschoolers","authors":"Poline Simon, Marine Houssa, Baptiste Barbot, Nathalie Nader-Grosbois","doi":"10.1111/sode.12729","DOIUrl":"https://doi.org/10.1111/sode.12729","url":null,"abstract":"At preschool age, children need to develop socio-emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate the French version of the Empathy Questionnaire (EmQue-vf), which was completed by Belgian mothers of 307 children aged from 2 to 6 years. Mothers also completed the Griffith Empathy Measure (GEM-vf), Theory of Mind Inventory (ToMI1-vf) and Emotion Regulation Checklist (ERC-vf). A CFA confirmed a three-factor structure for EmQue-vf, including 14 items loading onto three factors: (1) Emotion Contagion, (2) Attention to Others’ Feelings, and (3) Prosocial Actions. This structure was confirmed for the boys’ and girls’ samples treated separately, as well as for the overall sample. Internal consistency ranged from acceptable for Emotion Contagion to good for Attention to Others’ Feelings and Prosocial Actions. In terms of concurrent criterion validity with GEM-vf, the three factors of EmQue-vf correlated positively with the affective empathy score and only the Prosocial Actions scale was positively linked with the cognitive empathy score. In terms of construct validity, Pearson's correlations showed a positive link between age and Prosocial Actions. Moreover, the three EmQue-vf subscales were linked positively to Theory of Mind and emotion regulation scores. A negative link was obtained between Prosocial Actions and emotion dysregulation scores. In conclusion, EmQue-vf presents good psychometric qualities. It will be a useful in future research and interventions involving French-speaking children with and without developmental disorders.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"46 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139412130","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}
This study examined children's responses to targeted and collective punishment. Thirty‐six 4–5‐year‐olds and 36 6–7‐year‐olds (36 females; 54 White; data collected 2018–2019 in the United States) experienced three classroom punishment situations: Targeted (only transgressing student punished), Collective (one student transgressed, all students punished), and Baseline (all students transgressed, all punished). The older children evaluated collective punishment as less fair than targeted, whereas younger children evaluated both similarly. Across ages, children distributed fewer resources to teachers who administered collective than targeted punishment, and rated transgressors more negatively and distributed fewer resources to transgressors in Collective and Targeted than Baseline. These findings demonstrate children's increasing understanding of punishment and point to the potential impact of different forms of punishment on children's social lives.
{"title":"No one is going to recess: How children evaluate collective and targeted punishment","authors":"Sarah Thomas, Caroline M. Kelsey, Amrisha Vaish","doi":"10.1111/sode.12730","DOIUrl":"https://doi.org/10.1111/sode.12730","url":null,"abstract":"This study examined children's responses to targeted and collective punishment. Thirty‐six 4–5‐year‐olds and 36 6–7‐year‐olds (36 females; 54 White; data collected 2018–2019 in the United States) experienced three classroom punishment situations: Targeted (only transgressing student punished), Collective (one student transgressed, all students punished), and Baseline (all students transgressed, all punished). The older children evaluated collective punishment as less fair than targeted, whereas younger children evaluated both similarly. Across ages, children distributed fewer resources to teachers who administered collective than targeted punishment, and rated transgressors more negatively and distributed fewer resources to transgressors in Collective and Targeted than Baseline. These findings demonstrate children's increasing understanding of punishment and point to the potential impact of different forms of punishment on children's social lives.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"26 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387016","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}
The present study tested how 5- to 6-year-old and 7- to 8-year-old children allocate with in-group collaborators according to merit in the context of external between-group competition. Children (N = 310) first were asked to collaborate with a high- or low-merit partner to complete an intergroup game in the form of competition (further divided into win and lose conditions) or noncompetition. Afterward, they were asked to allocate, reason about, and express their expected allocations toward the in-group collaborator. We found that 5–6-year-olds allocated meritoriously with collaborators in the first-party context. In contrast, 7–8-year-olds were affected by external between-group competition. Specifically, compared with the noncompetitive condition, 7–8-year-olds conducted equal or roughly equal allocations with the in-group collaborator and referenced Equality and Affiliation more frequently in the win and lose conditions. Furthermore, both 5–6-year-olds and 7–8-year-olds expected teachers to allocate meritoriously across the win, lose and noncompetitive conditions, indicating that they realized that social norms require them to make allocations based on merit rather than social relationships. The findings suggest that with age, children weighed the moral concerns of merit and the social concerns of in-group harmony when determining the allocation of resources.
{"title":"The role of between-group competition in children's within-group merit-based resource allocation","authors":"Xue Xiao, Qian Wang, Yanfang Li","doi":"10.1111/sode.12728","DOIUrl":"https://doi.org/10.1111/sode.12728","url":null,"abstract":"The present study tested how 5- to 6-year-old and 7- to 8-year-old children allocate with in-group collaborators according to merit in the context of external between-group competition. Children (<i>N</i> = 310) first were asked to collaborate with a high- or low-merit partner to complete an intergroup game in the form of competition (further divided into win and lose conditions) or noncompetition. Afterward, they were asked to allocate, reason about, and express their expected allocations toward the in-group collaborator. We found that 5–6-year-olds allocated meritoriously with collaborators in the first-party context. In contrast, 7–8-year-olds were affected by external between-group competition. Specifically, compared with the noncompetitive condition, 7–8-year-olds conducted equal or roughly equal allocations with the in-group collaborator and referenced <i>Equality</i> and <i>Affiliation</i> more frequently in the win and lose conditions. Furthermore, both 5–6-year-olds and 7–8-year-olds expected teachers to allocate meritoriously across the win, lose and noncompetitive conditions, indicating that they realized that social norms require them to make allocations based on merit rather than social relationships. The findings suggest that with age, children weighed the moral concerns of merit and the social concerns of in-group harmony when determining the allocation of resources.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"17 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139065839","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}
Charles-Étienne White-Gosselin, François Poulin, Anne-Sophie Denault
Organized activities can provide a conducive context for various social processes that may prevent internalizing problems. Some types of organized activities, such as team sports, seem particularly favorable to these positive experiences. The aim of this 4-year longitudinal study is to describe the changes in the feeling of social integration into the organized activity peer group and to examine whether this social process predicts depressive symptoms in adolescence. Team sports also are proposed to promote a high sense of social integration. A total of 292 adolescents (62% female) were followed annually from ages 14 to 17. The type of main organized activity practiced and the feeling of social integration into the activity peer group was measured each year. Depressive symptoms were self-reported at the beginning and end of this period. Latent growth analyses showed that social integration into the organized activity peer group was high and decreasing during adolescence. Social integration was higher in team sports compared to individual sports and non-sport activities as a whole. Finally, a high and sustained level of social integration during adolescence was associated with a low level of depressive symptoms at the end of adolescence, controlling for important covariates. These results suggest that organized activities, particularly team sports, provide a favorable context for developing a feeling of social integration, and that this may protect against depressive symptoms.
{"title":"Social integration in the activity peer group in sport and non-sport organized activities: Links with depressive symptoms in adolescence","authors":"Charles-Étienne White-Gosselin, François Poulin, Anne-Sophie Denault","doi":"10.1111/sode.12727","DOIUrl":"https://doi.org/10.1111/sode.12727","url":null,"abstract":"Organized activities can provide a conducive context for various social processes that may prevent internalizing problems. Some types of organized activities, such as team sports, seem particularly favorable to these positive experiences. The aim of this 4-year longitudinal study is to describe the changes in the feeling of social integration into the organized activity peer group and to examine whether this social process predicts depressive symptoms in adolescence. Team sports also are proposed to promote a high sense of social integration. A total of 292 adolescents (62% female) were followed annually from ages 14 to 17. The type of main organized activity practiced and the feeling of social integration into the activity peer group was measured each year. Depressive symptoms were self-reported at the beginning and end of this period. Latent growth analyses showed that social integration into the organized activity peer group was high and decreasing during adolescence. Social integration was higher in team sports compared to individual sports and non-sport activities as a whole. Finally, a high and sustained level of social integration during adolescence was associated with a low level of depressive symptoms at the end of adolescence, controlling for important covariates. These results suggest that organized activities, particularly team sports, provide a favorable context for developing a feeling of social integration, and that this may protect against depressive symptoms.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541422","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}
Friendships are developmentally significant peer relationships that meaningfully contribute to adolescent adjustment. Despite extensive evidence that friendships contribute to adolescents’ psychological well-being and mental health, less is known about the connections between adolescents’ friendships and physical health outcomes. Therefore, the current review synthesizes a growing body of research examining associations between adolescent friendships and physical health. The findings reviewed provide evidence for links between the quantity, quality, and stability of adolescents’ friendships and their corresponding subjective and physiological health. Consistency of findings varied as a function of friendship dimensions and health outcomes studied. In turn, we end the review with a discussion of conceptual and methodological consistencies and inconsistencies across the studies reviewed, a proposed agenda for future research, and a presentation of a novel process-oriented model explaining how friendships may contribute to adolescent physical health.
{"title":"Connecting adolescent friendships to physical health outcomes: A narrative review","authors":"Alexandra D. Ehrhardt, Hannah L. Schacter","doi":"10.1111/sode.12726","DOIUrl":"https://doi.org/10.1111/sode.12726","url":null,"abstract":"Friendships are developmentally significant peer relationships that meaningfully contribute to adolescent adjustment. Despite extensive evidence that friendships contribute to adolescents’ psychological well-being and mental health, less is known about the connections between adolescents’ friendships and physical health outcomes. Therefore, the current review synthesizes a growing body of research examining associations between adolescent friendships and physical health. The findings reviewed provide evidence for links between the quantity, quality, and stability of adolescents’ friendships and their corresponding subjective and physiological health. Consistency of findings varied as a function of friendship dimensions and health outcomes studied. In turn, we end the review with a discussion of conceptual and methodological consistencies and inconsistencies across the studies reviewed, a proposed agenda for future research, and a presentation of a novel process-oriented model explaining how friendships may contribute to adolescent physical health.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"195 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541443","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}
Abstract The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 ( N = 403) compared children's ability and category beliefs using a set of gender‐neutral skill items. Study 2 ( N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 ( N = 974) furthered our understanding of the construct dimension by comparing children's interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes.
{"title":"A multidimensional examination of children's endorsement of gender stereotypes","authors":"Cindy Faith Miller, Lorey A. Wheeler, Bobbi Woods","doi":"10.1111/sode.12725","DOIUrl":"https://doi.org/10.1111/sode.12725","url":null,"abstract":"Abstract The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 ( N = 403) compared children's ability and category beliefs using a set of gender‐neutral skill items. Study 2 ( N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 ( N = 974) furthered our understanding of the construct dimension by comparing children's interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":" 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340974","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}
Dan Gao, Mitch van Geel, Junsheng Liu, Judi Mesman
Abstract Children may notice racial differences (i.e., show racial and/or skin‐tone salience), but deliberately avoid mentioning such differences (i.e., color evasion) with increasing age. This contradiction may be due to prevailing egalitarian social norms about race. Color evasion is understudied among children in China. In a sample of 155 Chinese children (71 girls and 84 boys) aged 7–11 years from urban regions of China, we collected measures of children's racial and/or skin‐tone salience and color evasion as well as their attitudes toward light‐skinned East Asian, tan‐skinned East Asian, and White groups. Analyses revealed that racial differences were salient to Chinese children, and that they showed little color evasion. Skin tone was most salient in children's categorization performance. We found a preference hierarchy where light‐skinned East Asian people were favored most, and White people least. Color evasion was negatively related to Chinese children's positive attitudes toward White people. The findings emphasize the importance of social contexts in shaping children's racial attitudes.
{"title":"Chinese children show racial and skin‐tone salience but little color evasion","authors":"Dan Gao, Mitch van Geel, Junsheng Liu, Judi Mesman","doi":"10.1111/sode.12724","DOIUrl":"https://doi.org/10.1111/sode.12724","url":null,"abstract":"Abstract Children may notice racial differences (i.e., show racial and/or skin‐tone salience), but deliberately avoid mentioning such differences (i.e., color evasion) with increasing age. This contradiction may be due to prevailing egalitarian social norms about race. Color evasion is understudied among children in China. In a sample of 155 Chinese children (71 girls and 84 boys) aged 7–11 years from urban regions of China, we collected measures of children's racial and/or skin‐tone salience and color evasion as well as their attitudes toward light‐skinned East Asian, tan‐skinned East Asian, and White groups. Analyses revealed that racial differences were salient to Chinese children, and that they showed little color evasion. Skin tone was most salient in children's categorization performance. We found a preference hierarchy where light‐skinned East Asian people were favored most, and White people least. Color evasion was negatively related to Chinese children's positive attitudes toward White people. The findings emphasize the importance of social contexts in shaping children's racial attitudes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"37 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476717","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}
Abstract Children's interpretations of parenting behaviors offer valuable insights into cultural meanings of parenting. This study examined how Chinese urban and rural children interpreted six different types of parental responses to children's negative emotions (PRCNE), which have traditionally been identified as supportive (e.g., emotion‐focused responses, problem‐focused responses, and expressive encouragement ) versus nonsupportive ones (e.g., minimization, parental distress, punitive responses ) in Western cultures. Based on surveyed samples of 976 children, demographically matched samples of 102 urban ( M age = 14.23 years) and 100 rural ( M age = 14.38 years) children were generated for analysis, using propensity score matching (PSM). Results revealed that compared with rural children, urban children rated problem‐focused responses as more normative, whereas parental distress and punitive responses as less normative. Additionally, urban children evaluated emotion‐focused responses , problem‐focused responses , expressive encouragement , and minimization as less negative, and parental distress as less positive than rural children. In urban communities, emotion‐focused responses , problem‐focused responses , and encouragement were evaluated most positively and least negatively, followed by minimization , and lastly parental distress and punitive responses . In rural communities, emotion‐focused responses and problem‐focused responses were evaluated most positively and least negatively, followed by encouragement and minimization , and lastly parental distress and punitive responses . The findings highlight the diverse interpretations children have towards PRCNE across different cultural contexts.
{"title":"Children's interpretations of parental responses to children's negative emotions in Chinese urban and rural communities","authors":"Ruyi Ding, Wei He, Tuo Liu, Junhao Pan, Qian Wang","doi":"10.1111/sode.12723","DOIUrl":"https://doi.org/10.1111/sode.12723","url":null,"abstract":"Abstract Children's interpretations of parenting behaviors offer valuable insights into cultural meanings of parenting. This study examined how Chinese urban and rural children interpreted six different types of parental responses to children's negative emotions (PRCNE), which have traditionally been identified as supportive (e.g., emotion‐focused responses, problem‐focused responses, and expressive encouragement ) versus nonsupportive ones (e.g., minimization, parental distress, punitive responses ) in Western cultures. Based on surveyed samples of 976 children, demographically matched samples of 102 urban ( M age = 14.23 years) and 100 rural ( M age = 14.38 years) children were generated for analysis, using propensity score matching (PSM). Results revealed that compared with rural children, urban children rated problem‐focused responses as more normative, whereas parental distress and punitive responses as less normative. Additionally, urban children evaluated emotion‐focused responses , problem‐focused responses , expressive encouragement , and minimization as less negative, and parental distress as less positive than rural children. In urban communities, emotion‐focused responses , problem‐focused responses , and encouragement were evaluated most positively and least negatively, followed by minimization , and lastly parental distress and punitive responses . In rural communities, emotion‐focused responses and problem‐focused responses were evaluated most positively and least negatively, followed by encouragement and minimization , and lastly parental distress and punitive responses . The findings highlight the diverse interpretations children have towards PRCNE across different cultural contexts.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"13 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480251","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}
Abstract Mother's positive parenting predicts children's development of concern for others; however, it is unclear which distinct positive parenting behaviors contribute to children's concern for others. We examined the bidirectional associations between mothers’ warmth and reasoning and children's concern toward an adult in distress at 4 and 6 years. We tested these associations in two independent samples with parallel methods, a U.S. community sample (Study 1, N = 83, 44% female, 73.6% White, median income range = $75,000–$90,000 USD) and a Canadian sample at risk for externalizing problems (Study 2, N = 98, 50% female, 82.7% White, median income range = $70,000–$80,000 CND). Child gender and externalizing problems were examined as moderators of these bidirectional socialization processes. In Study 1, a cross‐lagged model (CLM) found that maternal warmth positively predicted children's concern for others over 2 years, whereas children's concern for others inversely predicted future maternal reasoning. Multigroup comparisons found these lagged effects were unique to boys only. Study 2 partially replicated Study 1, revealing fully bidirectional socialization effects unique to boys. Maternal reasoning positively predicted the development of boys’ concern for others over 2 years, and boys’ greater concern for others at age 4 elicited greater maternal reasoning over 2 years. Maternal warmth positively predicted concern for others only for children with elevated externalizing problems. These findings support a differentiated approach to positive parenting research, revealing that distinct parenting behaviors may meet individual child needs uniquely.
{"title":"Mother‐child bidirectional influences in the development of concern for others: Disentangling positive parenting in two predominantly white, North American Samples","authors":"Lindsey C. Partington, Paul D. Hastings","doi":"10.1111/sode.12721","DOIUrl":"https://doi.org/10.1111/sode.12721","url":null,"abstract":"Abstract Mother's positive parenting predicts children's development of concern for others; however, it is unclear which distinct positive parenting behaviors contribute to children's concern for others. We examined the bidirectional associations between mothers’ warmth and reasoning and children's concern toward an adult in distress at 4 and 6 years. We tested these associations in two independent samples with parallel methods, a U.S. community sample (Study 1, N = 83, 44% female, 73.6% White, median income range = $75,000–$90,000 USD) and a Canadian sample at risk for externalizing problems (Study 2, N = 98, 50% female, 82.7% White, median income range = $70,000–$80,000 CND). Child gender and externalizing problems were examined as moderators of these bidirectional socialization processes. In Study 1, a cross‐lagged model (CLM) found that maternal warmth positively predicted children's concern for others over 2 years, whereas children's concern for others inversely predicted future maternal reasoning. Multigroup comparisons found these lagged effects were unique to boys only. Study 2 partially replicated Study 1, revealing fully bidirectional socialization effects unique to boys. Maternal reasoning positively predicted the development of boys’ concern for others over 2 years, and boys’ greater concern for others at age 4 elicited greater maternal reasoning over 2 years. Maternal warmth positively predicted concern for others only for children with elevated externalizing problems. These findings support a differentiated approach to positive parenting research, revealing that distinct parenting behaviors may meet individual child needs uniquely.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"31 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476051","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}
Children's temperamental surgency is associated with later child behavioral problems. However, the underlying mechanisms linking child surgency and child aggression, such as negative parental control, are relatively understudied. Moreover, the potential protective effect of a close parent‐child relationship on these associations remains untested, particularly among non‐White families. Participants included 259 Chinese American preschoolers (Mage = 4.5 years, SD = .9 years, 50% girls) and their mothers (Mage = 37.9 years, SD = 4.7 years), the present study examined the moderating effects of parent‐child relationship quality on the association between mother‐rated child surgency and teacher‐rated child aggression as mediated by maternal psychological control. Overall, results showed that child surgency was linked positively to maternal psychological control, which, in turn, led to higher levels of child aggression six months later, but only when the parent‐child relationship quality was less optimal. These findings indicate that psychological control is one underlying mechanism linking child temperament and child maladjustment, and that parent‐child relationship quality is an important protective factor. Findings also expand an existing theoretical framework by explicating how these variables are applicable to an Asian American population, suggesting the critical buffering role that parent‐child relationship quality plays. The study findings inform efforts to mitigate the potential negative effect of psychological control in reducing childhood aggression.
{"title":"Parent‐child relationship buffers the impact of maternal psychological control on aggression in temperamentally surgent children","authors":"Yao Sun, Charissa S. L. Cheah, Craig H. Hart","doi":"10.1111/sode.12722","DOIUrl":"https://doi.org/10.1111/sode.12722","url":null,"abstract":"Children's temperamental surgency is associated with later child behavioral problems. However, the underlying mechanisms linking child surgency and child aggression, such as negative parental control, are relatively understudied. Moreover, the potential protective effect of a close parent‐child relationship on these associations remains untested, particularly among non‐White families. Participants included 259 Chinese American preschoolers (Mage = 4.5 years, SD = .9 years, 50% girls) and their mothers (Mage = 37.9 years, SD = 4.7 years), the present study examined the moderating effects of parent‐child relationship quality on the association between mother‐rated child surgency and teacher‐rated child aggression as mediated by maternal psychological control. Overall, results showed that child surgency was linked positively to maternal psychological control, which, in turn, led to higher levels of child aggression six months later, but only when the parent‐child relationship quality was less optimal. These findings indicate that psychological control is one underlying mechanism linking child temperament and child maladjustment, and that parent‐child relationship quality is an important protective factor. Findings also expand an existing theoretical framework by explicating how these variables are applicable to an Asian American population, suggesting the critical buffering role that parent‐child relationship quality plays. The study findings inform efforts to mitigate the potential negative effect of psychological control in reducing childhood aggression.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476464","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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