Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris
This study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD-SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD-SF and the Social-emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within-person variability from between-person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social-emotional constructs from the PYD-SF and an assessment of social-emotional assets and resilience were examined. A two-level confirmatory factor analysis using seven PYD factors and the Social-Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social-emotional constructs from the PYD-SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social-emotional constructs of the PYD-SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth.
{"title":"Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment","authors":"Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris","doi":"10.1111/sode.12738","DOIUrl":"https://doi.org/10.1111/sode.12738","url":null,"abstract":"This study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD-SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD-SF and the Social-emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within-person variability from between-person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social-emotional constructs from the PYD-SF and an assessment of social-emotional assets and resilience were examined. A two-level confirmatory factor analysis using seven PYD factors and the Social-Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social-emotional constructs from the PYD-SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social-emotional constructs of the PYD-SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"12 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071828","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}
A central question in social cognitive development concerns the degree to which children prefer social ingroup members relative to social outgroup members. Forced‐choice measures and continuous rating scales are often used to assess these preferences, but little work has examined the extent to which these two methods yield similar or divergent estimates. In Study 1, we used a within‐subjects design to assess gender‐, race‐, and accent‐based preferences in 5–6‐year‐old predominantly white children (N = 100) with both a forced‐choice and a rating measure (on a 1–6 scale); replicating prior work, children expressed ingroup preference along all three dimensions regardless of how they were assessed. In Study 2, we replicated the discrepancy between forced‐choice and rating in children's ingroup gender preferences in a more racially diverse sample (N = 55). In both studies, while responses on forced‐choice and rating measures were correlated, estimates of ingroup preference were stronger in each domain when assessed with a forced‐choice measure. We discuss the implications for researchers who wish to assess social group preferences.
{"title":"Comparing methods of social preference assessment in childhood","authors":"Benjamin deMayo, Kristina R. Olson","doi":"10.1111/sode.12736","DOIUrl":"https://doi.org/10.1111/sode.12736","url":null,"abstract":"A central question in social cognitive development concerns the degree to which children prefer social ingroup members relative to social outgroup members. Forced‐choice measures and continuous rating scales are often used to assess these preferences, but little work has examined the extent to which these two methods yield similar or divergent estimates. In Study 1, we used a within‐subjects design to assess gender‐, race‐, and accent‐based preferences in 5–6‐year‐old predominantly white children (<jats:italic>N </jats:italic>= 100) with both a forced‐choice and a rating measure (on a 1–6 scale); replicating prior work, children expressed ingroup preference along all three dimensions regardless of how they were assessed. In Study 2, we replicated the discrepancy between forced‐choice and rating in children's ingroup gender preferences in a more racially diverse sample (<jats:italic>N</jats:italic> = 55). In both studies, while responses on forced‐choice and rating measures were correlated, estimates of ingroup preference were stronger in each domain when assessed with a forced‐choice measure. We discuss the implications for researchers who wish to assess social group preferences.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025413","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}
McLennon Wilson, Adrienne Richter Powell, Linda Sosa Hernandez, Emma Green, Claudia Labahn, Heather Henderson
To be a desirable social partner and develop healthy relationships with peers, a child must be able to engage with peers across a variety of contexts. Understanding the factors supporting high levels of social engagement with peers is thereby essential, requiring the development of nuanced and ecologically valid indices of social engagement. Building on recent adult work, the current study explores conversational response time as a novel index of children's social engagement with peers in a dyadic context. This study further explores relationship between conversational response time and children's shyness. Fifty-six 9- to 11-year-old children interacted with an unfamiliar peer in an unstructured setting and completed a self-report measure of shyness. Children's behaviour was coded for their conversational RTs and overall social engagement. Faster conversational RTs were significantly related to children's own social engagement and marginally related to their partners' engagement. Moreover, higher shyness in children's partners predicted faster conversational RTs in children themselves. New directions for using conversational RT as an index of children's social engagement and implications for accounts children's social development are discussed.
{"title":"Shyness, social engagement, and conversational response times in children's dyadic interactions with an unfamiliar peer","authors":"McLennon Wilson, Adrienne Richter Powell, Linda Sosa Hernandez, Emma Green, Claudia Labahn, Heather Henderson","doi":"10.1111/sode.12734","DOIUrl":"https://doi.org/10.1111/sode.12734","url":null,"abstract":"To be a desirable social partner and develop healthy relationships with peers, a child must be able to engage with peers across a variety of contexts. Understanding the factors supporting high levels of social engagement with peers is thereby essential, requiring the development of nuanced and ecologically valid indices of social engagement. Building on recent adult work, the current study explores conversational response time as a novel index of children's social engagement with peers in a dyadic context. This study further explores relationship between conversational response time and children's shyness. Fifty-six 9- to 11-year-old children interacted with an unfamiliar peer in an unstructured setting and completed a self-report measure of shyness. Children's behaviour was coded for their conversational RTs and overall social engagement. Faster conversational RTs were significantly related to children's own social engagement and marginally related to their partners' engagement. Moreover, higher shyness in children's partners predicted faster conversational RTs in children themselves. New directions for using conversational RT as an index of children's social engagement and implications for accounts children's social development are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"22 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139754417","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 text of picture books is a fertile source through which young children learn about mental states. By focusing on English and Japanese books (N = 100; for children aged 3–5 years) as respective representatives of independent and interdependent cultures, the present study examined the cultural differences in the use of two types of mental state language: emotion and cognition. While our findings revealed no cultural differences in emotional word tokens or types, cognitive word tokens and types were higher in English picture books than in Japanese ones. Importantly, English picture books exhibited more self-oriented mental state references, while Japanese picture books had more other-oriented mental state references. Our study suggests that mental state references in picture books reflect culture-specific characteristics.
{"title":"How are mental state references represented in English and Japanese picture books? An analysis of the frequency of emotional and cognitive words and their relation to the self or others","authors":"Yuko Okumura, Shunya Taguchi, Yasuhiro Kanakogi","doi":"10.1111/sode.12731","DOIUrl":"https://doi.org/10.1111/sode.12731","url":null,"abstract":"The text of picture books is a fertile source through which young children learn about mental states. By focusing on English and Japanese books (<i>N</i> = 100; for children aged 3–5 years) as respective representatives of independent and interdependent cultures, the present study examined the cultural differences in the use of two types of mental state language: emotion and cognition. While our findings revealed no cultural differences in emotional word tokens or types, cognitive word tokens and types were higher in English picture books than in Japanese ones. Importantly, English picture books exhibited more self-oriented mental state references, while Japanese picture books had more other-oriented mental state references. Our study suggests that mental state references in picture books reflect culture-specific characteristics.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"64 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139903129","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 participation in the social structure from the first stages of life shapes not only their development but also how they learn to become well-adjusted members of their cultural environment. In the presented study, using focal-follow and participatory observation, we depict the reality in early and middle childhood (N = 23; ages 2–7) of Yurakare children living in Bolivia's Amazonian area. We attempt to determine whether the facets of the LOPI model (Learning by Observing and Pitching in) proposed by Rogoff are represented in the everyday way of life of Yurakare children. This is the first systematic, quantitative study of children's social environment and practice in this Indigenous community. The results show that the practices of the Yurakare people are based on two things: (1) inclusion of all ages in community life, which cultivates children to engage in useful activities even while having fun; (2) the primacy of mature activities, which is in line with the LOPI model.
{"title":"From everyday participation to ways of life: Development of Yurakare children in Bolivia's Amazonian area","authors":"Natalia Siekiera, Arkadiusz Białek","doi":"10.1111/sode.12732","DOIUrl":"https://doi.org/10.1111/sode.12732","url":null,"abstract":"Children's participation in the social structure from the first stages of life shapes not only their development but also how they learn to become well-adjusted members of their cultural environment. In the presented study, using focal-follow and participatory observation, we depict the reality in early and middle childhood (<i>N</i> = 23; ages 2–7) of Yurakare children living in Bolivia's Amazonian area. We attempt to determine whether the facets of the LOPI model (Learning by Observing and Pitching in) proposed by Rogoff are represented in the everyday way of life of Yurakare children. This is the first systematic, quantitative study of children's social environment and practice in this Indigenous community. The results show that the practices of the Yurakare people are based on two things: (1) inclusion of all ages in community life, which cultivates children to engage in useful activities even while having fun; (2) the primacy of mature activities, which is in line with the LOPI model.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"37 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515214","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}
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}
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