Megan K. Mueller, Kristina S. Callina, Amanda M. Richer, Linda Charmaraman
Abstract Adolescence is a key developmental period for socio‐emotional skills, and companion animal relationships may be one potential source of emotional support and resilience during this time. This study used longitudinal data from 940 pet‐owning adolescents, collected over four‐time points, from youth in the Northeastern United States. We assessed whether pet relationship quality (indexed by relationship satisfaction, companionship, and emotional disclosure) predicted trajectories of loneliness, social anxiety, and depression. Results indicated that high satisfaction with a pet relationship was associated with more favorable trajectories, but companionship (i.e., regarding the frequency of interacting with the pet) was not related significantly to socio‐emotional functioning. High levels of disclosure to a pet were linked with less favorable trajectories for loneliness and depression, but not related to social anxiety. These results suggest that a pet relationship can, in some cases, be associated positively with socio‐emotional development, but that there is significant complexity in these associations. Families, educators, and practitioners should take a nuanced approach to understanding individual adolescent‐pet relationships as a contextual asset for specific youth.
{"title":"Longitudinal associations between pet relationship quality and socio‐emotional functioning in early adolescence","authors":"Megan K. Mueller, Kristina S. Callina, Amanda M. Richer, Linda Charmaraman","doi":"10.1111/sode.12718","DOIUrl":"https://doi.org/10.1111/sode.12718","url":null,"abstract":"Abstract Adolescence is a key developmental period for socio‐emotional skills, and companion animal relationships may be one potential source of emotional support and resilience during this time. This study used longitudinal data from 940 pet‐owning adolescents, collected over four‐time points, from youth in the Northeastern United States. We assessed whether pet relationship quality (indexed by relationship satisfaction, companionship, and emotional disclosure) predicted trajectories of loneliness, social anxiety, and depression. Results indicated that high satisfaction with a pet relationship was associated with more favorable trajectories, but companionship (i.e., regarding the frequency of interacting with the pet) was not related significantly to socio‐emotional functioning. High levels of disclosure to a pet were linked with less favorable trajectories for loneliness and depression, but not related to social anxiety. These results suggest that a pet relationship can, in some cases, be associated positively with socio‐emotional development, but that there is significant complexity in these associations. Families, educators, and practitioners should take a nuanced approach to understanding individual adolescent‐pet relationships as a contextual asset for specific youth.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888781","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}
Social DevelopmentVolume 32, Issue 4 p. 1115-1116 ISSUE INFORMATIONFree Access Social Development First published: 16 October 2023 https://doi.org/10.1111/sode.12616AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume32, Issue4November 2023Pages 1115-1116 RelatedInformation
{"title":"Social Development","authors":"","doi":"10.1111/sode.12616","DOIUrl":"https://doi.org/10.1111/sode.12616","url":null,"abstract":"Social DevelopmentVolume 32, Issue 4 p. 1115-1116 ISSUE INFORMATIONFree Access Social Development First published: 16 October 2023 https://doi.org/10.1111/sode.12616AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume32, Issue4November 2023Pages 1115-1116 RelatedInformation","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078892","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}
Sabrina M. Richardson, Jacqueline C. Pflieger, Elizabeth Hisle‐Gorman, Ernestine C. Briggs, John A. Fairbank, Valerie A. Stander
Abstract Military separation is a well‐documented vulnerability point for service members, yet little is known regarding how children fare across this transition. The current study examined 909 military‐connected children from the Millennium Cohort Family Study (Wave 1 M age = 3.88 years, SD = .095) across a 3‐year period to explore whether separation predicted child externalizing symptoms over and above Wave 1 externalizing levels, by comparing separated versus not separated military families over time. We also explored if non‐military spouse employment, financial stress, marital quality, or parenting alliance moderated the relation of separation with child externalizing. Data were collected via a parent‐reported online questionnaire and administrative military records. Results showed that separation was unrelated to externalizing. However, moderation analyses suggested that for those who separated, non‐military spouses’ employment prior to separation was related to less externalizing, whereas the parenting alliance was related to less externalizing only for families who remained in the military. Recommendations include assistance with spouse employment prior to military separation and parenting support throughout military service.
{"title":"Family separation from military service and children's externalizing symptoms: Exploring moderation by non‐military spouse employment, family financial stress, marital quality, and the parenting alliance","authors":"Sabrina M. Richardson, Jacqueline C. Pflieger, Elizabeth Hisle‐Gorman, Ernestine C. Briggs, John A. Fairbank, Valerie A. Stander","doi":"10.1111/sode.12713","DOIUrl":"https://doi.org/10.1111/sode.12713","url":null,"abstract":"Abstract Military separation is a well‐documented vulnerability point for service members, yet little is known regarding how children fare across this transition. The current study examined 909 military‐connected children from the Millennium Cohort Family Study (Wave 1 M age = 3.88 years, SD = .095) across a 3‐year period to explore whether separation predicted child externalizing symptoms over and above Wave 1 externalizing levels, by comparing separated versus not separated military families over time. We also explored if non‐military spouse employment, financial stress, marital quality, or parenting alliance moderated the relation of separation with child externalizing. Data were collected via a parent‐reported online questionnaire and administrative military records. Results showed that separation was unrelated to externalizing. However, moderation analyses suggested that for those who separated, non‐military spouses’ employment prior to separation was related to less externalizing, whereas the parenting alliance was related to less externalizing only for families who remained in the military. Recommendations include assistance with spouse employment prior to military separation and parenting support throughout military service.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212823","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}
Daniel Ewon Choe, Santiago Barreda, Chardée A. Galán, Frances Gardner, Melvin N. Wilson, Thomas J. Dishion, Daniel S. Shaw
Abstract This longitudinal study of low‐income families tested neighborhood‐, family‐, and child‐centered promotive factors in early childhood, responses to an early family intervention, and their interactions as predictors of school‐entry levels of and early school‐age gains in academic skills. Using a racially‐diverse, low‐income sample ( n = 527) from a randomized controlled trial of the Family Check‐Up (FCU) intervention and Bayesian multilevel regression modeling, we tested whether neighborhood cohesion, positive mother–child engagement, and child self‐regulation in early childhood (ages 2–5 years) and their interactions with FCU group assignment predicted the intercept and slope of academic skills across child age 5, 7.5, and 8.5 years. Higher positive mother–child engagement and child self‐regulation predicted higher academic skills at school entry. An interaction between the FCU intervention and positive mother–child engagement predicted gains in academic skills compared to national norms. The findings suggest the FCU intervention leveraged positive mother–child engagement in early childhood to promote academic skills, offering a potential avenue from which to prevent income achievement gaps before school entry.
{"title":"Early childhood predictors of early school‐age academic skills and resilience among children living in poverty","authors":"Daniel Ewon Choe, Santiago Barreda, Chardée A. Galán, Frances Gardner, Melvin N. Wilson, Thomas J. Dishion, Daniel S. Shaw","doi":"10.1111/sode.12715","DOIUrl":"https://doi.org/10.1111/sode.12715","url":null,"abstract":"Abstract This longitudinal study of low‐income families tested neighborhood‐, family‐, and child‐centered promotive factors in early childhood, responses to an early family intervention, and their interactions as predictors of school‐entry levels of and early school‐age gains in academic skills. Using a racially‐diverse, low‐income sample ( n = 527) from a randomized controlled trial of the Family Check‐Up (FCU) intervention and Bayesian multilevel regression modeling, we tested whether neighborhood cohesion, positive mother–child engagement, and child self‐regulation in early childhood (ages 2–5 years) and their interactions with FCU group assignment predicted the intercept and slope of academic skills across child age 5, 7.5, and 8.5 years. Higher positive mother–child engagement and child self‐regulation predicted higher academic skills at school entry. An interaction between the FCU intervention and positive mother–child engagement predicted gains in academic skills compared to national norms. The findings suggest the FCU intervention leveraged positive mother–child engagement in early childhood to promote academic skills, offering a potential avenue from which to prevent income achievement gaps before school entry.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899984","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}
Luke McGuire, Christina Marlow, Adam J. Hoffman, Angelina Joy, Fidelia Law, Adam Hartstone‐Rose, Adam Rutland, Mark Winterbottom, Frances Balkwill, Karen P. Burns, Laurence Butler, Grace Fields, Kelly Lynn Mulvey
Abstract The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under‐representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents’ perceptions of STEM ability and access to opportunities as a function of wealth, as well as their desire to rectify such inequalities. Participants ( n = 234: early childhood, n = 70, mean age = 6.33, SD = .79; middle childhood, n = 92, mean age = 8.90, SD = .83 and early adolescence, n = 62, mean age = 12.00; SD = 1.16) in the U.K. (64% White British) and U.S. (40% White/European American) read about two characters, one high‐wealth and one low‐wealth. In early childhood, participants reported that the high‐wealth character would have greater STEM ability and were just as likely to invite either character to take part in a STEM opportunity. By middle childhood, participants were more likely to report equal STEM abilities for both characters and to seek to rectify inequalities by inviting the low‐wealth character to take part in a STEM opportunity. However, older participants reported that peers would still prefer to invite the high‐wealth character. These findings also varied by ethnic group status, with minority status participants rectifying inequalities at a younger age than majority status participants. Together these findings document that children are aware of STEM inequalities based on wealth and, with age, will increasingly seek to rectify these inequalities.
{"title":"Children's and adolescents’ evaluations of wealth‐related STEM inequality","authors":"Luke McGuire, Christina Marlow, Adam J. Hoffman, Angelina Joy, Fidelia Law, Adam Hartstone‐Rose, Adam Rutland, Mark Winterbottom, Frances Balkwill, Karen P. Burns, Laurence Butler, Grace Fields, Kelly Lynn Mulvey","doi":"10.1111/sode.12710","DOIUrl":"https://doi.org/10.1111/sode.12710","url":null,"abstract":"Abstract The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under‐representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents’ perceptions of STEM ability and access to opportunities as a function of wealth, as well as their desire to rectify such inequalities. Participants ( n = 234: early childhood, n = 70, mean age = 6.33, SD = .79; middle childhood, n = 92, mean age = 8.90, SD = .83 and early adolescence, n = 62, mean age = 12.00; SD = 1.16) in the U.K. (64% White British) and U.S. (40% White/European American) read about two characters, one high‐wealth and one low‐wealth. In early childhood, participants reported that the high‐wealth character would have greater STEM ability and were just as likely to invite either character to take part in a STEM opportunity. By middle childhood, participants were more likely to report equal STEM abilities for both characters and to seek to rectify inequalities by inviting the low‐wealth character to take part in a STEM opportunity. However, older participants reported that peers would still prefer to invite the high‐wealth character. These findings also varied by ethnic group status, with minority status participants rectifying inequalities at a younger age than majority status participants. Together these findings document that children are aware of STEM inequalities based on wealth and, with age, will increasingly seek to rectify these inequalities.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061648","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 current study investigated parenting influences on children's understanding of lie‐telling in eight different social situations. These social situations clustered into two broad categories that have been assumed in the literature: first, self‐oriented lies that were generally told to benefit the self (e.g., to avoid punishment or gain status); and second, socio‐culturally‐oriented lies that were told for more social reasons (e.g., to create positive affect, maintain modesty or politeness). Two types of parenting variables were also measured. The first concerned more general parenting practices and have been studied in the literature; while the second was about more specific parental deceptive behaviors like lying to your child for their compliance. Participants included 141 Turkish parent‐child dyads aged 7, 9, and 11. All children judged the self‐oriented and the socio‐cultural lies as inappropriate but more so for the self‐oriented ones; further, the socio‐cultural lies were judged less negatively with age. While general parenting practices did not predict children's judgments, for parental deceptive practices, there were strong negative relationships between parents’ use of threatening lies (e.g., “come with me or I'll leave you here”) and children's judgments for both self‐ and socio‐cultural lie types. The two main conclusions are that specific parental deceptive practices are more relevant than general parenting for understanding children's judgments about lie‐telling situations. Second, the assumed categorization of lies into “self‐” and “social‐” seems generally valid when using a plurality of situations. Finally, some issues related to the morality of lie‐telling are discussed.
{"title":"Domain‐general or specific: How is children's understanding of deception socialized?","authors":"Jedediah W. P. Allen, Demet Kara","doi":"10.1111/sode.12712","DOIUrl":"https://doi.org/10.1111/sode.12712","url":null,"abstract":"Abstract The current study investigated parenting influences on children's understanding of lie‐telling in eight different social situations. These social situations clustered into two broad categories that have been assumed in the literature: first, self‐oriented lies that were generally told to benefit the self (e.g., to avoid punishment or gain status); and second, socio‐culturally‐oriented lies that were told for more social reasons (e.g., to create positive affect, maintain modesty or politeness). Two types of parenting variables were also measured. The first concerned more general parenting practices and have been studied in the literature; while the second was about more specific parental deceptive behaviors like lying to your child for their compliance. Participants included 141 Turkish parent‐child dyads aged 7, 9, and 11. All children judged the self‐oriented and the socio‐cultural lies as inappropriate but more so for the self‐oriented ones; further, the socio‐cultural lies were judged less negatively with age. While general parenting practices did not predict children's judgments, for parental deceptive practices, there were strong negative relationships between parents’ use of threatening lies (e.g., “come with me or I'll leave you here”) and children's judgments for both self‐ and socio‐cultural lie types. The two main conclusions are that specific parental deceptive practices are more relevant than general parenting for understanding children's judgments about lie‐telling situations. Second, the assumed categorization of lies into “self‐” and “social‐” seems generally valid when using a plurality of situations. Finally, some issues related to the morality of lie‐telling are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061364","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 Research shows that adult meat eaters strategically distort or disregard information about animals (e.g., their intelligence) that is problematic for meat consumption. However, the development of such behaviours is not well understood. Two studies tested whether primary‐school‐age children exhibit motivated use of information about food animals as adults do ( N = 148 children, 410 adults). Using experimental methods that manipulated participants’ perceptions of the intelligence (high vs. low) of food animals versus non‐food animals (Study 1) and the perspective taken (self vs. other; Study 2), it was found that, compared to adult omnivores, children tend to hold stronger moral views about the wrongness of harming animals to use as food. Only adults exhibited motivated non‐use of intelligence information and self‐other distinctions in their moral‐concern judgments. Children's judgments of eating animals did not exhibit the strategic, self‐serving processes characteristic of adult meat eaters. Psychological explanations for these developmental differences are discussed.
{"title":"How bad is it to eat an intelligent chicken? Children's judgments of eating animals are less ‘self‐serving’ than adults","authors":"Heather Henseler Kozachenko, Jared Piazza","doi":"10.1111/sode.12709","DOIUrl":"https://doi.org/10.1111/sode.12709","url":null,"abstract":"Abstract Research shows that adult meat eaters strategically distort or disregard information about animals (e.g., their intelligence) that is problematic for meat consumption. However, the development of such behaviours is not well understood. Two studies tested whether primary‐school‐age children exhibit motivated use of information about food animals as adults do ( N = 148 children, 410 adults). Using experimental methods that manipulated participants’ perceptions of the intelligence (high vs. low) of food animals versus non‐food animals (Study 1) and the perspective taken (self vs. other; Study 2), it was found that, compared to adult omnivores, children tend to hold stronger moral views about the wrongness of harming animals to use as food. Only adults exhibited motivated non‐use of intelligence information and self‐other distinctions in their moral‐concern judgments. Children's judgments of eating animals did not exhibit the strategic, self‐serving processes characteristic of adult meat eaters. Psychological explanations for these developmental differences are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911045","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 start to engage in self‐serving deception from approximately 2½ years of age. This emerging self‐centered propensity toward the deliberate covering of truth is predicted by the child's degree of executive function and level of theory of mind. In contrast, existing studies on the emergence of other‐oriented lies point to a significant developmental lag—children begin to produce prosocial lies not prior to 3–4 years of age. What may account for such a lag? In this article, we review the recent literature and conclude that the existing cognitive account does not fully explain the developmental lag between self‐ and other‐serving deception. As an alternative, we propose that reputational concerns may drive the ontogeny of prosocial lies and account for their later emergence.
{"title":"Reputation and prosocial lies in development","authors":"Cynthia Xinran Guo, Philippe Rochat","doi":"10.1111/sode.12711","DOIUrl":"https://doi.org/10.1111/sode.12711","url":null,"abstract":"Abstract Children start to engage in self‐serving deception from approximately 2½ years of age. This emerging self‐centered propensity toward the deliberate covering of truth is predicted by the child's degree of executive function and level of theory of mind. In contrast, existing studies on the emergence of other‐oriented lies point to a significant developmental lag—children begin to produce prosocial lies not prior to 3–4 years of age. What may account for such a lag? In this article, we review the recent literature and conclude that the existing cognitive account does not fully explain the developmental lag between self‐ and other‐serving deception. As an alternative, we propose that reputational concerns may drive the ontogeny of prosocial lies and account for their later emergence.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135734932","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}
Pub Date : 2023-08-01Epub Date: 2022-11-16DOI: 10.1111/sode.12657
Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Rebecca H Berger, Sarah K Johns, Anjolii Diaz, Diana E Gal-Szabo, Marilyn S Thompson, Jody Southworth, Armando A Pina
Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's (N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and children's own academic achievement in second grade. There was a positive association between peers' positive emotionality and reading scores for children with higher self-regulation. Peers' negative emotionality was negatively related to target children's reading scores, particularly for children with higher self-regulation levels, but was unrelated to math scores. Peers' positive and negative emotionality did not predict math scores, and there was no strong evidence for the moderating role of target children's self-regulation in this association. This study highlights the potential role of children's self-regulation in modulating peer effects on academic achievement, particularly reading.
{"title":"Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation.","authors":"Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Rebecca H Berger, Sarah K Johns, Anjolii Diaz, Diana E Gal-Szabo, Marilyn S Thompson, Jody Southworth, Armando A Pina","doi":"10.1111/sode.12657","DOIUrl":"10.1111/sode.12657","url":null,"abstract":"<p><p>Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's (<i>N</i> = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and children's own academic achievement in second grade. There was a positive association between peers' positive emotionality and reading scores for children with higher self-regulation. Peers' negative emotionality was negatively related to target children's reading scores, particularly for children with higher self-regulation levels, but was unrelated to math scores. Peers' positive and negative emotionality did not predict math scores, and there was no strong evidence for the moderating role of target children's self-regulation in this association. This study highlights the potential role of children's self-regulation in modulating peer effects on academic achievement, particularly reading.</p>","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"32 3","pages":"793-812"},"PeriodicalIF":1.6,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10545340/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41158964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social DevelopmentVolume 32, Issue 3 p. 757-758 ISSUE INFORMATIONFree Access Social Development First published: 28 July 2023 https://doi.org/10.1111/sode.12614AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume32, Issue3August 2023Pages 757-758 RelatedInformation
{"title":"Social Development","authors":"","doi":"10.1111/sode.12614","DOIUrl":"https://doi.org/10.1111/sode.12614","url":null,"abstract":"Social DevelopmentVolume 32, Issue 3 p. 757-758 ISSUE INFORMATIONFree Access Social Development First published: 28 July 2023 https://doi.org/10.1111/sode.12614AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume32, Issue3August 2023Pages 757-758 RelatedInformation","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134965222","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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