Pub Date : 2022-09-01Epub Date: 2022-07-13DOI: 10.1080/00221325.2022.2098003
Eleni Andreou, Stefanos Plexousakis, Maria Georgiadi, Omiros Papadopoulos
This study provides the first empirical account of mental health issues among sexual minority adolescents in Greece and the effects on mental health of both bullying and victimization in relation to adolescents' sexual orientation. A sample of 757 adolescents (M age = 15.98, SD = 0.84) completed self-reported scales measuring school bullying victimization experiences, levels of depression, feelings of loneliness, hopelessness, feeling of belonging in school, self-esteem, and sense of wellbeing. Statistically significant differences were observed between heterosexuals and gay adolescents in depression, loneliness, bullying behavior and school belongingness. Gay adolescents are more likely to present higher levels of depression. Furthermore, sexual orientation was also found to be significant moderator of the effect of bullying victimization on loneliness. Bullying was associated with low sense of school belonging and victimization with depressive symptomatology, loneliness and low sense of school belonging and self-esteem. Students' self-esteem and school belongingness were found to have a protective role against loneliness, depression and hopelessness. The findings of the current study provide valuable information to school psychologists, teachers, policy makers, and other professionals whose goals are to enhance adolescent functioning and adaptation. It is suggested that intervention strategies designed to promote resilience should incorporate sexual orientation issues.
{"title":"Mental Health Problems and Bullying Victimization Among Sexual Minority Adolescents in Greek Secondary Schools.","authors":"Eleni Andreou, Stefanos Plexousakis, Maria Georgiadi, Omiros Papadopoulos","doi":"10.1080/00221325.2022.2098003","DOIUrl":"https://doi.org/10.1080/00221325.2022.2098003","url":null,"abstract":"<p><p>This study provides the first empirical account of mental health issues among sexual minority adolescents in Greece and the effects on mental health of both bullying and victimization in relation to adolescents' sexual orientation. A sample of 757 adolescents (<i>M age</i> = 15.98, <i>SD</i> = 0.84) completed self-reported scales measuring school bullying victimization experiences, levels of depression, feelings of loneliness, hopelessness, feeling of belonging in school, self-esteem, and sense of wellbeing. Statistically significant differences were observed between heterosexuals and gay adolescents in depression, loneliness, bullying behavior and school belongingness. Gay adolescents are more likely to present higher levels of depression. Furthermore, sexual orientation was also found to be significant moderator of the effect of bullying victimization on loneliness. Bullying was associated with low sense of school belonging and victimization with depressive symptomatology, loneliness and low sense of school belonging and self-esteem. Students' self-esteem and school belongingness were found to have a protective role against loneliness, depression and hopelessness. The findings of the current study provide valuable information to school psychologists, teachers, policy makers, and other professionals whose goals are to enhance adolescent functioning and adaptation. It is suggested that intervention strategies designed to promote resilience should incorporate sexual orientation issues.</p>","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40498792","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 : 2022-09-01Epub Date: 2022-08-11DOI: 10.1080/00221325.2022.2103393
Nina S Mounts
Relations with peers play many important functions (for a review, see Bukowski et al., 2018). Peers provide companionship and emotional security, serve as a reference group for standards of behavior, and contribute to self-concepts. Peer relationships also influence the development of social skills, cognitive abilities, emotional functioning, and self-regulation. Much of the literature on peer relationships has examined peer relationships in White, Western, industrialized contexts, although owing to Bronfenbrenner’s ecological theory (1979) and Chen’s (2012) contextual-developmental theory, there is a growing interesting in expanding this literature to include diverse groups of children and adolescents (for a review, see Chen et al., 2018). This special issue of The Journal of Genetic Psychology focuses on diversity and peer relationships. This is a broad area and the papers in this volume represent some of the many directions that this literature might develop. Scholars might use emic-etic approaches in their research (Davidson et al., 1976; Hansen & Heu, 2020; Hui & Triandis, 1985) to broaden the literature on diversity in peer relationships. The emic approach to psychological investigation focuses on the unique aspects of a cultural group (Davidson et al., 1976; Hansen & Heu, 2020; Hui & Triandis, 1985) from the perspective of an insider. The advantage of such an approach is that the researchers develop a deeper understanding of the meaning, function, and outcomes associated with varying psychological constructs. In the case of peer relationships, the emic approach can provide information about the nature of peer relationships within the group of interest. Two of the papers in this special issue use an emic approach to focus on prosocial behavior with peers. Li and Hao examined self-esteem and self-compassion, and the way in which they are related to prosocial behavior in a sample of Chinese children, building on a growing number of scholars examining peer relationships within the context of China (see Chen et al., 2018). Consistent with research from Western samples (e.g., Fu et al., 2017), results suggested that self-esteem was positively related to prosocial behavior. Additionally, the effect of self-esteem on prosocial behavior was moderated by self-compassion for girls but not for boys. Skoczeń examined the relationships of several aspects of parenting with prosocial behavior and socially related problem behavior in Polish children. Although the children in the sample could be considered White, the cultural context of Poland as an Eastern European country during the Cold War (today considered Central Europe by some) with its geographically central location during World War II, history as a communist country, and the subsequent collapse of communism (Delvecchio et al., 2020), differs substantially from many countries in Western Europe. Delvecchio et al. (2020) suggested that, given the rapid cultural changes that occurred after the collaps
{"title":"Introduction to the Special Issue: Peer Relationships across Diverse Ethnic, Racial, and Cultural Contexts.","authors":"Nina S Mounts","doi":"10.1080/00221325.2022.2103393","DOIUrl":"https://doi.org/10.1080/00221325.2022.2103393","url":null,"abstract":"Relations with peers play many important functions (for a review, see Bukowski et al., 2018). Peers provide companionship and emotional security, serve as a reference group for standards of behavior, and contribute to self-concepts. Peer relationships also influence the development of social skills, cognitive abilities, emotional functioning, and self-regulation. Much of the literature on peer relationships has examined peer relationships in White, Western, industrialized contexts, although owing to Bronfenbrenner’s ecological theory (1979) and Chen’s (2012) contextual-developmental theory, there is a growing interesting in expanding this literature to include diverse groups of children and adolescents (for a review, see Chen et al., 2018). This special issue of The Journal of Genetic Psychology focuses on diversity and peer relationships. This is a broad area and the papers in this volume represent some of the many directions that this literature might develop. Scholars might use emic-etic approaches in their research (Davidson et al., 1976; Hansen & Heu, 2020; Hui & Triandis, 1985) to broaden the literature on diversity in peer relationships. The emic approach to psychological investigation focuses on the unique aspects of a cultural group (Davidson et al., 1976; Hansen & Heu, 2020; Hui & Triandis, 1985) from the perspective of an insider. The advantage of such an approach is that the researchers develop a deeper understanding of the meaning, function, and outcomes associated with varying psychological constructs. In the case of peer relationships, the emic approach can provide information about the nature of peer relationships within the group of interest. Two of the papers in this special issue use an emic approach to focus on prosocial behavior with peers. Li and Hao examined self-esteem and self-compassion, and the way in which they are related to prosocial behavior in a sample of Chinese children, building on a growing number of scholars examining peer relationships within the context of China (see Chen et al., 2018). Consistent with research from Western samples (e.g., Fu et al., 2017), results suggested that self-esteem was positively related to prosocial behavior. Additionally, the effect of self-esteem on prosocial behavior was moderated by self-compassion for girls but not for boys. Skoczeń examined the relationships of several aspects of parenting with prosocial behavior and socially related problem behavior in Polish children. Although the children in the sample could be considered White, the cultural context of Poland as an Eastern European country during the Cold War (today considered Central Europe by some) with its geographically central location during World War II, history as a communist country, and the subsequent collapse of communism (Delvecchio et al., 2020), differs substantially from many countries in Western Europe. Delvecchio et al. (2020) suggested that, given the rapid cultural changes that occurred after the collaps","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40602624","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 : 2022-09-01Epub Date: 2022-06-28DOI: 10.1080/00221325.2022.2083937
Shiqing Li, Jian Hao
Previous studies have revealed a positive relationship between self-esteem and prosocial behavior. Based on social mentality theory, the authors propose that self-compassion as a self-soothing system moderates the relationship in adolescents girls and not in adolescent boys. A total of 540 adolescents from 12 to 14 years old completed the Rosenberg Self-Esteem Scale, Self-Compassion Scale, and Prosocial Tendencies Measure. The results showed that both self-esteem and self-compassion were positively correlated with prosocial behavior, self-compassion moderated the relationship between self-esteem and altruistic or anonymous prosocial behavior, and self-compassion moderated the relationship between self-esteem and dire prosocial behavior and the moderating effect was moderated by gender. In conclusion, the present study indicates that self-esteem and self-compassion, as two important aspects of the self, are beneficial to prosocial behavior in adolescence. Self-compassion strengthens the relationship between self-esteem and specific prosocial behavior, especially for adolescent girls.
{"title":"Are Adolescents With Higher Self-Esteem More Prosocial? Exploring the Moderating Effect of Self-Compassion in Different Genders.","authors":"Shiqing Li, Jian Hao","doi":"10.1080/00221325.2022.2083937","DOIUrl":"https://doi.org/10.1080/00221325.2022.2083937","url":null,"abstract":"<p><p>Previous studies have revealed a positive relationship between self-esteem and prosocial behavior. Based on social mentality theory, the authors propose that self-compassion as a self-soothing system moderates the relationship in adolescents girls and not in adolescent boys. A total of 540 adolescents from 12 to 14 years old completed the Rosenberg Self-Esteem Scale, Self-Compassion Scale, and Prosocial Tendencies Measure. The results showed that both self-esteem and self-compassion were positively correlated with prosocial behavior, self-compassion moderated the relationship between self-esteem and altruistic or anonymous prosocial behavior, and self-compassion moderated the relationship between self-esteem and dire prosocial behavior and the moderating effect was moderated by gender. In conclusion, the present study indicates that self-esteem and self-compassion, as two important aspects of the self, are beneficial to prosocial behavior in adolescence. Self-compassion strengthens the relationship between self-esteem and specific prosocial behavior, especially for adolescent girls.</p>","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40403613","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 : 2022-09-01Epub Date: 2022-07-28DOI: 10.1080/00221325.2022.2099243
Thuong H Nguyen, Huong M T Nguyen, Thu T Ha, Ngoc N Nguyen
Physical bullying is prevalent among secondary school students in Vietnam, and it is thought that support from peers and teachers may make a significant contribution to lessening the problem in the country. The authors aimed to examine the association between peer support, teacher support, and physical bullying among secondary school students in Vietnam, controlling for age and sex. They also tested the moderation effects of sex on peer support, teacher support, and physical bullying. A multiple linear regression analysis was conducted, using a sample of 482 secondary students between 12 and 15 years old from three secondary schools in a big city in the country. Findings of the study revealed that support from peers and teachers was associated with significant attenuation of physical bullying among the sample in the study. Specifically, the more support from peers and teachers that there was, the less likely it was that the participants would get involved in physical bullying behavior. The findings also indicated that sex did not have the moderation effects on the relationship between peer support, teacher support, and physical bullying in the sample. Results of this study have implications for schools, teachers, and secondary school students.
{"title":"The Role of Teacher and Peer Support against Bullying Among Secondary School Students in Vietnam.","authors":"Thuong H Nguyen, Huong M T Nguyen, Thu T Ha, Ngoc N Nguyen","doi":"10.1080/00221325.2022.2099243","DOIUrl":"https://doi.org/10.1080/00221325.2022.2099243","url":null,"abstract":"<p><p>Physical bullying is prevalent among secondary school students in Vietnam, and it is thought that support from peers and teachers may make a significant contribution to lessening the problem in the country. The authors aimed to examine the association between peer support, teacher support, and physical bullying among secondary school students in Vietnam, controlling for age and sex. They also tested the moderation effects of sex on peer support, teacher support, and physical bullying. A multiple linear regression analysis was conducted, using a sample of 482 secondary students between 12 and 15 years old from three secondary schools in a big city in the country. Findings of the study revealed that support from peers and teachers was associated with significant attenuation of physical bullying among the sample in the study. Specifically, the more support from peers and teachers that there was, the less likely it was that the participants would get involved in physical bullying behavior. The findings also indicated that sex did not have the moderation effects on the relationship between peer support, teacher support, and physical bullying in the sample. Results of this study have implications for schools, teachers, and secondary school students.</p>","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40552100","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 : 2022-06-11DOI: 10.1080/00221325.2022.2083936
Braima Salaam, D. Valentiner, Nina S. Mounts
Abstract A sample of Ghanaian (n = 119) and United States (US; n = 70) adolescents was used to examine parental management of peer relationships. Adolescents completed measures of consulting, guiding, parent-adolescent conflict about peers, and social behavior. Compared to US adolescents, Ghanaian adolescents reported higher levels of overt aggression and relational aggression. Ghanaian adolescents reported higher levels of conflict with parents about peers than US adolescents. Ghanaian boys reported the highest level of conflict with parents about peers, US boys reported the lowest level of conflict with parents about peers, and Ghanaian and US girls reported medium levels of conflict about peers. Girls reported higher levels of prosocial behavior than boys. Older adolescents reported higher levels of conflict with parents about peers, higher levels of overt aggression, and higher levels of relational aggression. Across nationality groups, higher levels of consulting were related to lower levels of overt aggression. Multiple regression analyses suggested that higher levels of conflict with parents about peer relationships was related to higher levels of overt aggression and relational aggression across nationality groups. A significant two-way interaction revealed that, for US adolescents, higher levels of consulting were related to higher levels of prosocial behavior. A significant three-way interaction suggested that guiding was not related to prosocial behavior regardless of level of conflict among Ghanaian adolescents. For US adolescents, higher levels of guiding at higher levels of conflict were associated with higher levels of prosocial behavior among US adolescents.
{"title":"Parental Management of Adolescents’ Peer Relationships in Ghana and the United States","authors":"Braima Salaam, D. Valentiner, Nina S. Mounts","doi":"10.1080/00221325.2022.2083936","DOIUrl":"https://doi.org/10.1080/00221325.2022.2083936","url":null,"abstract":"Abstract A sample of Ghanaian (n = 119) and United States (US; n = 70) adolescents was used to examine parental management of peer relationships. Adolescents completed measures of consulting, guiding, parent-adolescent conflict about peers, and social behavior. Compared to US adolescents, Ghanaian adolescents reported higher levels of overt aggression and relational aggression. Ghanaian adolescents reported higher levels of conflict with parents about peers than US adolescents. Ghanaian boys reported the highest level of conflict with parents about peers, US boys reported the lowest level of conflict with parents about peers, and Ghanaian and US girls reported medium levels of conflict about peers. Girls reported higher levels of prosocial behavior than boys. Older adolescents reported higher levels of conflict with parents about peers, higher levels of overt aggression, and higher levels of relational aggression. Across nationality groups, higher levels of consulting were related to lower levels of overt aggression. Multiple regression analyses suggested that higher levels of conflict with parents about peer relationships was related to higher levels of overt aggression and relational aggression across nationality groups. A significant two-way interaction revealed that, for US adolescents, higher levels of consulting were related to higher levels of prosocial behavior. A significant three-way interaction suggested that guiding was not related to prosocial behavior regardless of level of conflict among Ghanaian adolescents. For US adolescents, higher levels of guiding at higher levels of conflict were associated with higher levels of prosocial behavior among US adolescents.","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41900642","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 : 2022-06-11DOI: 10.1080/00221325.2022.2083938
Alaina Brenick, N. Margie, M. Kelly
Abstract Bullied adolescents experience myriad poor outcomes, yet certain responses can have significant mitigatory effects. However, research has yet to examine how the racial context of these interactions affects adolescents’ evaluations of and beliefs about responding to social-exclusionary bullying (SEB). The sample comprised 219 ninth-grade Black (N = 84; females = 46) and White (N = 135; females = 81) students (Mage = 14.84, SD = 0.68; Nfemales= 92) recruited from 5 schools in a large, racially diverse, middle-class Mid-Atlantic metropolitan area of the United States. Participants judged the wrongfulness of 4 scenarios of same- and cross-race SEB and selected how the victims should respond to the victimization. Responses were coded as aggressive, assertive, adult assistance-seeking, or avoidant. Gender, scenario, and response strategy main and interaction effects emerged. The Black-excluder and White-victim scenario was rated least wrong. Assertive responses were selected more often in scenarios with White-excluders; avoidant responses were selected more often in scenarios with Black-excluders. Results suggest that racial context relates significantly to adolescents’ evaluations of and responses to SEB scenarios.
{"title":"Black-White Racial Context and U.S. American Youths’ Moral Judgments of and Responses to Social Exclusion Bullying","authors":"Alaina Brenick, N. Margie, M. Kelly","doi":"10.1080/00221325.2022.2083938","DOIUrl":"https://doi.org/10.1080/00221325.2022.2083938","url":null,"abstract":"Abstract Bullied adolescents experience myriad poor outcomes, yet certain responses can have significant mitigatory effects. However, research has yet to examine how the racial context of these interactions affects adolescents’ evaluations of and beliefs about responding to social-exclusionary bullying (SEB). The sample comprised 219 ninth-grade Black (N = 84; females = 46) and White (N = 135; females = 81) students (Mage = 14.84, SD = 0.68; Nfemales= 92) recruited from 5 schools in a large, racially diverse, middle-class Mid-Atlantic metropolitan area of the United States. Participants judged the wrongfulness of 4 scenarios of same- and cross-race SEB and selected how the victims should respond to the victimization. Responses were coded as aggressive, assertive, adult assistance-seeking, or avoidant. Gender, scenario, and response strategy main and interaction effects emerged. The Black-excluder and White-victim scenario was rated least wrong. Assertive responses were selected more often in scenarios with White-excluders; avoidant responses were selected more often in scenarios with Black-excluders. Results suggest that racial context relates significantly to adolescents’ evaluations of and responses to SEB scenarios.","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42743080","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 : 2022-05-31DOI: 10.1080/00221325.2022.2082859
Pietro Spataro, R. Cerutti, F. Laghi, E. Longobardi
Abstract The present study investigated the concurrent relations between language ability, executive difficulties, and behavior problems in a sample of 142 preschoolers ranging in age between 3 and 6 years of age. Language skills were assessed with a direct task, whereas ratings of executive difficulties and behavior problems were obtained from teachers. Regression analyses indicated that difficulties in flexibility and inhibitory self-control were positively associated with internalizing problems, and difficulties in inhibitory self-control were positively associated with externalizing problems. The associations between emergent metacognition and internalizing problems and between inhibitory self-control and externalizing problems were both moderated by sex, being stronger in boys than in girls. Lastly, language had indirect effects on internalizing problems by decreasing children’s difficulties in flexibility, as well as on externalizing problems by decreasing children’ difficulties in inhibitory self-control. Overall, these findings support the idea that low language skills may interfere with preschoolers’ ability to exploit the executive functions of inner language to self-regulate their own behaviors, especially in boys.
{"title":"Indirect Relations between Language and Behavior Problems in Preschoolers: The Role of Executive Difficulties","authors":"Pietro Spataro, R. Cerutti, F. Laghi, E. Longobardi","doi":"10.1080/00221325.2022.2082859","DOIUrl":"https://doi.org/10.1080/00221325.2022.2082859","url":null,"abstract":"Abstract The present study investigated the concurrent relations between language ability, executive difficulties, and behavior problems in a sample of 142 preschoolers ranging in age between 3 and 6 years of age. Language skills were assessed with a direct task, whereas ratings of executive difficulties and behavior problems were obtained from teachers. Regression analyses indicated that difficulties in flexibility and inhibitory self-control were positively associated with internalizing problems, and difficulties in inhibitory self-control were positively associated with externalizing problems. The associations between emergent metacognition and internalizing problems and between inhibitory self-control and externalizing problems were both moderated by sex, being stronger in boys than in girls. Lastly, language had indirect effects on internalizing problems by decreasing children’s difficulties in flexibility, as well as on externalizing problems by decreasing children’ difficulties in inhibitory self-control. Overall, these findings support the idea that low language skills may interfere with preschoolers’ ability to exploit the executive functions of inner language to self-regulate their own behaviors, especially in boys.","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018797","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 : 2022-05-30DOI: 10.1080/00221325.2022.2081786
Karen N Castillo, C. Greco, Celina Korzeniowski, M. Ison, R. Coplan
Abstract This study assessed young children’s attributions about different subtypes of hypothetical socially withdrawn peers. Participants were N = 114 (56% boys, Mage = 60.53 months, SD = 7.58) children attending urban public kindergartens in Mendoza, Argentina. Children were presented with vignettes describing hypothetical shy, unsociable, aggressive, and socially competent peers, and were asked a series of questions to assess their attributions toward each behavior. The results indicated that Argentine children characterized hypothetical unsociable peers as behaving with greater intentionality and lesser social motivations than shy children. No differences were found between the unsociable and shy hypothetical peers regarding the attributions of sympathy, affiliative preference, negative impact and social standing in the class. These findings provide some of the first evidence about Argentine children understanding of social withdrawal. Results are discussed in terms of the possible cultural meanings and implications of these behaviors.
{"title":"Young Argentine Children’s Attributions about Hypothetical Socially Withdrawn Peers","authors":"Karen N Castillo, C. Greco, Celina Korzeniowski, M. Ison, R. Coplan","doi":"10.1080/00221325.2022.2081786","DOIUrl":"https://doi.org/10.1080/00221325.2022.2081786","url":null,"abstract":"Abstract This study assessed young children’s attributions about different subtypes of hypothetical socially withdrawn peers. Participants were N = 114 (56% boys, Mage = 60.53 months, SD = 7.58) children attending urban public kindergartens in Mendoza, Argentina. Children were presented with vignettes describing hypothetical shy, unsociable, aggressive, and socially competent peers, and were asked a series of questions to assess their attributions toward each behavior. The results indicated that Argentine children characterized hypothetical unsociable peers as behaving with greater intentionality and lesser social motivations than shy children. No differences were found between the unsociable and shy hypothetical peers regarding the attributions of sympathy, affiliative preference, negative impact and social standing in the class. These findings provide some of the first evidence about Argentine children understanding of social withdrawal. Results are discussed in terms of the possible cultural meanings and implications of these behaviors.","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45056780","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 : 2022-05-24DOI: 10.1080/00221325.2022.2078684
Elisabeth Camirand, F. Poulin
Abstract Best friendships and romantic relationships are linked to psychological well-being in emerging adulthood, but few studies have assessed their contribution simultaneously. This research (n = 190; 64.4% women) examined the links between intimacy and conflict with the best friend and the romantic partner on psychological well-being (self-esteem, depression, loneliness). Results showed that both relationships were independently linked to well-being, while also interacting with one another. Among participants reporting a less intimate or conflictual romantic relationship, an intimate best friendship was linked to higher self-esteem. Moreover, a conflictual best friendship was related to higher depressive symptoms only among those having a conflictual romantic relationship. Thus, best friendships and romantic relationships show distinct and combined contributions to well-being in emerging adulthood.
{"title":"Links between Best Friendship, Romantic Relationship, and Psychological Well-Being in Emerging Adulthood","authors":"Elisabeth Camirand, F. Poulin","doi":"10.1080/00221325.2022.2078684","DOIUrl":"https://doi.org/10.1080/00221325.2022.2078684","url":null,"abstract":"Abstract Best friendships and romantic relationships are linked to psychological well-being in emerging adulthood, but few studies have assessed their contribution simultaneously. This research (n = 190; 64.4% women) examined the links between intimacy and conflict with the best friend and the romantic partner on psychological well-being (self-esteem, depression, loneliness). Results showed that both relationships were independently linked to well-being, while also interacting with one another. Among participants reporting a less intimate or conflictual romantic relationship, an intimate best friendship was linked to higher self-esteem. Moreover, a conflictual best friendship was related to higher depressive symptoms only among those having a conflictual romantic relationship. Thus, best friendships and romantic relationships show distinct and combined contributions to well-being in emerging adulthood.","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088403","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 : 2022-05-18DOI: 10.1080/00221325.2022.2076580
Su-wan Gan, J. Tan, C. Ang, Charissa S. L. Cheah, S. Yaacob, M. Abu Talib
Abstract Although parental warmth has been shown to be related to children’s social competence, the mediating role of preadolescent children’s emotion regulation in this context has been less explored, particularly in Asian cultures. Thus, this study examined the role of emotion regulation as a mediator in the relationship between parental warmth (i.e., paternal and maternal warmth) and social competence among preadolescent children in Malaysia. Preadolescent children (N = 720; Mage = 10.95; SD = 0.59; 58.8% female) completed self-administered questionnaires. Results of correlation analysis showed that higher levels of paternal and maternal warmth were associated with greater emotion regulation in preadolescent children and a greater level of social competence. However, analysis of structural equation modeling revealed that emotion regulation significantly mediated only the relationship between maternal warmth and social competence. These findings underscored the importance of maternal warmth in promoting Malaysian preadolescent children’s social competence as well as their emotion regulation as a mediating pathway. This study also highlights the direct effect of paternal warmth on preadolescents’ social competence. Theoretical and practical implications of this study are discussed.
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