Economic Pressure, Parent Positivity, Positive Parenting, and Child Social Competence

2019 ◽  
Vol 28 (5) ◽  
pp. 1402-1412 ◽  
Author(s):  
Shinyoung Jeon ◽  
Tricia K. Neppl
Keyword(s):  
Social Competence ◽  
Positive Parenting ◽  
Economic Pressure ◽  
Child Social Competence

The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low-Income Minority Preschool Children

2016 ◽  
Vol 57 (1) ◽  
pp. 113-130 ◽  
Author(s):  
Francesca Adler-Baeder ◽  
Chelsea Garneau ◽  
Brian Vaughn ◽  
Julianne McGill ◽  
Kate Taylor Harcourt ◽  
...  
Keyword(s):  
Preschool Children ◽  
Social Competence ◽  
Low Income ◽  
Spillover Effects ◽  
Relationship Education ◽  
Child Social Competence

Executive Function, Social Emotional Learning, and Social Competence in School-Aged Boys With Autism Spectrum Disorder

2017 ◽  
Vol 32 (3-4) ◽  
pp. 265-281 ◽  
Author(s):  
Nathalie Berard ◽  
Lynn Loutzenhiser ◽  
Phillip R. Sevigny ◽  
Dennis P. Alfano
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Social Competence ◽  
Social Emotional Learning ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Child Social Competence ◽  
Children With Asd

Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors that contribute to the heterogeneity of social abilities in ASD. A modified version of McKown and colleagues’ social competence model was used to examine social competence in 49 8- to 13-year-old boys with ASD without cognitive disability. The relations between executive function (EF), social emotional learning (SEL), and parent reports of child social competence were examined. Results showed that EF but not SEL predicted parent-reported child social competence. Although many interventions target SEL skills, these findings support specifically targeting EF in both assessment and interventions of school-aged children with ASD.

scholarly journals Predicting emotional and social competence during early childhood from toddler risk and maternal behavior

2010 ◽  
Vol 22 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Alysia Y. Blandon ◽  
Susan D. Calkins ◽  
Susan P. Keane
Keyword(s):  
Social Competence ◽  
Externalizing Behavior ◽  
Parenting Behavior ◽  
Positive Parenting ◽  
Developmental Pathways ◽  
Maternal Control ◽  
Maternal Characteristics ◽  
Transition To Kindergarten ◽  
Maternal Parenting ◽  
Longitudinal Associations

AbstractThe longitudinal associations between maternal parenting behavior and toddler risk with children's emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions, although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children's emotional and social competence. In some instances, maternal control has differential implications for children's emotional and social competence dependent upon the child's level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children's emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence.

The relations of migrant status and parenting to Chinese adolescents’ adjustment

2016 ◽  
Vol 41 (3) ◽  
pp. 320-328 ◽  
Author(s):  
Guangzhen Zhang ◽  
Nancy Eisenberg ◽  
Zongbao Liang ◽  
Yi Li ◽  
Huihua Deng
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Positive Parenting ◽  
Migrant Status ◽  
Positive Adjustment ◽  
Academic Records ◽  
Quality Of Parenting ◽  
The Stability ◽  
Migrant Adolescents

The main goals of the present study were (a) to compare Chinese migrant and nonmigrant adolescents on mean levels of parenting, positive adjustment, and academic functioning, and to assess whether socioeconomic status (SES) accounted for any obtained differences, (b) to examine whether the relations of SES and migrant status to youths’ positive adjustment were mediated by quality of parenting, and (c) to examine relations of parenting to positive adjustment across time. Three months after adolescents (254 boys and 216 girls; 281 migrant and 189 nonmigrant adolescents; M age = 12.95 years, SD = 0.91 at the first wave) entered middle school (T1), and again one (T2) and two years later (T3), adolescents, parents, and/or teachers reported on parenting, and adolescents’ positive psychological adjustment and school-related social competence, and adolescents’ academic records were obtained from schools. Migrant parents were lower than nonmigrant parents on education and positive parenting (T1, T2, and T3). Migrant adolescents were lower than nonmigrant adolescents on self-reported self-esteem and life satisfaction, academic achievement (T1, T2, and T3) and teacher-reported school-related social competence (T3); they did not differ on most variables when parents’ education was controlled. When taking into account the stability of parenting and adjustment (and including T1 SES and migrant status as predictors of T2 variables), positive parenting predicted school-related social competence and academic achievement across time.

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