Associations between maternal reactions to child negative emotions and child social competence: A longitudinal study.

2021 ◽  
Author(s):  
Yao Sun ◽  
Chun Bun Lam ◽  
Kevin Kien Hoa Chung
Keyword(s):  
Longitudinal Study ◽  
Social Competence ◽  
Negative Emotions ◽  
Child Social Competence

Outcomes of temperamental inhibition in young children are moderated by attentional biases

2016 ◽  
Vol 41 (6) ◽  
pp. 696-703 ◽  
Author(s):  
Jie He ◽  
Shuyi Zhai ◽  
Weiyang Wu ◽  
Liyue Lou
Keyword(s):  
Longitudinal Study ◽  
Social Competence ◽  
Behavioral Inhibition ◽  
Behavioral Observation ◽  
Internalizing Behaviors ◽  
Attentional Biases ◽  
Cueing Task ◽  
Increased Risk ◽  
Parental Reports ◽  
Reward Bias

The current longitudinal study examined the association of temperamental inhibition (assessed by behavioral observation and parental reports) at three years old with reward and punishment bias (measured by a spatial cueing task) and mothers’ and teachers’ reports of internalizing behaviors and social competence at five years old in 153 Chinese children. As predicted, behavioral inhibition positively predicted later mother-rated internalizing behaviors. In addition, punishment bias moderated this relation such that children with higher punishment bias showed a positive inhibition–internalizing link. Furthermore, inhibition negatively predicted both mother-rated and teacher-rated social competence. However, novel findings were that reward bias moderated the relation between inhibition and teacher-rated social competence, such that inhibited children showed an increased risk of low competence when they had lower reward bias.

scholarly journals Children’s negative emotions and ego-resiliency: Longitudinal relations with social competence.

Emotion ◽  
2014 ◽  
Vol 14 (2) ◽  
pp. 397-406 ◽  
Author(s):  
Zoe E. Taylor ◽  
Nancy Eisenberg ◽  
Sarah K. VanSchyndel ◽  
Natalie D. Eggum-Wilkens ◽  
Tracy L. Spinrad
Keyword(s):  
Social Competence ◽  
Negative Emotions ◽  
Ego Resiliency

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

Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study

2010 ◽  
Vol 22 (3) ◽  
pp. 583-592 ◽  
Author(s):  
Xinyin Chen ◽  
Xiaorui Huang ◽  
Lei Chang ◽  
Li Wang ◽  
Dan Li
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Social Competence ◽  
School Performance ◽  
Indirect Effects ◽  
Structural Equation ◽  
Chinese Children ◽  
Equation Modeling ◽  
Cascade Effects ◽  
School Records

AbstractThe primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

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.

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