Maternal caregiving, prosocial behavior, and self‐esteem in middle childhood

2021 ◽  
Author(s):  
Brianne R. Coulombe ◽  
Tuppett M. Yates
Keyword(s):  
Prosocial Behavior ◽  
Middle Childhood ◽  
Self Esteem ◽  
Maternal Caregiving

scholarly journals PENERAPAN ART THERAPY UNTUK MENINGKATKAN SELF-ESTEEM ANAK USIA MIDDLE CHILDHOOD

2018 ◽  
Vol 2 (1) ◽  
pp. 198
Author(s):  
Alvina Wong ◽  
Woro Kurnianingrum
Keyword(s):  
Art Therapy ◽  
Middle Childhood ◽  
Self Esteem ◽  
Test Design ◽  
Post Test

Self-esteem merupakan salah satu aspek pada diri yang memiliki peran penting pada tiap tahap kehidupan seseorang. Pembentukkan self-esteem pada seorang anak dapat dipengaruhi oleh beberapa hal, salah satunya adalah teman sebaya, di mana anak-anak menjalin interaksi dengan teman sebayanya, sehingga pengalaman-pengalaman yang didapatkan selama interaksi tersebut menjadi salah satu faktor yang cukup berpengaruh pada anak usia sekolah ini dalam hal pembentukkan self-esteem mereka. Di usia middle childhood, anak memasuki tahap industry versus inferiority, di mana anak harus mempelajari kemampuan produktif yang dibutuhkan atau anak akan menghadapi inferioritas. Oleh sebab itu, art therapy diterapkan dalam penelitian ini sebagai upaya untuk meningkatkan selfesteem dari lima anak usia middle childhood. Kelima partisipan menunjukkan perilaku tidak percaya diri yang dikeluhkan oleh guru kelas. Penelitian ini menggunakan quantitative one group pre-test post-test design, di mana alat ukur self-esteem dan grafis dianalisa untuk mengetahui perbandingan hasil sebelum dan sesudah pemberian intervensi. Kesimpulan dari penelitian ini menunjukkan bahwa art therapy tergolong efektif untuk meningkatkan selfesteem pada anak usia middle childhood.

scholarly journals A Bi-Dimensional Taxonomy of Social Responsivity in Middle Childhood: Prosociality and Reactive Aggression Predict Externalizing Behavior Over Time

2021 ◽  
Vol 11 ◽  
Author(s):  
Simone Dobbelaar ◽  
Anna C. K. van Duijvenvoorde ◽  
Michelle Achterberg ◽  
Mara van der Meulen ◽  
Eveline A. Crone
Keyword(s):  
Prosocial Behavior ◽  
Social Relations ◽  
Middle Childhood ◽  
Externalizing Behavior ◽  
Externalizing Problems ◽  
Population Sample ◽  
Reactive Aggression ◽  
Individual Level ◽  
The Social ◽  
Over Time

Developing social skills is essential to succeed in social relations. Two important social constructs in middle childhood, prosocial behavior and reactive aggression, are often regarded as separate behaviors with opposing developmental outcomes. However, there is increasing evidence for the co-occurrence of prosociality and aggression, as both might indicate responsivity to the social environment. Here, we tested whether a bi-dimensional taxonomy of prosociality and reactive aggression could predict internalizing and externalizing problems over time. We re-analyzed data of two well-validated experimental tasks for prosociality (the Prosocial Cyberball Game) and reactive aggression (the Social Network Aggression Task) in a developmental population sample (n = 496, 7–9 years old). Results revealed no associations between prosociality and reactive aggression, confirming the independence of those constructs. Interestingly, although prosociality and reactive aggression independently did not predict problem behavior, the interaction of both was negatively predictive of changes in externalizing problems over time. Specifically, only children who scored low on both prosociality and reactive aggression showed an increase in externalizing problems 1 year later, whereas levels of externalizing problems did not change for children who scored high on both types of behavior. Thus, our results suggest that at an individual level, reactive aggression in middle childhood might not always be maladaptive when combined with prosocial behavior, thereby confirming the importance of studying social competence across multiple dimensions.

scholarly journals Emotional Intelligence and Prosocial Behavior in College Students: A Moderated Mediation Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Haiying Wang ◽  
Shuang Wu ◽  
Weichen Wang ◽  
Chao Wei
Keyword(s):  
Social Support ◽  
College Students ◽  
Emotional Intelligence ◽  
Prosocial Behavior ◽  
Self Esteem ◽  
Mediating Effect ◽  
Measurement Scale ◽  
Social Support Scale ◽  
Internal And External Factors ◽  
The Relationship

This study examined the relationship between emotional intelligence (EI) and prosocial behavior (PSB) and constructed a model for their interaction by examining the mediating effect of social support (SS) and the moderating effect of self-esteem (SE) in this relationship. A total of 742 college students aged from 18 to 20 in Northeast China (Mage =19.42 ± 0.53 years) completed a survey measuring the Emotional Intelligence Scale, Prosocial Tendencies Measurement Scale—Chinese Version, Perceived Social Support Scale, and Self-Esteem Scale. The results showed that: (1) EI positively predicted PSB; (2) SS partially mediated the relationship between EI and PSB; and (3) SE moderated the direct effect of EI on PSB and the relationship between SS and PSB. That is, when the SE of college students was higher, the effect of SS in promoting PSB was enhanced. Therefore, our results suggested that under the influence of both internal and external factors, there is an indirect effect of EI on PSB. This finding may potentially provide a theoretical basis for designing college students' mental health courses and cultivating PSB in college.

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