scholarly journals Role of Social Demographic Factors and Parental Position in the Development of Preschool Child

2017 ◽  
Vol 22 (2) ◽  
pp. 5-16 ◽  
Author(s):  
V.S. Sobkin ◽  
A.N. Veraksa ◽  
D.A. Bukhalenkova ◽  
A.V. Fedotova ◽  
U.A. Khalutina ◽  
...  
Keyword(s):  
Executive Functions ◽  
Verbal Memory ◽  
Visual Memory ◽  
Self Regulation ◽  
Demographic Factors ◽  
Mental Development ◽  
Socio Demographic Factors ◽  
Social Demographic ◽  
Parent Child

The research aims at studying the connection between the child’s mental development and socio-demographic factors and socio-psychological aspects of parent – child relationships.The article is based upon the results obtained through testing of 59 children between 5 and 7 years old, as well as the results of a special sociological questionnaire presented to their mothers.The data show that boys have higherresults at visual memory, girls scored better at tests for self-regulation and social intelligence.Children from single-parent families had better results at verbal memory tests, but lower level of development of executive functions and decentration ability.Mothers’ educational level influence the amount and intensity of children’s fears, as well as their inclination to avoid fearsome situations.The parenting position features analysis shows it’s connection to executive functions development (all differences are significant p≤0.05).The present research showed a considerable amount of essentially interpreted connections between socio-demographic factors and parent – child relationships to the specifics of a child’s mental development.

scholarly journals Eye contact effect: The role of vagal regulation and reactivity, and self-regulation of attention

2021 ◽  
Author(s):  
Alicja Niedźwiecka
Keyword(s):  
Executive Functions ◽  
Cognitive Performance ◽  
Self Regulation ◽  
Eye Contact ◽  
Autonomic Regulation ◽  
Face To Face ◽  
Effective Strategies ◽  
Contact Effect ◽  
The Individual

AbstractEye contact is a crucial aspect of social interactions that may enhance an individual’s cognitive performance (i.e. the eye contact effect) or hinder it (i.e. face-to-face interference effect). In this paper, I focus on the influence of eye contact on cognitive performance in tasks engaging executive functions. I present a hypothesis as to why some individuals benefit from eye contact while others do not. I propose that the relations between eye contact and executive functioning are modulated by an individual’s autonomic regulation and reactivity and self-regulation of attention. In particular, I propose that individuals with more optimal autonomic regulation and reactivity, and more effective self-regulation of attention benefit from eye contact. Individuals who are less well regulated and over- or under-reactive and who do not employ effective strategies of self-regulation of attention may not benefit from eye contact and may perform better when eye contact is absent. I present some studies that justify the proposed hypothesis and point to a method that could be employed to test them. This approach could help to better understand the complex mechanisms underlying the individual differences in participant’s cognitive performance during tasks engaging executive functions.

scholarly journals INTERCONNECTION OF METACOGNITION AND EXECUTIVE FUNCTIONS IN CHILDHOOD: CULTURAL-HISTORICAL CONTEXT

2021 ◽  
pp. 79-113
Author(s):  
A.N. Veraksa ◽  
N.E. Veraksa
Keyword(s):  
Academic Success ◽  
Executive Functions ◽  
Emotional Regulation ◽  
Behavioral Control ◽  
Self Regulation ◽  
Historical Context ◽  
Social Aspect ◽  
The Social ◽  
The Relationship

The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”. Based on the analysis, it is possible to assert the influence of J. Piaget’s concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.

scholarly journals The Role of Socio-demographic Factors of Teachers' Disciplines Styles and Classroom Management Approaches: A Case Study of Teachers in Zeytinburnu-Istanbul

2019 ◽  
Vol 7 (10S) ◽  
pp. 14
Author(s):  
Engin Erşen ◽  
Serkan Kan
Keyword(s):  
Classroom Management ◽  
Positive Relationship ◽  
Demographic Factors ◽  
Survey Method ◽  
Significance Level ◽  
Significant Positive Relationship ◽  
Laissez Faire ◽  
Management Approaches ◽  
Socio Demographic Factors

The aim of the study was to find the role of socio-demographic factors of teachers' discipline styles and classroom management approaches. The study was designed in relational survey method. The universe of the study was composed of teachers serving in high schools in Zeytinburnu district. Using convenience sampling method, 317 teachers accepted to participate in the study.To collect data, a demographic information form, the Teacher Discipline Styles Inventory and the Classroom Management Approaches Scale were used. The data were analyzed via the SPSS 21.0 program. T-test and ANOVA were used for the groups with normal distribution. In addition, Pearson Product-Moment Correlation analysis was performed to determine the relationship between the variables and the scale. Significance level was taken as p <.05.As a result of the study, it was found that the teachers used conciliatory style at the highest rate, followed by supportive style, and they used abdicative style at the lowest rate. In addition, it was found that the teachers adopted democratic approach at the highest rate in classroom management, followed by laissez-faire and autocratic approaches. Also, there was a significant positive relationship between supportive style and abdicative, conciliatory, coercive, negotiator styles. However, there was no significant relationship between supportive style and autocratic and laissez-faire classroom management approaches. Finally, a significant positive relationship was found between supportive style and democratic approach.

Mortality Predictors for 221,414 COVID-19 Cases: The Role of Socio-Demographic Factors, Symptoms, and Comorbidities in a Brazilian State-Wide Landscape

2021 ◽  
Author(s):  
Emanuele Cristina Gustani-Buss ◽  
Carlos Eduardo Buss ◽  
Luciane R. Cavalli ◽  
Carolina Panis ◽  
Felipe Francisco Tuon ◽  
...  
Keyword(s):  
Demographic Factors ◽  
Brazilian State ◽  
Socio Demographic Factors ◽  
Mortality Predictors

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

scholarly journals Problematic internet use in Bangladeshi students: The role of socio-demographic factors, depression, anxiety, and stress

2019 ◽  
Vol 44 ◽  
pp. 48-54 ◽  
Author(s):  
Mohammed A. Mamun ◽  
Md. Sharif Hossain ◽  
Abu Bakkar Siddique ◽  
Md. Tajuddin Sikder ◽  
Daria J. Kuss ◽  
...  
Keyword(s):  
Internet Use ◽  
Demographic Factors ◽  
Problematic Internet Use ◽  
Socio Demographic Factors

scholarly journals Distance to supermarkets and dietary variety among Japanese older adults: examining the moderating role of grocery delivery services

2020 ◽  
pp. 1-8
Author(s):  
Kazuhiro Harada ◽  
Kouhei Masumoto ◽  
Shuichi Okada
Keyword(s):  
Older Adults ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Demographic Factors ◽  
Negative Influence ◽  
Dietary Variety ◽  
Delivery Services ◽  
Japanese Older Adults ◽  
Socio Demographic Factors

Abstract Objective: To examine whether using grocery delivery services moderates the relationship between distance to supermarket and dietary variety among Japanese older adults. Design: We conducted a 1-year prospective cohort study. Distance to supermarket was measured using geographic information systems. We collected information on dietary variety score (range 0–10), regular use of grocery delivery services and socio-demographic factors using a questionnaire delivered via post. Setting: The current study was performed in Nada Ward, Kobe City, Japan, from 2017 to 2018. Participants: Older adults living in Nada Ward (n 778). Results: The linear mixed model showed that a longer distance to supermarket (per 100 m: B = –0·07, 95 % CI –0·14, –0·01, P = 0·048) significantly predicted lower dietary variety after adjusting for socio-demographic factors. Using grocery delivery services (B = 0·28, 95 % CI –0·08, 0·64, P = 0·127) did not significantly predict dietary variety, and neither did its interaction with distance to supermarket (B = –0·04, 95 % CI –0·17, 0·10, P = 0·604). Conclusions: The current study found that longer distance to supermarket was associated with lower dietary variety among Japanese older adults and that the use of grocery delivery services did not moderate this association. The findings imply that the use of grocery delivery services is insufficient to reduce the negative influence of inconvenient food access on dietary variety among older adults.

How career expectations influence advancement: evidence from women in the hospitality industry

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ting Liu ◽  
Jie Gao ◽  
Mingfang Zhu ◽  
Yajun Qiu
Keyword(s):  
Career Development ◽  
Management Strategies ◽  
Demographic Factors ◽  
Two Dimensions ◽  
Career Management ◽  
Career Expectations ◽  
Content Type ◽  
Socio Demographic Factors ◽  
The Relationship

Purpose This study aims to examine the role of women’s career expectations (CEs) in changes in their career advancement (CA) and to determine whether these changes were because of socio-demographic factors. Design/methodology/approach Multiple linear regression was used to measure the relationship between women’s CEs and CA, as well as the influences that socio-demographic factors (e.g. education) have on that relationship. Findings Results indicated that CEs had two dimensions (i.e. career rewards and career development) and that career reward expectations had a significantly higher effect on CA than career development expectations. Furthermore, women were very likely to set higher CEs and stronger desires for CA as they became older. Results also showed that education, working years and position level were significantly related to women’s CA. Practical implications This study provides new insight into which aspects of women’s CA can be boosted by CEs and how these aspects may be affected by socio-demographic factors. This study can help hotels design better career management strategies to achieve the desired results. The study also provides guidance for women’s career management activities. Originality/value This study considers women’s CEs in hotels. The results revealed two dimensions (i.e. career rewards and career development) of CEs and uncovered the influences of socio-demographic factors on women’s CA, for example, age, education, working years and position level.

Parent–Child Connections on Social Networking Sites and Cyberbullying

2016 ◽  
Vol 50 (8) ◽  
pp. 1145-1162 ◽  
Author(s):  
Gustavo S. Mesch
Keyword(s):  
Protective Effect ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary Analysis ◽  
Digital Citizenship ◽  
Young Adolescents ◽  
Using Data ◽  
Socio Demographic Factors ◽  
Parent Child

This study examines the role of a parent–child connection on social networking sites on negative online experiences of young adolescents. Using data from a secondary analysis of teenagers (aged 12 to 17 years old) who participated in the 2011 Teens and Digital Citizenship Survey and controlling for their participation in risky online activities and socio-demographic factors, the study establishes that children reporting having a parent as a social networking friend are less likely to be victims of cyberbullying. Furthermore, the parent–child connection on social networking sites apparently has a specific protective effect that might result from the children’s disclosure of information to their parents through the mechanism of friending. The implications of the findings are discussed.

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