scholarly journals Prediction of Self-Control Based on Cognitive Intelligence and Socio-Emotional Behavior Assessments in Early Childhood

2021 ◽  
Author(s):  
Mohsen Dadjoo ◽  
Shahriar Gharibzadeh
Keyword(s):  
Emotional Behavior ◽  
Self Control ◽  
Maladaptive Behavior ◽  
Cognitive Domain ◽  
Social Emotional ◽  
Cognitive Intelligence ◽  
Future Success ◽  
Living Skills ◽  
Iranian Children ◽  
Age Range

Purpose: The infrastructure core of self-control, as an indicator of future success, is unsettled. To better investigate the nature of self-control, and strengthening it, it is necessary to know to what extent is self-control based on cognitive or socio-emotional abilities? Materials and Methods: The authors measured the cognitive intelligence and socio-emotional behavior of 377 healthy Iranian children (girl=46.1%) by Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) and Kindergarten Inventory of Social-Emotional Tendencies (KIST) at the age range of 42-66 months (mean=54.86, SD=5.88). Then, they assessed their Self-control competency 18 months later, to know which component of WPPSI or KIST could better predict Self-control. Results:.The correlation matrix between all study variables shows that there are more positive significant correlations among Self-control with KIST subsets (5/6) than WPPSI subsets (2/10). The results of automatic linear modelling show that the significant predictors of self-control in the total model (R2=0.161) were Hyperactivity-Maladaptive Behavior (HMB(, (coefficient=.137, importance=0.781), and Daily Living Skills (DLS) (coefficient=.127, importance=0.125), so HMB is the best predictor of self-control among the subsets examined in our research. Therefore, self-control is more related to the socio-emotional than cognitive domain. Conclusion: We suggest children who get a low score in socio-emotional assessments, need early supportive intervention and rehabilitation to prevent the maldevelopment of self-control.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

scholarly journals The Influence Of Single Parent Parenting Style On Social Emotional Development Women Student Of Al-Istiqamah Ngatabaru Modern Islamic Boarding School

2020 ◽  
Vol 2 (2) ◽  
pp. 21-36
Author(s):  
Beti Wulandari ◽  
Sagaf S. Pettalongi ◽  
Hamlan Hamlan
Keyword(s):  
Social Development ◽  
Parenting Style ◽  
Descriptive Analysis ◽  
Boarding School ◽  
Positive Influence ◽  
Single Parent ◽  
Emotional Behavior ◽  
Coefficient Of Determination ◽  
Social Emotional Development ◽  
Social Emotional

This study was conducted in al-istiqamah ngatabaru modern islamic boarding school with sample of 50 students. Data were gathered through  observation and questionnaires. The data were analysed  using  descriptive analysis approach.  The results showed that the parenting style applied by each parents of students in general can be said to be quite democratic, but none of the parents of students who apply pure democratic parenting. Under certain circumstances, parents are authoritarian and in another  circumstances parents are permissive. Based on the significant value of the Coefficients table, the significance value of 0,000 <0,05, then based on the known value of , while the Ttable value at the error level 5% = 2.011, thus the statement can be written that, tcount>  (18.254 <2.011 ), the degree of the influence of single parent parenting style on social emotional behavior women student of al-istiqamah ngatabaru modern islamic boarding school also can be known through the magnitude of coefficient of determination (R Square) is 0.871 or 87.1%. This means that 12.9% is influenced by other factors not included in this study. so it can be concluded that single parent parenting style (X) parenting variable influential to emotional social development variable (Y), the result is significant hypothesis that there is positive influence between parenting parent single parent to emotional social development santriwati pondok pesantren modern Al-istiqamah Ngatabaru.

How the Emotional Environment Shapes the Emotional Life of the Child

2021 ◽  
pp. 237273222110672
Author(s):  
Vanessa LoBue ◽  
Marissa Ogren
Keyword(s):  
Young Children ◽  
Emotion Understanding ◽  
Emotional Behavior ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Emotional Life ◽  
Emotional Information ◽  
Emotional Environment ◽  
Vocal Expressions ◽  
Infants And Young Children

Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants’ emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.

scholarly journals The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample

2020 ◽  
Author(s):  
Lucia Bigozzi ◽  
Sara Pezzica ◽  
Chiara Malagoli
Keyword(s):  
Spatial Attention ◽  
Cognitive Domain ◽  
Skills Development ◽  
Supporting Evidence ◽  
Typically Developing ◽  
Attentional Processes ◽  
Attentional Skills ◽  
Calculation Skills ◽  
Calculation Task ◽  
Age Range

AbstractAttention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6–11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. The results showed that in 2nd grade, selective visuo-spatial attention emerged as an important predictor in the written calculation task, while the ability to inhibit distracting information seemed to better predict accuracy in oral calculation. In 3rd grade, visuo-spatial components of attention emerged as no longer predictive, whereas planning and active visuo-spatial attention abilities emerged as predictive of accuracy in the oral calculation task. These results confirm previous findings about the contribution that attentional skills may have in calculation skills development, supporting evidence for progressive automation attentional components over time.

scholarly journals Depression in Iranian Children with Diabetes and Related Factors

2020 ◽  
Vol 30 (5) ◽  
Author(s):  
Azadeh Sayarifard ◽  
Fatemeh Sayarifard ◽  
Maryam Nazari ◽  
Morteza Nikzadian ◽  
Mona Amrollahinia ◽  
...  
Keyword(s):  
Medical Center ◽  
Glucose Monitoring ◽  
Cross Sectional Study ◽  
Blood Glucose Monitoring ◽  
Index Number ◽  
Related Factors ◽  
Cross Sectional ◽  
Diabetic Children ◽  
Iranian Children ◽  
Age Range

Background: Studies have indicated that diabetic children are at risk of developing other diseases such as depression. Objectives: This study was conducted to determine the prevalence of depression in diabetic children and identify factors that influence it. Methods: This cross-sectional study was performed on 125 diabetic children in the 7 - 16 age range who had attended the Endocrinology and Metabolism Clinic of the Children’s Medical Center affiliated to Tehran University of Medical Sciences. Children’s Depression Inventory (CDI) was used to assess depression. Results: The study showed 44% of the children were nondepressed, 14.4% depressed and 41.6% borderline. Depression in the diabetic children was not significantly associated with age, gender, injection tools, socioeconomic status, body mass index, number of siblings, disease duration, frequency of injections, number of injected units, and frequency of blood glucose monitoring. Depression was significantly associated with the level of mother’s education (P < 0.001), father’s education (P = 0.01), frequency of hospitalization (P = 0.04) and level of HbA1c (P = 0.03). Conclusions: According to the results of the study, metabolic control reduces the HbA1c level and the frequency of hospitalization, thereby mitigating the risk of depression in the diabetic children. The educational level of parents, especially mother, is also effective in minimizing this risk in diabetic children.

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