The Role of Motor Skills in the Sociometric Status and Perceived Social Status of Schoolchildren

Los niños con mejores habilidades motoras tienden a desarrollar relaciones más positivas con sus compañeros. Sin embargo, se sabe poco sobre la relación entre las habilidades motoras y los cinco grupos de estatus sociométrico, así como sobre cuánto interfiere con la autopercepción del estatus social. Objetivo: Analizar la asociación entre la motricidad baja con el estatus sociométrico y el social estado percibido en estudiantes de 7 a 10 años.Sujetos y Método: Estudio transversal, descriptivo. Muestreo por conveniencia de niños de colegios estatales de Florianópolis, Brasil. Se excluyeron niños con discapacidad y los que se cambiaron del colegio durante el periodo de estudio. Las habilidades motoras fueron evaluadas por la Batería de Evaluación del Movimiento para Niños (MABC-2) validado para la población, se consideró habilidades de movimiento bajas cuando se encontraba bajo el percentil 15. El Estado Sociométrico se evaluó mediante la Escala Subjetiva de Estado Social en el Aula, según el método sociométrico y el social estado percibido por la Escala MacArthur de Estado Social Subjetivo, a partir de los cual se clasificaron los niños en 5 grupos. Se realizó análisis de regresión logística multinomial.Resultados: Participaron 439 niños (242 niñas y 197 niños), edad promedio 8,94 ± 1,03. Los participantes clasificados como rechazados, desatendidos y controvertidos con respecto al estado sociométrico tenían, respectivamente, 5,01, 2,40, y 2,86 veces mayor probabilidad de presentar habilidades motoras bajas en comparación con el grupo promedio. En cuanto al social estado percibido, no se encontraron diferencias significativas.Conclusión: Las dificultades encontradas en niños con habilidades motoras bajas van más allá del dominio motor, extendiéndose a las relaciones sociales.

Perspectiva sociometrică în abordarea stimei de sine a elevului victimă a bullying-ului școlar

In this study we applied the sociometric research technique of the student class to identify the sociometric status of students characterized as victims of bullying. The sociometric position and the perception of the bullying victim status were tested by applying the sociometric test on a sample of 31 students in a humanities class (11th) of a high school in Brăila, Romania. The results of the self-esteem measuring instrument were also used by applying the Rosenberg technique. The results of the study showed that there was a visible difference between the rejected number 6 (Isp = 0.4), for which 2 votes and 14 rejections were expressed and the rejected number 2, chosen by 3 colleagues and rejected by 4 (Isp = -0.03). Also, the grouping of those with Isp = 0 in the category of the indi ff erent ones

Self- but Not Other-Dimensions of Mentalizing Moderate the Impairment Associated With Social Anxiety in Adolescents From the General Population

Mentalizing, or social cognition, refers to the brain’s higher order capacity that allows humans to be aware of one’s own and others’ mental states (e.g., emotions, feelings, intentions). While cognition in social anxiety has been broadly analyzed, there is a paucity of research regarding the role of social cognition. Moreover, mentalizing or social cognition research is traditionally focused on the understanding of others’ mental states, rather than self-mentalizing. Finally, most studies analyze the role of social cognition in the development or maintenance of social anxiety, yet no study to date has analyzed whether social cognition moderates functional impairment associated with it. This study analyzes whether self- and other-mentalizing moderate the relationship between social anxiety and impairment in social and self-functioning. A sample of 262 adolescents from the non-clinical population was assessed on measures of social anxiety, self- and other- mentalization, indicators of social functioning (social competence and sociometric status), and indicators of self-functioning (depression and self-esteem). Multiple linear regressions were conducted to test possible moderation effects of self-mentalizing and other-mentalizing on the relationships between social anxiety and social and self-functioning. Results revealed that other-mentalizing does not moderate social- nor self-functioning, while self-mentalizing moderates the impairment of all of them. While impairment in social functioning is buffered by one dimension of self-mentalizing (emotional clarity; b = 0.003, p = 0.043 and b = 0.016, p = 0.008 for social competence and sociometric status, respectively), impairment in self-functioning is strengthened by the other dimension (attention to emotions; b = −0.007, p = 0.008 and b = 0.009, p = 0.047 for self-esteem and depression, respectively). Probing the moderation at the 16th, 50th, and 84th percentiles revealed that the negative imbalance between dimensions (i.e., high attention and low clarity) tended to exacerbate impairment most on all indicators, while the positive imbalance (i.e., low attention and high clarity) was usually the most buffering condition. This supports that “low-flying” or implicit mentalizing provides more resilience than explicit mentalizing (i.e., high attention and high clarity). Findings suggest that the work on emotional self-awareness should be stressed in the intervention of the social anxiety spectrum conditions in order to improve prevention, functioning, and ultimately, treatments, of people impaired by symptoms of social anxiety.

Emotional potential in the children's team

Introduction. Increased interest in the study various groups that perform joint activities in social, organizational, economic, sports psychology and work psychology nowadays. The urgency is: the fast changing forms of work organization based on the high economic interest and responsibility all members of the group; relative production-economic and organizational-managerial independence of labor collectives, which contributes to the self-organization development and self-government forms improvement; the team fitness issue is becoming more and more relevant. Purpose. The purpose of the paper is to investigate the group psychological work influence on the children emotional intelligence development and the processes of psychological stability and cohesion in a sport team. Methodology. We used the comprehensive diagnosis of the child's personality and status in the group (n=622). The main accent was made on the level of emotional intelligence (EQ) and sociometric status of the child. The main hypothesis: the higher the child`s EQ level, the higher its sociometric status. The standard PASW Statistics method was used to process the statistics. Results. Sociometric tests: 223 children had a low sociometric status (36%); 242 - satisfactory and within the norm limits (39%), 75 - above the average (12%), and only 81 had a high sociometric status (13%). The EQ level indicators (integrative level): 317 respondents had a low EQ level (51%); 218 - the average level (35%) and only 87 respondents had a high EI level (14%). Conclusions. After the implementation of the author's program for adaptation and the child emotional intelligence development, we have results: Sociometric test: only 56 children have lower sociometric status (9%); 144 - satisfactory and average (23%); 223 - above average (36%) and 199 - high sociometric status (32%). EQ level (integrative level), we also have positive changes: only 111 respondents remained with a low level of emotional intelligence (18%); 386 developed the level of emotional intelligence to the average (62%) and 125 had a high level of emotional intelligence (20%)

The Role of Emotional and Meta-Emotional Intelligence in Pre-adolescents’ Well-Being and Sociometric Status

The study examined the relationships among emotional and meta-emotional intelligence, well-being, and sociometric status in 105 pre-adolescents. Emotional and meta-emotional intelligence were measured using the Intelligenza Emotiva: Abilità, Credenze e Concetto di Sé Meta-Emotivo (IE-ACCME) test (D’Amico, 2013), allowing to measure ability emotional intelligence (EI), emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation, and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Eudemonic well-being and sociometric status were, respectively, measured using the well-known Psychological Well-Being (PWB) scale by Ryff’s (1989) and registering the levels of acceptance/rejection from peers (Moreno, 1960). Results demonstrated that: pre-adolescents’ meta-emotional beliefs are positively associated to eudemonic well-being: pre-adolescents with higher levels of ability EI, meta-emotional knowledge and meta-emotional self-evaluation are more accepted by others while those that overestimate their emotional abilities are more refused by peers. These results evidence that meta-emotional variables may play a crucial role in well-being and sociometric status, encouraging future studies on this issue.

PSYCHOLOGICAL ASPECTS OF THE STUDY OF SOCIOMETRIC STATUS IN ADOLESCENTS

This article conducts theoretical analysis, studies on the specificities of the sociometric status in adolescents. The concept of sociometric status is determined, the main factors that influence the formation and development of one or another status are revealed. At the same time, the relationship between sociometric status and indicators such as individual-psychological characteristics, socio-cognitive features, mental abilities, the motivation of educational activities, behavioral characteristics, physical training indicators, etc.

Young People’s Emotional Intelligence and Type of Interpersonal Behavior with Different Sociometric Status

The development of emotional intelligence in early adolescence is important and urgent problem, since at this age the need for communication is actively realized, manifesting itself in behavioral patterns as types of interpersonal behavior that poorly understood. The problem of the study is to identify components of emotional intelligence and types of interpersonal behavior of respondents with high and low sociometric status. Research hypothesis: the combination of the level of emotional intelligence components development and the prevailing types of interpersonal behavior are associated with the achievement of high or low sociometric status. The study sample consisted of 956 people: 456 girls (47.7%) and 500 boys (52.3%) aged 16-17. Research methods: a questionnaire of emotional intelligence "Emin" by D.V. Lyusin; test "The Interpersonal Diagnosis of Personality" by T. Leary; sociometry by J. Moreno in the adaptation by M.R. Bityanova. The relationship between emotional intelligence, the prevailing types of interpersonal behavior, and the sociometric status was studied using mathematical statistics methods of SPSS Statistics 20 program (cluster analysis procedure). Six clusters were identified. They describe the combination of components of emotional intelligence and the prevailing type of interpersonal behavior between young men and women with low and high sociometric statuses. Comparison of cluster indicators revealed significant differences at a high level of significance (α<0.01) across all scales. Thus, the hypothesis was confirmed. The research has a high practical significance because it opens up opportunities for the development of emotional intelligence, as well as the harmonization of interpersonal relations.