1,721,085 research outputs found
"Children’s Effortful Control and Socio-Emotional adjustment "
No full textThe goal of this study is to examine the associations between children’s Effortful Control and their socio-emotional learning on a sample of italian elementary school children. The following socio-emotional skills were considered (CASEL, 2023): Self-Awareness, Self-Management, Social-Awareness, Relationship Skills, and Responsible Decision Making.
Previous studies have proved the relevance of Effortful Control for the development and mastering of effective emotion and behavior regulation strategies, which in turn are of paramount importance for appropriate social functioning (e.g., Eisenberg et al., 2001; 2010).
Participants include 38 children (57% females; mean age = 9.18, S.D. = 0.80), their parents (N = 29; 82% mothers) and their teachers from an elementary school in Rome.
After collecting consent forms from parents and teachers, the children were exposed to a intervention aimed at promoting Socio-Emotional Learning (SEL) with on-line sessions, in small groups, facilitated by a virtual robot (Gordon et al., 2023; Riccioni et al., 2023). The sessions were created following the guidance of previous validated programs aimed at promoting children’s SEL-related competences (e.g., CASEL, 2017; Caprara et al. 2014, 2015; 2020; Kendall et al., 2002). A battery of questionnaires was administered to all the participants at pre- and post-test. The questionnaires assessed the five SEL competencies (Elliott et al., 2020) and children’s Effortful Control (Simonds & Rothbart, 2004).
Preliminary repeated measure ANOVAs showed an overall improvement of children’s SEL skills.
Weak or not significant associations emerged for the SEL-related skills across informants.
Effortful Control was associated with Self-Management across informants.
No significant correlation emerged between Effortful Control and Social Awareness across informants, except for a moderate positive correlation for parent-reports.
Effortful Control was correlated only with child- and parent-reported Relationship Skills, and with Responsible Decision-Making across informants.
The present study contributes to the identification of individual variability in children’s SEL, and the results presented may be useful in gaining understanding on the individual mechanisms of children involved in intervention programs aimed at promoting well-being, in order to better understand who can benefit more from them. Moreover, the present study contributes to provide information about the correlation between children’s Effortful Control and SEL skills within a specific Socio-Emotional competencies framework, i.e., CASEL’s.
Given the plenty of Socio-Emotional dimensions identified (e.g., Cefai et al., 2018), embedding the analysis within a specific framework may provide more clarity and make replication easier
Aggressione e depressione: Il ruolo delle relazioni tra i pari nel corso della prima adolescenza
No full textDepressione e Aggressione: il ruolo delle relazioni tra pari nel corso della prima adolescenza
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La socializzazione genitoriale delle emozioni, la disregolazione delle emozioni negative dei figli come predittori dei comportamenti esternalizzanti in preadolescenza
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“Assessing Parental Emotion Socialization and Child Adjustment Across Countries”
No full textThis study focuses on the validation of the Emotion as a Child Scale (EACS; Magai, 1996) to examine parental emotion socialization and its association with children’s adjustment.
This study involved a sample of parents of 100 Colombian (Mage = 11.16, SD = 3.60; 52% girls) and 400 Italian (Mage = 13.33, SD = 3.76; 49% girls) children. After having consented, parents were invited to fill in a set of questionnaires online anonymously. Measures were administered in Italian and Spanish. Parents completed the EACS (Magai, 1996; Klimes- Dougan et al., 2007), referred to the parental responses to the expression of their children’s sadness and anger, the CBCL (Achenbach, 1991) to examine their children’s internalizing and externalizing problems, and school performance, the Prosocial Behavior Scale (Caprara & Pastorelli, 1993), and the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004).
Exploratory and confirmatory factor analyses confirmed in both samples the existence of two factors, namely supportive socialization strategies (including reward and override-related items) and unsupportive socialization strategies (including punish, neglect, and magnify related items. Moreover, via multi-group path analysis, it emerged that in both countries the supportive socialization strategies were positively associated with children’s adjustment (i.e., high children’s school performance, prosocial behavior, and adaptive emotion regulation), whereas the unsupportive socialization strategies were positively associated with children’s maladjustment (i.e., high internalizing and externalizing problems)
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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