677 research outputs found
Social withdrawal in early childhood: shyness, unsociability and social avoidance
No full textTheoretical and empirical literature extensively underline that both the quantity and the quality of peer social interactions and relationships are important components of human life and fundamental contributors to positive children’s social, emotional, and cognitive development (Gazelle, & Ladd, 2003; Ladd, & Burgess, 1999). From early in childhood, establishing and being involved in positive social relationships influence long-term trajectories of well-being, health, and positive adjustment (Rubin, Bukowski, & Parker, 2006; Umberson & Montez, 2015). A lack in the quantity or in the quality of social interactions may negatively alter or impair children’s socio-emotional development (Edwards, & Hans, 2015; Ladd, & Burgess, 1999). Accordingly, children who engage in comparatively infrequent social interactions may ‘miss out’ on these benefits, with potential implications for their long-term socio-emotional adjustment (Caspi, Harrington, Moffitt, Milne, & Poulton, 2006; Kopala-Sibley, & Klein, 2017; Rubin, Coplan, & Bowker, 2009). Nevertheless, some children tend to withdraw from the opportunity to play or socialize with others. The term used to define the process of removing oneself from opportunities for social interactions is social withdrawal (Coplan, & Rubin, 2010; Rubin, et al., 2009). In recent years, researchers have proposed increasingly complex models to describe social withdrawal, shifting from a unidimensional to a multidimensional approach that reflects a range of underlying emotional and motivational substrates (Coplan, Ooi, Xiao, & Rose-Krasnor, 2018). As a result, contemporary researchers now conceptualize subtypes of social withdrawal that 8 can be detected during childhood, that may have different psychological meanings, and appear to be related to different outcomes (e.g., Asendorpf, 1990; Coplan, Ooi & Nocita, 2015; Li et al., 2016). Despite growing interest in the study of social withdrawal in recent years (see Coplan, Ooi, & Baldwin, 2019; Coplan et al., 2018; Sette, Baldwin, Zava, Baumgartner, & Coplan, 2019; Sette, Hipson, Zava, Baumgartner, & Coplan, 2018), to date it remains an underexplored aspect of children's development that still merits further empirical investigation. In this regard, the present dissertation aimed to investigate still unexplored facets of social withdrawal in preschool-aged children. In the first section of this dissertation, the theoretical aspects of social withdrawal will be discussed, with a main focus on definitions, functions, and implications for young children’s emotional development and social adjustment. In the second section, three studies will be presented: Study 1. Shyness, Unsociability and Social Avoidance. Social withdrawal from young children's perspective: preschool children’s understanding and beliefs about hypothetical socially withdrawn peers. Study 2. Shyness and Unsociability. Social withdrawal and protective factors: the positive role of peer acceptance for shy and unsociable preschool children. Study 3. Shyness. Social withdrawal moral emotion: Shyness and Empathy in Early Childhood: Examining Links between Feelings of Empathy and Empathetic Behavior
Ricerca Dipartimentale ai tempi del Covid-19
No full textLa pandemia Covid-19 ha comportato conseguenze e trasformazioni prefigurando scenari inediti sul piano economico, sociale e personale, determinando anche nel campo della ricerca l’urgenza di esplorarne le ricadute. Il volume dà quindi conto delle indagini svolte e in corso, sin dai primi giorni del lockdown, dai docenti e dai collaboratori del Dipartimento di Scienze della Formazione dell’Università Roma Tre, toccando i temi più diversi: dalla didattica a distanza, all’università e nei diversi ordini di scuola, al futuro dei servizi di orientamento, dal lavoro socio-educativo nelle varie tipologie di servizi all’impatto della pandemia sulle comunità, dalle narrazioni ai linguaggi artistici a contrasto di quest’emergenza non solo sanitaria.Si sono così esplorate le diverse educazioni possibili, riassegnando centralità ai processi formativi e al benessere delle persone, provando a tratteggiare nuovi paradigmi e prospettive
Quando le relazioni mancano: la scuola promotrice di prosocialità durante la pandemia di COVID-19
No full textSocial withdrawal
No full textSocial withdrawal is defined as the process of removing oneself from opportunities for social interactions (Coplan and Rubin, 2010). Historically, social withdrawal has been conceptualized as a broad risk factor for negative peer experiences (e.g., exclusion, victimization) and internalizing problems (e.g., anxiety, depression) (Rubin et al., 2009). Contemporary researchers now espouse more complex conceptual models to describe social withdrawal, shifting from a unidimensional to a multidimensional approach (Asendorpf, 1990; Coplan et al., 2015a). As a result, contemporary researchers now conceptualize three subtypes of social withdrawal (shyness, unsociability, and social avoidance) that have different underlying emotional, motivational, and psychological substrates, and are uniquely related to indices of socio-emotional functioning (e.g., Coplan et al., 2018a). The aim of this article is to describe the different subtypes of social withdrawal and their socio-emotional characteristics in childhood and adolescence
Conceptual development of prosocial behaviors across childhood: The role of moral cognitions and moral emotions
No full textConceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions
No full textThe study of prosocial behavior, namely, vol- untary actions aimed at benefiting others (Batson 2011; Eisenberg, Spinrad, & Knafo- Noam, 2015; Penner, Dovidio, Piliavin, & Schroeder, 2005) has its roots in the earlier debate about the origins and motivations of human nature
Academic Aspirations and Dropout Intentions in the Perspective of Positive Youth Development: Protective Factors in Adolescence
No full textEarly school leaving is a problem that, especially in adolescence, can lead to maladaptive development. It is, therefore, essential provide quality, equitable, and inclusive education. Following the Positive Youth Development perspective, the aim of this study was to identify the possible strengths and resources of adolescents. Specifically, we analyzed three protective factors of school dropout intentions and academic aspirations: positivity, self-efficacy for self-regulated learning (SESRL), and school engagement. The participants in the present study were N = 260 ninth-grade students (M = 14.36, SD = 0.78, 204 boys) that were recruited in two Technical high schools in the center of Italy. There were two multiple hierarchical regression analyses that were carried out, considering academic aspirations and intentions to drop out of school as dependent variables. Hierarchical regression models highlighted that positivity, SESRL, and school engagement have significant and positive roles in school aspirations. Moreover, positivity and SESRL were negatively associated with intention to drop out of school. These results have pivotal implications in the prevention and promotion of interventions, suggesting the importance of building positive orientation and self-efficacy for self-regulated learning, and school engagement in the classroom context
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