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1.
Jennifer Bowes 《Current psychology (New Brunswick, N.J.)》1981,1(1):9-19
Cognitive and social correlates of riddle-telling were investigated in a matched-pairs design. Fluent riddle-tellers from two age groups (six to eight years and eight to eleven years) were matched with their peers who told few riddles or none at all. The children’s cognitive abilities were measured on nine verbal and four nonverbal tasks, and their social adjustment estimated by teacher reports and sociometric tests. Riddle-tellers in the younger age group were further advanced cognitively and less well-adjusted socially than their peers who did not know any riddles. Only cognitive correlates of riddle-telling were found for children in the older age group. The results suggest the need for future investigations of riddle-telling to consider both cognitive and social factors and to expect different patterns of correlates according to children’s degree of experience in riddle-telling. 相似文献
2.
The association between happiness and social relationships was examined in 9- to 12-year-old children. Participants included
432 children and their parents. Children’s happiness was assessed using self-rating scales, parent’s ratings, and the Happiness
and Satisfaction Subscale from the Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers and Herzberg 2002). Children’s social relations were assessed with items from the Piers-Harris scale and questionnaires given to the children
and their parents. These items were grouped into two positive (i.e., family and friends) and two negative categories (i.e.,
negative relations with peers and behaving badly toward others). Variance in children’s happiness was partially accounted
for by positive social interactions involving the family (e.g., children agreeing that they are important members of their
family) and friends (e.g., parents reporting that their children visit with friends more frequently). Negative social interactions
also explained variance in children’s happiness including negative relations with peers (e.g., children agreeing that they
feel left out of things) and behaving badly toward others (e.g., children agreeing that they are often mean to other people,
and they cause trouble for their family). Demographic variables related to the family (i.e., number of siblings, age of parents,
and marital status of parents) were only weakly, or not at all, associated with children’s happiness. The results parallel
findings from the literature involving adults and adolescents; social relationships are significant correlates and predictors
of happiness. 相似文献
3.
Yelena P. Wu James P. Selig Michael C. Roberts Ric G. Steele 《Journal of child and family studies》2011,20(4):414-423
The vast majority of new mothers experience at least some depressive symptoms. Postpartum maternal depressive symptoms can
greatly influence children’s outcomes (e.g., emotional, cognitive, language, and social development). However, there have
been relatively few longitudinal studies of how maternal depressive symptoms may influence children’s social skills. The current
study (n = 1363) examined the trajectory of maternal depressive symptoms (from 1 month to 36 months) and whether maternal depressive
symptoms at 1 month postpartum and the change in symptoms over time (from 1 month to 3 years) predicted children’s parent-
and teacher-rated social skills when they were 4.5 and 6.0 years old. A growth curve model indicated that, on average, maternal
depressive symptoms declined over time in a nonlinear fashion. Further analyses indicated that after controlling for five
demographic factors (child sex, family income, maternal age, mother’s marital status, and maternal education), initial maternal
depressive symptoms significantly predicted children’s social skills as reported by mothers. The results support the notion
that maternal depressive symptoms during children’s infancy can have long-term associations with children’s social skills.
In addition, the results emphasize the importance of intervention and prevention efforts targeting maternal depressive symptoms
during infancy, beginning immediately postpartum. 相似文献
4.
Mylien T. Duong David Schwartz Lei Chang Brynn M. Kelly Shelley R. Tom 《Journal of abnormal child psychology》2009,37(7):957-966
This study examines the relation between maternal physical discipline and victimization by peers, as moderated by child aggression.
The sample consisted of 211 Hong Kong Chinese children (98 boys, 113 girls; average age of 11.9). Physical discipline was
assessed with a questionnaire completed by mothers, and victimization by peers and aggression were measured using a peer nomination
inventory. Latent variable models revealed a moderately strong link between children’s experiences with maternal physical
discipline and peer victimization, but this effect held only for children who were also high on aggression. These results
highlight the interplay between harsh home environments and child aggression and their contributions to the child’s adjustment
in the peer group. 相似文献
5.
Stacy L. Frazier Marc S. Atkins Laura Hess Olson Aaron R. Lyon 《Journal of psychopathology and behavioral assessment》2009,31(3):152-158
The present study proposed to understand how same-sex and other-sex peer nominations relate differently to teacher reports
of children’s behaviors and measures of children’s friendships. Students provided peer nominations, mutual friend data, and
social network data. Teachers rated students’ antisocial behavior and social competence. As expected, other-sex peer social
preference scores predicted teacher ratings of antisocial behavior, while same-sex peer social preference scores predicted
data on friendships and social groups. Unexpectedly, both same and other sex peer nominations predicted children’s teacher-rated
social competence. Findings suggest that other-sex peers offer a unique perspective on children’s social behavior that is
neither superfluous nor unimportant to understanding children’s psychosocial adjustment. 相似文献
6.
The influence of children’s age, and parents’ and children’s gender on parents’ attributions and emotional and behavioral
responses to their children’s successful and unsuccessful social and academic outcomes, was investigated. Seventy-six dual-parent
families (mothers and fathers) of fifth (n=28), eighth (n=23), and eleventh grade (n=25) children participated. The results of this study suggest that from fifth grade on, at least, the ways parents explain
the causes of and respond to their children’s social behavior and academic outcomes involves a complex interaction of children’s
age, children’s gender, parents’ gender, domain, and outcome. Results are discussed in terms of children’s socialization.
This paper is based in part on a master’s thesis at Clark University by the first author. An earlier version of this paper
was presented at the annual meeting of the Eastern Psychological Association, Providence, RI, April 1994. The authors would
like to thank the parents, teachers, and school administrators of Holden and Auburn, Massachusetts, who participated in this
project. We would also like to thank Kristen Rotis and Leslie Edwards for their tireless help in revising and preparing the
questionnaires, and for entering data for this project. 相似文献
7.
The current study investigated the influence of maternal ADHD symptoms on: (a) mothers’ own social functioning; (b) their
child’s social functioning; and (c) parent–child interactions following a lab-based playgroup involving children and their
peers. Participants were 103 biological mothers of children ages 6–10. Approximately half of the children had ADHD, and the
remainder were comparison youth. After statistical control of children’s ADHD diagnostic status and mothers’ educational attainment,
mothers’ own inattentive ADHD symptoms predicted poorer self-reported social skills. Children with ADHD were reported to have
more social problems by parents and teachers, as well as received fewer positive sociometric nominations from playgroup peers
relative to children without ADHD. After control of child ADHD status, higher maternal inattention and hyperactivity/impulsivity
each predicted children having more parent-reported social problems; maternal inattention predicted children receiving more
negative sociometric nominations from playgroup peers. There were interactions between maternal ADHD symptoms and children’s
ADHD diagnostic status in predicting some child behaviors and parent–child relationship measures. Specifically, maternal inattention
was associated with decreased prosocial behavior for children without ADHD, but did not influence the prosocial behavior of
children with ADHD. Maternal inattention was associated with mothers’ decreased corrective feedback and, at a trend level,
decreased irritability toward their children with ADHD, but there was no relationship between maternal inattention and maternal
behaviors for children without ADHD. A similar pattern was observed for maternal hyperactivity/impulsivity and mothers’ observed
irritability towards their children. Treatment implications of findings are discussed. 相似文献
8.
Amori Yee Mikami Allison Jack Christina C. Emeh Haley F. Stephens 《Journal of abnormal child psychology》2010,38(6):721-736
We examined associations between children’s peer relationships and (a) their parents’ social competence as well as (b) their
parents’ behaviors during the children’s peer interactions. Participants were families of 124 children ages 6–10 (68% male),
62 with ADHD and 62 age- and sex-matched comparison youth. Children’s peer relationships were assessed via parent and teacher
report, and sociometric nominations in a lab-based playgroup. Parental characteristics were assessed via parent self-report
and observations of behavior during their child’s playgroup. After statistical control of relevant covariates, parents of
children with ADHD reported poorer social skills of their own, arranged fewer playdates for their children, and displayed
more criticism during their child’s peer interaction than did parents of comparison youth. Parents’ socialization with other
parents and facilitation of the child’s peer interactions predicted their children having good peer relationships as reported
by teachers and peers, whereas parental corrective feedback to the child and praise predicted poor peer relationships. Parents’
ratings of their child’s social skills were positively associated with ratings of their own social skills, but negatively
associated with criticism and facilitation of the child’s peer interactions. Relationships between parental behaviors and
peer relationships were stronger for youth with ADHD than for comparison youth. The relevance of findings to interventions
is discussed. 相似文献
9.
This study examined the associations between symptoms of attention-deficit/hyperactivity disorder (ADHD) and social and school
adjustment (academic performance, peer relationships, school social problems) and the moderating roles of children’s age and
maternal parenting (affection and overprotection) in these associations. The sample consisted of 2,463 students who were in
the first to ninth grade in northern Taiwan. Results from the linear mixed models demonstrated that ADHD symptoms were inversely
associated with academic performance and positively associated with social adjustment problems. Further, children’s age and
maternal parenting moderated the associations between ADHD symptoms and school and social adjustment. For example, maternal
overprotection moderated the relation between hyperactivity and negative peer relationships (i.e., difficulty forming and
maintaining friendships), such that this relation was stronger for children who experienced higher levels of overprotection
than children who did not. Moreover, children’s age moderated the association between attention problems and decreased academic
performance, such that this association was stronger for older children and adolescents than for younger children. Furthermore,
children’s age and maternal affection interacted to influence the association between attention problems and school social
problems (i.e., bullying, aggression, and peer rejection) with maternal affection acting as a buffer for older children (grades
4–6) only. These findings are discussed from a developmental psychopathology perspective. 相似文献
10.
We examined associations between basal respiratory sinus arrhythmia (RSA) in conjunction with RSA regulation with the hypothesis
that their interaction would explain unique variability in children’s prospective adjustment 2 years later. Participants were
176 children (98 girls; 78 boys) in middle childhood. RSA regulation was assessed through social and problem-solving challenges.
Parents reported on children’s internalizing and externalizing symptoms. Interactions between RSA baseline and regulation
to the social stressor predicted children’s later internalizing symptoms. Interactions between RSA baseline and responding
to the problem-solving stressor predicted children’s externalizing symptoms. The highest levels of internalizing symptoms
were predicted for children with both lower basal RSA and higher RSA suppression. The highest levels of externalizing symptoms
were predicted for children who demonstrated lower basal RSA in conjunction with RSA augmentation. Findings highlight the
importance of the contemporaneous consideration of basal RSA and RSA regulation in the prediction of developmental psychopathology
symptomology. 相似文献