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751.
What enhances the development of emotion understanding in young children? A longitudinal study of interpersonal predictors
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Silja B. Kårstad Lars Wichstrøm Trude Reinfjell Jay Belsky Turid S. Berg‐Nielsen 《The British journal of developmental psychology》2015,33(3):340-354
We studied potential determinants of the development of children's emotion understanding (EU) from age 4 to 6 in a Norwegian community sample (N = 974) using the Test of Emotion Comprehension. Interpersonal predictors included the accuracy of parental mentalization, parental emotional availability, and teacher‐reported child social skills. Intrapersonal child factors were child gender and verbal skills. Overall, children's EU increased significantly over time. After adjusting for child gender, age‐4 EU, and parental socio‐economic status, greater child verbal and social skills and greater parental mentalization each uniquely predicted growth in EU. Results are discussed in terms of theory and research on children's EU and parents' emotion socialization. 相似文献
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Longitudinal analysis of data on 658 children/families from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development addressed two issues regarding children's sleep problems (measured by maternal report in third and sixth grades when the child was 8 and 11 years old, respectively) and family functioning (measured using observations and questionnaires in third and fifth grades when the child was 8 and 10 years old): (1) Do family factors/processes in third grade predict change over time in child sleep problems and, reciprocally (2) Do child sleep problems when the child is in third grade predict change in family factors/processes? Results indicated that sleep problems were adversely affected (increased more/decreased less over time) when, in third grade, the father was absent, mothers were younger, experienced more negative emotions and were less sensitive in interacting with the child, and when the mother–child relationship was characterized by less closeness/more conflict. No linkages involving fathers and fathering were detected. Reciprocally, more sleep problems in the third grade predicted adverse changes in maternal negative emotionality, maternal sensitivity, and maternal closeness/conflict. Discussion highlights the need to conceptualize family functioning and children's sleep problems in family systems’ terms (i.e. reciprocal effects). 相似文献
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Claudio R. Nigg Belinda Borrelli Jay Maddock Rod K. Dishman 《Psychologie appliquee》2008,57(4):544-560
Regular physical activity is related to numerous psychological and physical benefits. Physical activity interventions have had varying degrees of success with adoption; however, maintenance over the long term is even more difficult to achieve, as the majority of individuals who start a physical activity program drop out or relapse. Although the physical activity maintenance literature is scant, there is evidence that the predictors of adoption are different from those of maintenance. Thus, it follows that physical activity adoption and maintenance require unique approaches. The explanatory power of such predictors, however, is limited by the absence of a cogent theoretical framework. Therefore, this paper presents the Physical Activity Maintenance (PAM) theory, which incorporates individual psychosocial variables (goal-setting, motivation, and self-efficacy), and contextual variables of the environment and life stress (triggers of relapse). Goal-setting is framed as satisfaction, attainment, and commitment; motivation as self-motivation and expectations; and self-efficacy as both barrier and relapse. The contextual variables may facilitate or impede physical activity maintenance directly and indirectly via the individual psychosocial variables. The PAM is presented to stimulate research on physical activity maintenance and advance our understanding of how and why people do and do not maintain physical activity long term. 相似文献
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