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1.
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills.  相似文献   

2.
The purpose of this study was to explore patterns of parent and child emotional expressiveness within the family context, to examine links between these patterns and children's peer relations, and to examine whether these links might be mediated by children's understanding of emotions. Subjects were 61 kindergarten and first-grade white, middle-class children and their parents. Parent and child expressiveness were assessed in a laboratory ring-toss game designed to elicit a range of emotional responses. Parent expressiveness in the home was also assessed with Halberstadt's Family Expressiveness Questionnaire. The questionnaire, completed by both mother and father, assesses a range of emotions in a variety of settings typical of many families, and consists of items tapping both positive and negative expressiveness. Children were interviewed about their understanding of emotions across a broad range of areas. Results indicated that maternal expressiveness (home) and paternal expressiveness (home and laboratory) but not children's expressiveness with parents were associated with children's peer relations. Although children's understanding of emotions was generally not associated with family expressiveness, understanding predicted children's peer relations. In addition, children's understanding influenced the links between maternal expressiveness in the home and peer relations and between paternal expressiveness in the laboratory and peer relations. This pattern of results underscores the importance of the emotional climate of the family for the development of children's social relations with peers.  相似文献   

3.
The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming.  相似文献   

4.
Friendship Networks of Unpopular, Average, and Popular Children   总被引：2，自引：0，他引：2  
Existence of friendship and friendship network characteristics were examined among children who differed in popularity status using a relatively unrestricted friendship nomination procedure. Fifth and sixth graders ( N = 227 ) completed a rating-scale sociometric to index popularity and provided information on up to 15 good friends. Results indicated that all children reported having at least one unilateral friend. Unpopular children were less likely than popular children to have at least one reciprocal friend, although the large majority (77%) did have a reciprocal friend. Results also indicated that unpopular children's unilateral friendship networks, in comparison to the networks of their more popular peers, contained a greater number of younger school-age friends and fewer same-age friends, more friends located outside of the school but within the same school district, and more unpopular and fewer popular school friends. Unpopular children's reciprocal friendship networks were significantly smaller, were more evenly distributed within and outside of the classroom, and contained fewer average and popular friends as well as friends of the opposite sex. Findings suggest advantages to using an unrestricted friendship nomination instrument and emphasize the need to consider both popularity and friendship when investigating children's peer relationships.  相似文献   

5.
In this study, the relations of regulatory control to the qualities of children's everyday peer interactions were examined. Effortful control (EC) and observations of peer interactions were obtained from 135 preschoolers (77 boys and 58 girls, mean ages = 50.88 and 50.52, respectively). The results generally confirmed the prediction that children who are high in EC were relatively unlikely to experience high levels of negative emotional arousal in response to peer interactions, but this relation held only for moderate to high intense interactions. Socially competent responding was less likely to be observed when the interaction was intense or when negative emotions were elicited. Moreover, when the interactions were of high intensity, highly regulated children were likely to evidence socially competent responses. The relation of EC and intensity to social competence was partially mediated by negative emotional arousal. The results support the conclusion that individual differences in regulation interact with situational factors in influencing young children's socially competent responding.  相似文献   

6.
Emotional and Behavioral Predictors of Preschool Peer Ratings   总被引：11，自引：0，他引：11  
It was predicted that social cognitive, behavioral, and affective aspects of young children's social development would predict stable peer ratings of their likability. Measures of likability, emotion knowledge, prosocial and aggressive behavior, peer competence, and expressed emotions (happy and angry) were obtained for 65 subjects (mean age = 44 months). Sociometric ratings, particularly negative, were stable over 1- and 9-month time periods. Correlational analyses showed that emotion knowledge and prosocial behavior were direct predictors of likability. Prosocial behavior mediated the relations of gender and expressed emotions with likability (i.e., gender and expressed emotions were each related to prosocial behavior, and prosocial behavior was related to likability, but neither gender nor expressed emotions were related to likability with prosocial behavior partialled out). Knowledge of emotional situations similarly mediated the age-likability relation. Results uphold the early development of stable peer reputations and the hypothesized centrality of emotion-related predictors of likability.  相似文献   

7.
同伴关系的功能及其对学业成绩的影响   总被引：3，自引：0，他引：3  
同伴关系表现为两种,一种是同伴接纳,一种是友谊。同伴接纳与友谊在青少年发展和社会适应中有着不同的功能。这两种同伴关系对学业成绩有着不同的影响。了解这两种不同的影响对青少年的教育有所帮助。  相似文献   

8.
This study investigated linkages between aspects of emotional competence and preschoolers' social skills with peers. Whether parental emotion socialization practices contributed to the prediction of social skill once emotional competence was statistically controlled was also of interest. Eighty-one predominantly Caucasian preschoolers were videotaped as they participated in three same-sex triadic peer situations. Four peer variables were coded from the videotapes: social initiations, the frequency with which children were the targets of positive social bids, non-constructive anger-related reactions, and prosocial acts. The emotional competence measures included situation knowledge, children's explanations of emotions, positivity of emotional expression during peer play, and emotional intensity. Maternal anger directed at the child was the measure of emotion socialization. Results revealed that the emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of anger explained unique variance. Results are discussed in terms of how emotional competence and emotion socialization contribute to peer behavior and the importance of designing and implementing affective intervention programs for young children and their families.  相似文献   

9.
The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses.  相似文献   

10.
The purpose of this study was to examine the relations of individual differences in regulation and negative emotionality to 127 third-grade Indonesian children's social skills/low externalizing problem behavior, sociometric status, and shyness. Parents and multiple teachers provided information on children's regulation, negative emotionality, and social functioning; peer sociometric information on liking and social behavior was obtained; and children reported on their self-regulation. In general, children's low socially appropriate behavior/ high problem behavior and rejected peer status were related to low dispositional regulation and high negative emotionality (intense emotions and anger), and regulation and negative emotionality (especially teacher rated) sometimes accounted for unique (additive) variance in children's social functioning. Adult-reported shyness was related to low peer nominations of disliked/fights (although shy children were not especially liked), low adult-reported regulation, and (to a lesser degree) low teacher-rated negative emotionality. Findings are compared with work on regulation, negative emotionality, social competence, and shyness in other countries.  相似文献   

11.
This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competence. Deaf children scored lower than hearing children on prosocial behavior and higher on socially withdrawn behavior. Structural equation modeling showed peer acceptance, social competence, and friendship relations to be stable over time, and the structure of interrelations between variables at 2 measurements were found to be the same for deaf and hearing participants.  相似文献   

12.
Social and Emotional Competence in Children of Depressed Mothers   总被引：3，自引：0，他引：3  
The relations between maternal unipolar major depression and children's self-concept, self-control, and peer relationships were studied in a middle-class, predominantly white sample of 96 families. Each family included a target child between the ages of 5 and 10. Depressed mothers varied on whether or not the child's father also had a psychiatric disorder. Well mothers all had spouses with no psychiatric disorders. Analyses controlled for marital status, age, and sex of child. Children completed measures of self-concept and peer relations skills; teachers completed measures of self-control and a rating of popularity with peers. Results supported the multiple risk factor model in that fathers' psychiatric status and parents' marital status explained much of the variability in children's social and emotional competence. Maternal depression alone, in the context of a well husband/father, was only related to children having been rated by their teachers as less popular. Results are discussed in terms of possible mechanisms by which maternal depression may interact with paternal psychopathology and divorce in relation to children's social and emotional competence. The findings may further indicate that older children are more vulnerable to these multiple risk factors than younger children.  相似文献   

13.
3 studies examined children's ability to differentiate aggression and social withdrawal using attributional constructs. In Study 1, first–sixth-grade subjects read scenarios describing a hypothetical male peer as either aggressive or withdrawn. They then made inferences about the peer's responsibility for his behavior, the amount of sympathy and anger they would feel, and the likelihood that they would help the peer with his schoolwork and want him as a friend. Perceived responsibility, and its emotional and behavioral consequences, comprised a salient dimension along which all children distinguished the 2 behavior types. The aggressive child was perceived as more responsible for his behavior, deserving of more anger and less sympathy, and eliciting less willingness to help and social acceptance. Study 2 replicated these findings with 5-year-olds, but not 4-year-olds. Study 3 revealed that other attributional dimensions, namely, locus and stability, were also used by even first graders to differentiate aggression and withdrawal, but responsibility proved to be the most salient dimension. In addition, Study 3 documented a temporal sequence whereby inferences about responsibility influence emotions of anger and sympathy, and these emotions, in turn, directly influence social acceptance of aggressive versus withdrawn peers. The importance of perceived responsibility as an organizing construct for studying peer relations was discussed.  相似文献   

14.
This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner.  相似文献   

15.
Modeling emotional,cognitive, and behavioral predictors of peer acceptance   总被引：6，自引：0，他引：6  
Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance.  相似文献   

16.
The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations.  相似文献   

17.
Two prominent theories in evolutionary biology have stressed the role of social contexts in the evolution of primate cognition. One theory holds that cognition evolved in the context of individuals having to keep track of their interactions with a variety of conspecifics. In the other theory, cognition evolved in the contexts of familiar and close social relationships. In this paper, we present two experiments examining the effects of varied, familiar, and close social contacts on preschool children's literate language and story re-reading. We hypothesized, based on developmental evolutionary theory, that closeness, in the form of increased familiarity and friendship, would maximize children's expression of emotional terms, conflict/resolution cycles, collaborative responses, literate language, and story re-readings. In Study 1, children were exposed to one of two conditions. In the more familiar condition, initially unfamiliar children interacted with the same peer across four separate observations. In the less familiar, varied condition, a focal child interacted with a different unfamiliar peer on four separate occasions. Consistent with predictions, children in the more familiar condition increased their use of emotional terms and literate language and story re-reading with time. In Study 2, a familiar group (as defined in Study 1) was compared with children in bestfriend dyads. As predicted, friends outperformed familiar peers initially, but between-group differences decreased across time while children's performance in the familiar group increased across time. Results are discussed in terms of the role of familiarity in the evolution of cooperation and cognition.  相似文献   

18.
Research Findings: Across 63 Hong Kong families, both Filipina domestic helpers and mothers separately rated their own caregiving style (warmth and control) and kindergarten children's social competence. Results indicated that Filipina helpers rated themselves as higher in warmth than mothers did. In addition, self-rated warmth of both caregivers, and Filipina domestic helpers' self-perceived control were correlated with children's social competence. With ratings of warmth and control from both Filipina helpers and mothers included in separate regression equations, mothers' warmth was a strong unique correlate of all measures of children's social competence. However, Filipinas' warmth was uniquely associated with children's responsibility only, whereas their control was uniquely associated with children's assertion and responsibility. Practice or Policy: Results extend previous research on the importance of nonparental caregivers for children's social development in a new cultural context.  相似文献   

19.
Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment.  相似文献   

20.
The purpose of this study was to compare children with and without cross-sex friends on measures of social and cognitive competence, endorsement of sex-role stereotypes, and family composition. Subjects were 723 third and fourth graders (377 girls, 346 boys) from diverse socioeconomic backgrounds; 35% were African American. Measures included sociometric assessments of peer acceptance, friendship, and behavioral reputation, as well as self-reports of perceived self-competence and endorsement of sex-role stereotypes. In addition, teachers completed ratings of children's social and cognitive competence. In all, 92 children, about 14% of the sample, had one or more reciprocal opposite-sex friends; for 21 of these children, their cross-sex friendships were their primary or only friendships. African American children were more likely than European American children to have opposite-sex friends. Involvement in cross-sex friendships was unrelated to the gender make-up of the classroom, but was related to family structure. Comparisons of the children who had primarily or only cross-sex friends to matched groups of children who had only same-sex friends and to children who had cross-sex friends secondarily to same-sex ones revealed a number of differences between the groups in social competence and relationships with peers. Overall, children with primarily opposite-sex friends had poorer social skills than other children with friends, although they were less stereotyped about sex roles than other children, and were better adjusted than children with no friends on most measures. In contrast, children involved in opposite-sex friendship secondarily to same-sex friendship were as well adjusted socially as children with only same-sex friendships. These results suggest that children with cross-sex friends differ among themselves, depending on the primacy of the cross-sex relationship.  相似文献   

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