The Experts below are selected from a list of 21597 Experts worldwide ranked by ideXlab platform
Eva Oberle - One of the best experts on this subject based on the ideXlab platform.
-
social emotional competence and early adolescents Peer Acceptance in school examining the role of afternoon cortisol
PLOS ONE, 2018Co-Authors: Eva OberleAbstract:The present study investigated the role of afternoon cortisol in social-emotional competence and Peer Acceptance in early adolescence. To date, research on basal cortisol activity and social development in childhood and adolescence has predominately focused on understanding maladjustment and dysfunction in development. The degree to which basal cortisol is also involved in positive adjustment and social functioning remains largely unexplored. A total of 154 early adolescents (46% female; Mean age = 11.26; SD = .65) from diverse ethnic backgrounds provided self-reports of perspective taking, Peer reports of Acceptance by classmates, Peer reports of prosocial behaviors, and saliva samples to assess basal cortisol. As expected and in alignment with previous research, afternoon cortisol, perspective taking, prosocial behaviors, and Peer Acceptance were all positively correlated. Path analyses followed by bootstrapping analyses revealed that the direct path from higher afternoon cortisol to higher levels of prosocial behavior was fully mediated by perspective taking skills. The direct path from higher afternoon cortisol to Peer Acceptance was fully mediated by perspective taking skills and prosocial behavior. The findings are discussed within the broader context of previous research on cortisol and social adjustment in childhood and early adolescence. The practical relevance of the findings is considered.
-
enhancing cognitive and social emotional development through a simple to administer mindfulness based school program for elementary school children a randomized controlled trial
Developmental Psychology, 2015Co-Authors: Kimberly A Schonertreichl, Eva Oberle, Kimberly Thomson, Tim F Oberlander, Molly Stewart Lawlor, David Abbott, Adele DiamondAbstract:The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and Peer Acceptance (Peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and Peer-rated aggression, (d) were rated by Peers as more prosocial, and (e) increased in Peer Acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature-identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed.
-
Relations among Peer Acceptance, inhibitory control, and math achievement in early adolescence
Journal of Applied Developmental Psychology, 2013Co-Authors: Eva Oberle, Kimberly A. Schonert-reichlAbstract:Abstract This study examined relations among Peer Acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on Peer Acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results indicated that both inhibitory control and Peer Acceptance were positively and significantly related to math achievement. In addition, Peer Acceptance significantly mediated the relationship between inhibitory control and math grades when all three variables were entered simultaneously in a linear regression model. These results suggest that Peer Acceptance is an important indicator of social functioning and plays a significant part in academic success in the classroom. Results also suggest that indicators of social functioning – such as Peer Acceptance – need to be included in addition to cognitive functioning, when examining academic achievement in early adolescence.
-
kindness counts prompting prosocial behavior in preadolescents boosts Peer Acceptance and well being
PLOS ONE, 2012Co-Authors: Kristin Layous, Eva Oberle, Kimberly A Schonertreichl, Katherine S Nelson, Sonja LyubomirskyAbstract:At the top of parents’ many wishes is for their children to be happy, to be good, and to be well-liked. Our findings suggest that these goals may not only be compatible but also reciprocal. In a longitudinal experiment conducted in 19 classrooms in Vancouver, 9- to 11-year olds were instructed to perform three acts of kindness (versus visit three places) per week over the course of 4 weeks. Students in both conditions improved in well-being, but students who performed kind acts experienced significantly bigger increases in Peer Acceptance (or sociometric popularity) than students who visited places. Increasing Peer Acceptance is a critical goal, as it is related to a variety of important academic and social outcomes, including reduced likelihood of being bullied. Teachers and interventionists can build on this study by introducing intentional prosocial activities into classrooms and recommending that such activities be performed regularly and purposefully.
-
understanding the link between social and emotional well being and Peer relations in early adolescence gender specific predictors of Peer Acceptance
Journal of Youth and Adolescence, 2010Co-Authors: Eva Oberle, Kimberly A Schonertreichl, Kimberly ThomsonAbstract:Past studies have investigated relationships between Peer Acceptance and Peer-rated social behaviors. However, relatively little is known about the manner in which indices of well-being such as optimism and positive affect may predict Peer Acceptance above and beyond Peer ratings of antisocial and prosocial behaviors. Early adolescence—roughly between the ages of 9 and 14—is a time in the life span in which individuals undergo a myriad of changes at many different levels, such as changes due to cognitive development, pubertal development, and social role redefinitions. The present study investigated the relationship of self-reported affective empathy, optimism, anxiety (trait measures), and positive affect (state measure) to Peer-reported Peer Acceptance in 99 (43% girls) 4th and 5th grade early adolescents. Because our preliminary analyses revealed gender-specific patterns, hierarchical regression analyses were conducted to investigate the predictors of Peer Acceptance separately for boys and for girls. Girls’ Acceptance of Peers was significantly predicted by higher levels of empathy and optimism, and lower positive affect. For boys, higher positive affect, lower empathy, and lower anxiety significantly predicted Peer Acceptance. The results emphasize the importance of including indices of social and emotional well-being in addition to Peer-ratings in understanding Peer Acceptance in early adolescence, and urge for more research on gender-specific Peer Acceptance.
Stefania Sette - One of the best experts on this subject based on the ideXlab platform.
-
shyness unsociability and socio emotional functioning at preschool the protective role of Peer Acceptance
Journal of Child and Family Studies, 2017Co-Authors: Stefania Sette, Federica Zava, Emma Baumgartner, Roberto Baiocco, Robert J CoplanAbstract:In present study, we examined the protective role of Peer Acceptance in the links between two subtypes of social withdrawal (shyness, unsociability) and indices of young children’s socio-emotional functioning. Participants were N = 112 Italian preschool children (n = 54 boys) aged 36–74 months (M = 56.85 months, SD = 10.14). Multi-source assessments included: (1) parental ratings of children’s shyness and unsociability; (2) teacher ratings of children’s internalizing problems, externalizing problems, and social competence; (3) child interview assessments of preference for solitary play; and (4) Peer (sociometric) ratings of Peer Acceptance. Among the results, shyness was associated with internalizing problems at preschool, whereas unsociability was related to a preference for solitary play. In addition, results from multiple regression analyses indicated significant interactions between Peer Acceptance and both shyness and unsociability in the association with indices of socio-emotional functioning. For example, at lower levels of Peer Acceptance, shyness was positively related to children’s preference for solitary play, whereas children’s unsociability was associated with externalizing problems. In contrast, these relations were attenuated at higher levels of Peer Acceptance. Findings are discussed in term of the potential protective role of young children’s Peer Acceptance for different subtypes of social withdrawal during early childhood.
-
links among italian preschoolers socioemotional competence teacher child relationship quality and Peer Acceptance
Early Education and Development, 2013Co-Authors: Stefania Sette, Tracy L Spinrad, Emma BaumgartnerAbstract:Research Findings: The purpose of the present study was to examine the relations among teacher–child relationship quality (close, conflictive, and dependent), children's social behavior, and Peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool teachers evaluated the quality of the teacher–child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher–child relationship quality and Peer likability through children's social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children's social behaviors and that socia...
-
links among italian preschoolers socioemotional competence teacher child relationship quality and Peer Acceptance
Early Education and Development, 2013Co-Authors: Stefania Sette, Tracy L Spinrad, Emma BaumgartnerAbstract:The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and Peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and Peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to Peer likability.
Gary W Ladd - One of the best experts on this subject based on the ideXlab platform.
-
bully victim profiles differential risk for worsening Peer Acceptance the role of friendship
Journal of Applied Developmental Psychology, 2015Co-Authors: Karen P Kochel, Gary W Ladd, Catherine L Bagwell, Brandon A YabkoAbstract:Study aims were to: (1) evaluate the association between bully/victim profiles, derived via latent profile analysis (LPA), and changes in Peer Acceptance from the fall to spring of 7th grade, and (2) investigate the likelihood of friendlessness, and the protective function of mutual friendship, among identified profiles. Participants were 2,587 7th graders; Peer nomination and rating-scale data were collected in the fall and spring. Four profiles, including bullies, victims, bully-victims, and uninvolved adolescents, were identified at each time point. Findings showed that for victims, more so than for bullies and uninvolved profiles, Acceptance scores worsened over time. Results further revealed that bully-victim and victim profiles included a greater proportion of friendless youth relative to the bully profile, which, in turn, contained a greater proportion of friendless adolescents than the uninvolved profile. Findings also provided evidence for the buffering role of friendship among all bully/victim profiles and among bully-victims especially.
-
longitudinal associations among youth depressive symptoms Peer victimization and low Peer Acceptance an interpersonal process perspective
Child Development, 2012Co-Authors: Karen P Kochel, Gary W Ladd, Karen D RudolphAbstract:A longitudinal investigation was conducted to explicate the network of associations between depressive symptoms and Peer difficulties among 486 fourth through sixth graders (M = 9.93 years). Parent and teacher reports of depressive symptoms; Peer, self, and teacher reports of victimization; and Peer reports of Peer Acceptance were obtained. A systematic examination of nested structural equation models provided support for a symptoms-driven model whereby depressive symptoms contributed to Peer difficulties; no evidence was found for interpersonal risk or transactional models. Analyses further revealed that victimization mediated the association between prior depressive symptoms and subsequent Peer Acceptance. Results extend knowledge about the temporal ordering of depressive symptoms and Peer difficulties and elucidate one process through which depressive symptoms disrupt Peer relationships.
-
connectedness and autonomy support in parent child relationships links to children s socioemotional orientation and Peer relationships
Developmental Psychology, 2000Co-Authors: Karen E Clark, Gary W LaddAbstract:Connectedness and autonomy support in the parent-child relationship are constructs that emerge from object relations and attachment theories but that overlap with other commonly studied qualities of parent-child relationships to provide a unifying focus for research in this domain. In this study, these constructs were examined in relation to children's relational competence, including socioemotional orientation, friendship, and Peer Acceptance. Semistructured conversations between mothers and their 5-year-olds (N = 192) were videotaped at home and rated for (a) connectedness between the members of the dyad and (b) the parent' s support for the child's autonomy. Results showed that connectedness was correlated with children's socioemotional orientations, number of mutual friendships, and Peer Acceptance and that the relation between parent-child connectedness and children's Peer relationships was mediated by children's prosocial-empathic orientation. Implications of these findings for theories that link parent-child relationships to the development of relational competence in children are discussed.
-
classroom Peer Acceptance friendship and victimization distinct relational systems that contribute uniquely to children s school adjustment
Child Development, 1997Co-Authors: Gary W Ladd, Becky J Kochenderfer, Cynthia C ColemanAbstract:The proposition that relationships make differential (i.e., unique, redundant, contingent) contributions to adjustment was examined by investigating the linkages between children's participation in different types of Peer relationships (i.e., friendship, Peer Acceptance, Peer victimization) and their adjustment to school. Relationship measures were gathered for 5- to 6-year-old children (105 males, 95 females) twice during kindergarten (i.e., fall and spring) and were correlated with adjustment indicators at each time of assessment and used to predict changes in school adjustment over time. Examination of the relative associations between the relationship measures and children's adjustment revealed evidence of both unshared (i.e., unique) and shared (i.e., redundant) linkages, depending on the form of adjustment examined. These findings suggest that adjustment may be influenced by the diverse experiences (i.e., provisions) that children encounter in different forms of relationship, and that certain types of relationships may have greater or lesser adaptive significance depending on the adjustment outcome examined.
Emma Baumgartner - One of the best experts on this subject based on the ideXlab platform.
-
shyness unsociability and socio emotional functioning at preschool the protective role of Peer Acceptance
Journal of Child and Family Studies, 2017Co-Authors: Stefania Sette, Federica Zava, Emma Baumgartner, Roberto Baiocco, Robert J CoplanAbstract:In present study, we examined the protective role of Peer Acceptance in the links between two subtypes of social withdrawal (shyness, unsociability) and indices of young children’s socio-emotional functioning. Participants were N = 112 Italian preschool children (n = 54 boys) aged 36–74 months (M = 56.85 months, SD = 10.14). Multi-source assessments included: (1) parental ratings of children’s shyness and unsociability; (2) teacher ratings of children’s internalizing problems, externalizing problems, and social competence; (3) child interview assessments of preference for solitary play; and (4) Peer (sociometric) ratings of Peer Acceptance. Among the results, shyness was associated with internalizing problems at preschool, whereas unsociability was related to a preference for solitary play. In addition, results from multiple regression analyses indicated significant interactions between Peer Acceptance and both shyness and unsociability in the association with indices of socio-emotional functioning. For example, at lower levels of Peer Acceptance, shyness was positively related to children’s preference for solitary play, whereas children’s unsociability was associated with externalizing problems. In contrast, these relations were attenuated at higher levels of Peer Acceptance. Findings are discussed in term of the potential protective role of young children’s Peer Acceptance for different subtypes of social withdrawal during early childhood.
-
links among italian preschoolers socioemotional competence teacher child relationship quality and Peer Acceptance
Early Education and Development, 2013Co-Authors: Stefania Sette, Tracy L Spinrad, Emma BaumgartnerAbstract:Research Findings: The purpose of the present study was to examine the relations among teacher–child relationship quality (close, conflictive, and dependent), children's social behavior, and Peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool teachers evaluated the quality of the teacher–child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher–child relationship quality and Peer likability through children's social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children's social behaviors and that socia...
-
links among italian preschoolers socioemotional competence teacher child relationship quality and Peer Acceptance
Early Education and Development, 2013Co-Authors: Stefania Sette, Tracy L Spinrad, Emma BaumgartnerAbstract:The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and Peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and Peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to Peer likability.
Annmargret Rydell - One of the best experts on this subject based on the ideXlab platform.
-
children with behaviour problems the influence of social competence and social relations on problem stability school achievement and Peer Acceptance across the first six years of school
Infant and Child Development, 2006Co-Authors: Lisbeth Henricsson, Annmargret RydellAbstract:The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with Peers for later problem persistence, school performance and Peer Acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing (n=26) and internalizing (n=25) problems and a non-problematic group (n=44) were followed from grade 1–6. Teachers rated behaviour problems and social competence in the first, third and sixth grades, the teacher–child relationship in third grade, and school achievement in sixth grade. Behaviour with Peers was assessed in observations in later elementary school. Peer Acceptance was assessed through Peer nominations in sixth grade. Both problem groups had lower social competence, school achievement and Peer Acceptance in sixth grade than the non-problematic group. There were moderating and independent effects of social competence, teacher and Peer relations on outcomes, but these applied mainly to children with internalizing problems. Copyright © 2006 John Wiley & Sons, Ltd.
-
elementary school children with behavior problems teacher child relations and self perception a prospective study
Merrill-palmer Quarterly, 2004Co-Authors: Lisbeth Henricsson, Annmargret RydellAbstract:Various aspects of elementary school children's behavior problems were investigated in four studies. In Study I, teachers’ perceived low control over the classroom situation and a custodial teacher orientation were associated with teachers' (n = 86) preferences for authoritarian strategies (e.g., firm commands) in handling externalizing child behavior problems. Further, perceived high control and a humanistic teacher orientation were associated with non-authoritarian strategies (e.g., reasoning with students). In Study II, the aim was to investigate prospectively teacher-child interactions and teacher-child perceptions of the relationship between children with externalizing (n=26) and internalizing (n=25) behavior problems and unproblematic children (n=44) in the first grade. Children with behavior problems had a higher frequency of negative teacher relationships than unproblematic children. Observed conflictual children-teacher interactions contributed to negative teacher relationships independent of problem status. The moderating effects of social competence were small. In Study III, the principal aim was to investigate whether the children’s social competence, relationships with teachers and behavior with Peers functioned as protective or exacerbating factors regarding the adaptation of children with behavior problems. Children with externalizing and internalizing behavior problems, in comparison with unproblematic children, were lower in social competence, school achievement and Peer Acceptance in sixth grade. There were moderating and independent effects of social competence and teacher and Peer relationships on outcomes, but these were mainly restricted to those children with internalizing problems. The primary aim of Study IV was to investigate the social and school adjustment of six-grade children experiencing feelings of loneliness and low Peer Acceptance. Totally, 808 children participated, and 323 of these children had been followed from grade 1 to grade 6. The results indicated that loneliness was most strongly predicted by early internalizing problems, whereas poor Acceptance was predicted by early externalizing problems and poor social competence. Associations between loneliness and low Peer Acceptance and other adjustment difficulties were also observed. In conclusion, children with behavior problems risk negative relationships as well as other adjustment problems. Early interventions are important in strengthening the protective factors.
