Social Development

Abstract The current study investigated relations among maternal emotion socialization, children's facial emotion recognition (FER), and children's behavioral problems. A sample of 118 preschoolers ( M age = 41.96 months) and their mothers participated. Mothers reported their reactions to children's negative emotions and rated children's internalizing and externalizing problems by completing the Coping with Children's Negative Emotions Scale and Child Behavior Checklist, respectively. Children's FER was assessed with a task that involved matching emotion labels to facial expressions. Results revealed that FER moderated the association between minimizing/punitive maternal reactions and children's externalizing problems. Minimizing/punitive maternal reactions were found to positively correlate with externalizing problems in children with lower levels of FER, but not among children with high levels of FER. Exploratory analyses with child gender also suggested that the moderating effect of FER in the relation between minimizing/punitive maternal reactions and children's internalizing problems applied only to boys, not to girls. The results highlight the importance of children's FER and gender, in addition to maternal reactions to expressed emotion, in shaping their socioemotional adjustment.

Qingfang Song

Patricia A. Smiley

Stacey N. Doan

The moderating effect of facial emotion recognition in maternal emotion socialization and child socioemotional adjustment

The goals of the present research were to: (a) develop and provide preliminary validation of a parent‐rated measure of social avoidance in early childhood; and (b) to evaluate a conceptual model of the direct and indirect links among young children's social withdrawal (shyness, unsociability, social avoidance), peer problems, and indices of internalizing problems (social anxiety, depression). Participants wereN= 564 children (272 boys, 292 girls;Mage= 67.29 mos,SD= 11.70) attending kindergarten and Grade 1 classes in public schools in southeastern Ontario, Canada. A new subscale assessing social avoidance was added to an existing parent‐rated measure of children's social withdrawal. Indices of children's socioemotional functioning were provided by parents and teachers. Among the results, the revised measure of multiple forms of social withdrawal demonstrated good psychometric properties, moderate stability 16 months later, and evidence of validity. Shyness, unsociability, and social avoidance also displayed differential patterns of associations with indices of children's socioemotional functioning. Results are discussed in terms of the assessment and implications of different forms of social withdrawal in early childhood.

Robert J. Coplan

Laura L. Ooi

Bowen Xiao

Linda Rose‐Krasnor

Assessment and implications of social withdrawal in early childhood: A first look at social avoidance

Abstract The primary goal of this study was to examine the short‐term longitudinal associations between unsociability, shyness, and indices of adjustment among C hinese children. Participants were 787 children (ages 10–14 years) in an urban area in C hina. Assessments of unsociability, shyness, and adjustment were obtained from multiple sources, including peer nominations, self‐reports, and school records. Results indicated that while controlling for the effects of shyness, unsociability was associated with socioemotional and school difficulties. In particular, unsociability appeared to act as a risk factor for later peer problems and internalizing difficulties across the school year. Some gender differences were also observed in the longitudinal associations between unsociability and indices of adjustment. Results are discussed in terms of the meaning and implication of unsociability in C hinese culture.

Junsheng Liu

Xinyin Chen

Dan Li

Xuechen Ding

Ying Zhou

Unsociability and Shyness in <scp>C</scp>hinese Children: Concurrent and Predictive Relations with Indices of Adjustment

Abstract Parents' supportive emotion socialization behaviors promote children's socioemotional competence in early childhood, but the nature of parents' supportiveness may change over time, as children continue to develop their emotion‐related abilities and enter contexts that require more complex and nuanced social skills and greater autonomy. To test whether associations between parents' supportiveness of children's negative emotions and children's socioemotional adjustment vary with child age, 81 parents of 3‐ to 6‐year‐old children completed questionnaires assessing their responses to children's negative emotions and their children's emotion regulation, lability, social competence, and behavioral adjustment. As predicted, child age moderated the associations between parents' supportiveness and children's socioemotional adjustment. For younger children, parents' supportiveness predicted better emotion regulation and less anxiety/internalizing and anger/externalizing problems. However, for older children, these associations were reversed, suggesting that socialization strategies which were supportive for younger children may fail to foster socioemotional competence among 5‐ to 6‐year‐old children. These results suggest the importance of considering emotion socialization as a dynamic, developmental process, and that parents' socialization of children's emotions might need to change in response to children's developing emotional competencies and social demands.

Scott P. Mirabile

Dejah Oertwig

Amy G. Halberstadt

Soc. Dev.

Parent emotion socialization and children's socioemotional adjustment: when is supportiveness no longer supportive?

父母情绪社会化与儿童社会情绪适应：何时支持不再具有支持性？

Research in child development suggests that parents' emotional competence and emotion socialization practices are related to children's emotional functioning, including child internalizing difficulties. This research has not yet been translated into intervention or prevention programs targeting parents of older children and adolescents. The current study examined the efficacy of theTuning in toTeens parenting program in improving emotion socialization practices in parents of preadolescents and reducing youth internalizing difficulties. Schools were randomized into intervention and control conditions. Data were collected from 225 parents and 224 youth during the young person's final year of elementary school (sixth grade) and again 10 months later in their first year of secondary school (seventh grade). Multilevel analyses showed significant improvements in parental emotion socialization and reductions in youth internalizing difficulties for the intervention condition. This study provides support for the efficacy of theTINTparenting program with a community sample.

Christiane E. Kehoe

Sophie S. Havighurst

Ann E. Harley

Tuning in to Teens: Improving Parent Emotion Socialization to Reduce Youth Internalizing Difficulties

调谐青少年：改善父母情绪社会化以减少青少年内化困难

Abstract Children's sociability, the motivation and ability to initiate and maintain social interactions, influences how children navigate their social worlds. When sociability supports interactions, it contributes to social competence and positive social‐emotional outcomes. Although a substantial body of literature characterizes how specific parenting behaviors have an early and lasting influence on children's social development, far fewer studies have considered how characteristics of, and interactions within the parent‐child dyad influence children's sociability. For example, matching affect and behaviors during dyadic interactions may provide insight into children's openness to affiliate, and these interactions provide opportunities to model and practice responses to behavioral and emotional cues common in social interactions. One novel approach to characterizing behavioral matching in dyadic interactions is language style matching (LSM), a linguistic construct characterizing the similarity of subconscious speech patterns (i.e., function words) between members of dyads during social interaction. Although researchers have established links between LSM and other characteristics of the dyad known to influence children's social development (e.g., attachment quality), whether and how LSM predicts children's adaptive sociability among peers is currently unknown. Therefore, we examined the associations between parent‐child LSM and classroom observations of children's sociability among 151 preschoolers with elevated behavioral inhibition. Results indicated that LSM is positively associated with observed sociability in the company of classmates over and above other aspects of the parent‐child relationship (e.g., parenting). Results supported LSM as an indicator of behavioral matching and contributed to the growing body of research that considers the implications of LSM for children's social development.

Kathy Sem

Nila Shakiba

Kenneth H. Rubin

Danielle R. Novick

Lindsay R. Druskin

Kelly Smith

Christina M. Danko

Andrea Chronis‐Tuscano

Nicholas J. Wagner

Associations between dyadic language style matching and classroom observations of behaviorally inhibited children's sociability

双语语言风格匹配与行为抑制儿童课堂社交行为观察之间的关联

ABSTRACT The current project investigates the longitudinal relations of executive functioning (EF) at the beginning of pre‐kindergarten, and outcomes of (mal)adjustment both at the end of pre‐kindergarten and beginning of the kindergarten. To examine this aim, a secondary analysis was conducted using a large, primarily low‐income and under‐represented early childhood sample ( N = 476, M = 52.8 months old, 47.3% female, 60.8% Black and Hispanic/Latinx). Data were analyzed using confirmatory factor analyses and longitudinal structural equation modelling. Results demonstrated that an affective conceptualization of EF predicted increases in social competence across the pre‐kindergarten year. When examining effects from the beginning of pre‐kindergarten to kindergarten, a traditional, non‐affective, conceptualization of EF predicted increases in academic achievement whereas affective EF skills predicted decreases in aggression. Importantly, conclusions are interpreted with caution given measurement limitations. Results from the current study provide insight regarding the development of EF during early childhood and the transition from preschool to kindergarten for a marginalized and under‐resourced population.

Gabriela V. Memba

Jamie M. Ostrov

Executive Functioning Across the Transition to Kindergarten: Links With Social and Academic Outcomes in Early Childhood

幼小衔接阶段的执行功能：与儿童早期社会和学业成果的关联

Abstract This study examined patterns of father involvement among 2040 unmarried non‐Hispanic Black fathers ( M = 25.27 years; SD = 6.51 years) with low income, and their associations with young children's (age 3 years; 50.34% girls) social–emotional functioning. Latent profile analysis revealed four father involvement profiles: high involvement (50.60%); nonresident, moderate involvement (18.09%); highly engaged, but low cognitive stimulation (25.49%); and nonresident, very low involvement (3.82%). Children of highly involved Black fathers exhibited optimal social–emotional functioning compared to children of fathers in the other profiles. Children of fathers in the highly engaged, but low cognitive stimulation profile showed poorer social–emotional functioning. Our findings showed that Black fathering is a diverse experience with much heterogeneity, suggesting the need for fatherhood programs responsive to different fathering profiles.

Susan Yoon

Jingyi Wang

Yujeong Chang

Joyce Y. Lee

Choong Rai Nho

Ick‐Joong Chung

Sarah J. Schoppe‐Sullivan

Profiles of father involvement among unmarried Black fathers and child social–emotional functioning

未婚黑人父亲参与度的特征及其子女社会情感功能

Abstract Gaze following – infants’ orienting towards an object attended to by their social partner – has been linked to a range of socio‐cognitive skills. Despite considerable research on when infants follow the gaze of their social partners, studies have typically examined infants’ following of adults’ gaze. Therefore, little is known about whether or how gaze following is modulated by the characteristics of the model, such as their age. The current study examined infants’ following of the gaze of an actor that varied in age: an adult, a young child, and an infant. In an eyetracking study, 49 infants, aged 6–14 months, were presented with videos in which the actor (either an adult, a child or an infant) first looked down towards a neutral point on the table, then to the participant with a friendly facial expression, and then to one of two novel objects to the left and right of the table. The age of the actor did not predict participants’ gaze following behaviour, with participants following the gaze of the adult, child and same‐aged peer. Thus, gaze following is not constrained to interactions with an adult. Furthermore, participants showed high interest in the actors’ faces which was the strongest for the infant actor followed by the child actor, and the adult actor. These results shed insight into the interaction between infants’ gaze following behaviour and their attentional preferences for different social partners. We discuss the implications of these findings for theories of development: Beyond adults, other infants and children are also perceived as interesting social partners and, potentially, valuable sources of information.

Sarah Eiteljoerge

Alina Matzerath

Hyowon Gweon

Nivedita Mani

Infants follow the gaze of same‐age peers, young children, and adults

婴儿跟随同龄伙伴、幼儿和成人的目光

Abstract This cross‐sectional study explored the moderating role of self‐perceived same gender typicality in the relationship between risky technology use and disordered eating outcomes among adolescents. The sample consisted of early adolescents ( N = 147; M age = 14.54, SD age = .57; 75 boys, 69 girls, and 3 missing) who completed a written survey at their public high school. Participants identified as 68% White, 14.3% mixed‐race/more than one race, 4.1% Black/African American, 4.8% Hispanic/Latinx, .7% Asian, 1.4% American Indian/Alaskan Native, and .7% Native Hawaiian/Pacific Islander (eight missing). The study found that higher risky technology use was associated with higher eating disorder risk and behavior regardless of gender. Results also indicated that the relationship between risky technology use and disordered eating outcomes was the strongest among adolescents with low self‐perceived same gender typicality compared to peers. Overall, the findings suggest that adolescents who feel less gender typical than their peers may be more vulnerable to the impact of technology on body‐related outcomes. Findings, limitations, and implications are discussed.

Ilyssa Salomon

Christia Spears Brown

Same gender typicality, risky technology use, and disordered eating among adolescents

同性别典型性、风险性技术使用与青少年饮食失调

短名	Soc. Dev.
Journal Impact	1.56
国际分区	PSYCHOLOGY, DEVELOPMENTAL(Q3)
期刊索引	SCI Q3中科院 4 区

ISSN	0961-205X, 1467-9507
h-index	108
国内分区	心理学(4区)心理学心理学发育(4区)

涉及主题	心理学发展心理学社会心理学医学精神科生物社会学政治学法学哲学经济神经科学数学计算机科学临床心理学社会科学
出版信息	出版商: Wiley-Blackwell Publishing Ltd，出版周期: ，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 1992，原创研究文献占比: 94.59%，自引率:0.00%， Gold OA占比: 31.07%

Social Development

期刊引文格式

有 1 位以上作者的期刊

有 2 位作者的期刊

有 3 位作者的期刊

有 5 位以上作者的期刊

书籍引用格式

学位论文引用格式

网页引用格式

专利引用格式

手工熬夜修改参考文献？研飞自动匹配期刊，一键轻松成稿，支持 Word/WPS

投稿经验分享