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  Subjects -> BUSINESS AND ECONOMICS (Total: 2771 journals)
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    - BUSINESS AND ECONOMICS (1083 journals)
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BUSINESS AND ECONOMICS (1083 journals)            First | 4 5 6 7 8 9 10 11 | Last

Journal of Social and Economic Development     Full-text available via subscription  
Journal of Social Entrepreneurship     Hybrid Journal   (Followers: 4)
Journal of South Asian Development     Hybrid Journal   (Followers: 2)
Journal of Sports Media     Full-text available via subscription   (Followers: 3)
Journal of Sustainable Society     Open Access   (Followers: 6)
Journal of Systems and Information Technology     Hybrid Journal   (Followers: 4)
Journal of Taxation and Regulation of Financial Institutions     Full-text available via subscription   (Followers: 5)
Journal of Technology Management & Innovation     Open Access   (Followers: 3)
Journal of the Asia Pacific Economy     Hybrid Journal   (Followers: 1)
Journal of the European Economic Association     Hybrid Journal   (Followers: 13)
Journal of the Knowledge Economy     Hybrid Journal   (Followers: 2)
Journal of the Operations Research Society of China     Hybrid Journal   (Followers: 2)
Journal of the University of Ruhuna     Open Access  
Journal of Transport Economics and Policy     Full-text available via subscription   (Followers: 15)
Journal of Trust Management     Open Access   (Followers: 2)
Journal of Trust Research     Hybrid Journal   (Followers: 5)
Journal of Urban Economics     Hybrid Journal   (Followers: 18)
Journal of Workplace Learning     Hybrid Journal   (Followers: 8)
Journal of World Business     Hybrid Journal   (Followers: 5)
Journal on Innovation and Sustainability     Open Access   (Followers: 3)
Jurnal Manajemen & Agribisnis     Open Access   (Followers: 2)
Knowledge Management Research & Practice     Hybrid Journal   (Followers: 18)
Kredit und Kapital     Full-text available via subscription   (Followers: 2)
Kyklos     Hybrid Journal   (Followers: 5)
La Revue des Sciences de Gestion, Direction et Gestion     Full-text available via subscription  
Lab on a Chip     Full-text available via subscription   (Followers: 28)
Labour     Hybrid Journal   (Followers: 7)
Labour Economics     Hybrid Journal   (Followers: 16)
Labour: Journal of Canadian Labour Studies / Le Travail : revue d'Études Ouvrières Canadiennes     Full-text available via subscription   (Followers: 8)
Land Degradation and Development     Hybrid Journal   (Followers: 6)
Language Learning and Development     Hybrid Journal   (Followers: 9)
Language Sciences     Hybrid Journal   (Followers: 4)
Latin American Business Review     Hybrid Journal  
Latin American Journal of Business Management     Open Access  
Letters in Spatial and Resource Sciences     Hybrid Journal   (Followers: 2)
Logistics Research     Hybrid Journal   (Followers: 5)
Long Range Planning     Hybrid Journal   (Followers: 8)
Luxury : History, Culture, Consumption     Full-text available via subscription   (Followers: 1)
Main Economic Indicators - Principaux indicateurs economiques     Full-text available via subscription   (Followers: 4)
Management Dynamics in the Knowledge Economy     Open Access   (Followers: 3)
Management of Environmental Quality: An International Journal     Hybrid Journal   (Followers: 5)
Management Science and Economic Review     Open Access  
Margin The Journal of Applied Economic Research     Hybrid Journal   (Followers: 5)
Maritime Economics & Logistics     Hybrid Journal   (Followers: 5)
Maritime Studies     Open Access   (Followers: 8)
Marketing Science     Full-text available via subscription   (Followers: 19)
Mathematical Finance     Hybrid Journal   (Followers: 10)
Mathematical Methods of Operations Research     Hybrid Journal   (Followers: 11)
Mathematics and Financial Economics     Hybrid Journal   (Followers: 9)
Mathematics of Operations Research     Full-text available via subscription   (Followers: 9)
Measuring Business Excellence     Hybrid Journal   (Followers: 1)
Mergent s Dividend Achievers     Hybrid Journal  
Metroeconomica     Hybrid Journal   (Followers: 3)
Middle East Development Journal     Hybrid Journal   (Followers: 6)
Middle East Policy     Hybrid Journal   (Followers: 16)
Millennial Asia     Hybrid Journal  
Mineral Economics     Hybrid Journal   (Followers: 3)
Minerals & Energy - Raw Materials Report     Hybrid Journal   (Followers: 2)
Modern Language Quarterly     Full-text available via subscription   (Followers: 17)
Monographs of the Society for Research In Child Development     Hybrid Journal   (Followers: 5)
Multinational Business Review     Hybrid Journal   (Followers: 1)
Mundo Amazónico     Open Access   (Followers: 1)
Na?e gospodarstvo / Our economy     Open Access  
Nang Yan Business Journal     Open Access  
Nankai Business Review International     Hybrid Journal  
National Identities     Hybrid Journal   (Followers: 6)
National Institute Economic Review     Hybrid Journal   (Followers: 4)
Navus - Revista de Gestão e Tecnologia     Open Access  
NETNOMICS: Economic Research and Electronic Networking     Hybrid Journal   (Followers: 2)
New Directions for Child & Adolescent Development     Hybrid Journal   (Followers: 3)
New Directions for Evaluation     Hybrid Journal   (Followers: 4)
New Directions for Philanthropic Fundraising     Hybrid Journal  
New knowledge Journal of science     Open Access  
New Political Economy     Hybrid Journal   (Followers: 8)
New Technology, Work and Employment     Hybrid Journal   (Followers: 6)
New Zealand Economic Papers     Hybrid Journal   (Followers: 1)
Nonprofit and Voluntary Sector Quarterly     Hybrid Journal   (Followers: 10)
Nonprofit Business Advisor     Hybrid Journal   (Followers: 4)
Norteamérica     Open Access   (Followers: 1)
Northern Scotland     Hybrid Journal   (Followers: 7)
Northwestern Journal of Technology and Intellectual Property     Open Access   (Followers: 4)
Notfall + Rettungsmedizin     Hybrid Journal  
Nova Economia     Open Access  
Observatoire de la société britannique     Open Access   (Followers: 1)
Observatorio Laboral Revista Venezolana     Open Access  
OECD Economic Outlook     Full-text available via subscription   (Followers: 9)
OECD Economic Surveys     Full-text available via subscription   (Followers: 7)
OECD Journal : Journal of Business Cycle Measurement and Analysis     Full-text available via subscription  
OECD Journal on Budgeting     Full-text available via subscription   (Followers: 2)
OECD Journal on Development     Full-text available via subscription   (Followers: 3)
OECD Observer     Free   (Followers: 10)
OECD Papers     Full-text available via subscription   (Followers: 7)
Omega     Hybrid Journal   (Followers: 2)
Open Economies Review     Hybrid Journal   (Followers: 6)
Open Journal of Business and Management     Open Access   (Followers: 1)
Operational Research     Hybrid Journal   (Followers: 1)
Operations Research     Full-text available via subscription   (Followers: 15)
OPSEARCH     Hybrid Journal   (Followers: 1)
OR Insight     Partially Free  
Organisational and Social Dynamics: An International Journal of Psychoanalytic, Systemic and Group Relations Perspectives     Full-text available via subscription   (Followers: 6)

  First | 4 5 6 7 8 9 10 11 | Last

Journal Cover   Social Development
  [SJR: 1.448]   [H-I: 54]   [4 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0961-205X - ISSN (Online) 1467-9507
   Published by John Wiley and Sons Homepage  [1610 journals]
  • Equal But Not Always Fair: Value‐laden Sharing in
           Preschool‐aged Children
    • Authors: Nadia Chernyak; David M. Sobel
      Abstract: Prior work has shown that preschoolers divide resources fairly and expect others to do the same. The majority of research, however, has focused on how children make distributions with respect to number. Here we explore whether preschoolers attend to the value of the objects being shared. We presented four‐year‐olds and five‐year‐olds with two puppets and four stickers of different values to split between them. Our central question was whether children would share more valuable stickers with their preferred puppets. In Experiments 1–2, value was induced by making one sticker rarer than the others. In Experiments 3–4, value was measured subjectively (by asking the child which sticker s/he personally preferred). Across all experiments, children made fair numerical splits, but showed favoritism according to value. This work supports the hypothesis that young children coordinate number and value to show both fairness and favoritism when making resource distributions.
      PubDate: 2015-06-24T06:32:15.659946-05:
      DOI: 10.1111/sode.12136
       
  • Dynamics of Young Children's Socially Adaptive Resolutions of Peer
           Conflict
    • Authors: Asha L. Spivak
      Abstract: How do young children negotiate conflicts with peers that result in mutually beneficial resolution and peaceful interaction after conflict? A few studies suggest that when children use conciliatory strategies in conflict, socially adaptive outcomes are more likely to be achieved. The present study explores the relative associations of types of children's conciliatory conflict resolution strategies (i.e., prosocial, compliance‐oriented, solution‐oriented, and verbal clarification/apology) with conflict outcomes to contribute to knowledge of the discrete behaviors that might have salience for conflict resolution training. Socially adaptive conflict outcomes were expected to strongly relate to children's resolution strategies of a prosocial nature as well as to teacher or peer interventions encouraging prosocial behavior or empathy. Sampled conflicts (N = 521) were collected through field observations of 107 ethnically/racially and socioeconomically diverse four‐ to seven‐year‐old children. Logistic regression analyses with bootstrap‐based inference suggested that children's prosocial behaviors in conflict were most strongly tied to mutually beneficial resolution and peaceful postconflict interaction, when controlling for relevant covariates. Other conciliatory strategies varied in their association with socially adaptive outcomes. The hypothesis regarding third‐party interventions encouraging prosociability or empathy could not be examined due to infrequent occurrence. Insights for future research on children's socially adaptive conflict negotiations are discussed.
      PubDate: 2015-06-24T05:24:41.563437-05:
      DOI: 10.1111/sode.12135
       
  • What are the Risk Factors for Antisocial Behavior Among Low‐income
           Youth in CapeTown?
    • Authors: Frances Gardner; Rebecca Waller, Barbara Maughan, Lucie Cluver, Mark Boyes
      Abstract: Research in high‐income countries has identified an array of risk factors for youth antisocial behavior. However, in low‐ and middle‐income countries, despite higher prevalence of offending and antisocial behavior, there is a paucity of prospective, longitudinal evidence examining predictors. South Africa is a middle‐income country with high rates of violence and crime, and a unique social context, characterized by striking income and gender inequality, and increasing number of children orphaned by AIDS. We tested predictors of antisocial behavior at community, family, and individual levels over four years. One thousand and twenty five adolescents from poor, urban South African settlements were assessed in 2005 (50 percent female; M = 13.4 years) and followed up in 2009. The sample analyzed consisted of the 723 youth (71 percent) assessed at both time points. We employed sociodemographic questionnaires and standardized scales. Validity of our antisocial behavior measure was supported by cross‐sectional associations with well‐evidenced concomitants of youth antisocial behavior, including drug taking and truancy. Regression analysis indicated that male gender and experience of community violence, but not poverty or abuse, predicted antisocial behavior. Despite many South African youth experiencing abuse and poverty at the family level, our findings suggest that high levels of violence in communities may be a more important factor contributing to the development of antisocial behavior, particularly among males.
      PubDate: 2015-06-24T05:20:35.222647-05:
      DOI: 10.1111/sode.12127
       
  • From Normative Influence to Social Pressure: How Relevant Others Affect
           Whether Bystanders Join in Cyberbullying
    • Authors: Sara Bastiaensens; Sara Pabian, Heidi Vandebosch, Karolien Poels, Katrien Van Cleemput, Ann DeSmet, Ilse De Bourdeaudhuij
      Abstract: As cyberbullying is a phenomenon that is inherently social, the normative social influence of significant others can play an important role in the behaviour of adolescents involved in cyberbullying incidents. Using data from 525 adolescent bystanders of cyberbullying, we created a path model in order to investigate whether injunctive and descriptive norms of certain reference groups can cause bystanders to experience social pressure and join in cyberbullying. The results showed that social pressure fully mediated the relationship between the injunctive norm of friends approving of cyberbullying and joining in cyberbullying as a bystander. Furthermore, both the injunctive norm of parents approving of cyberbullying and bystanders’ involvement in cyberbullying perpetration were related to joining in cyberbullying as a bystander.
      PubDate: 2015-06-01T01:55:49.003545-05:
      DOI: 10.1111/sode.12134
       
  • Mother–Child Interaction as a Cradle of Theory of Mind: The Role of
           Maternal Emotional Availability
    • Authors: Maria Licata; Susanne Kristen, Beate Sodian
      Abstract: The present longitudinal study investigated the relative importance of emotional availability (EA) in 56 mother–child dyads when the child was 7 months and four‐year old as predictors of child's Theory of Mind at 4 years while controlling for early maternal mind‐mindedness (MM). Dyadic EA at 7 months predicted the child's Theory of Mind, even when controlling for child temperamental and cognitive characteristics as well as dyadic EA at 4 years and early maternal MM. Results indicate the specific importance of high emotional connectedness between mothers and infants for preschoolers' Theory of Mind development.
      PubDate: 2015-05-27T04:18:32.366249-05:
      DOI: 10.1111/sode.12131
       
  • Disentangling the Frequency and Severity of Bullying and Victimization in
           the Association with Empathy
    • Authors: Tirza H. J. van Noorden; William M. Bukowski, Gerbert J. T. Haselager, Tessa A. M. Lansu, Antonius H. N. Cillessen
      Abstract: This study disentangled the frequency and perceived severity of experienced bullying and victimization by investigating their associations with cognitive and affective empathy. Participants were 800 children (7–12 years old) from third‐ to fifth‐grade classrooms who completed self‐report measures of the frequency and perceived severity of their bullying and victimization and of cognitive and affective empathy. Results showed that the frequency and perceived severity of bullying were moderately correlated in the entire sample but unrelated within the subsample of bullies. Frequency and perceived severity of victimization were significantly and positively correlated in the entire sample (moderate effect) and the subsample of victims (small effect). Frequent, but not severe, bullies reported less cognitive empathy than non‐bullies whereas both frequent and severe victims reported more affective empathy than non‐victims. Within subsamples of bullies and victims, frequency of bullying was negatively associated with cognitive and affective empathy, and perceived severity of bullying was positively associated with affective empathy. Frequency of victimization was not associated with cognitive and affective empathy, but perceived severity of victimization was positively associated with both forms of empathy.
      PubDate: 2015-05-25T03:31:57.572462-05:
      DOI: 10.1111/sode.12133
       
  • Maternal Discipline and Children's Adjustment: The Role of the Cultural
           and Situational Context
    • Authors: Maayan Davidov; Naama Atzaba‐Poria
      Abstract: This study examined how the cultural and situational contexts can jointly shape the consequences of discipline strategies. Israeli mothers who grew up in Israel or in the Former Soviet Union (FSU) (overall N = 110) reported regarding their use of psychologically controlling and punitive discipline with their seven‐years‐old to 10‐years‐old children, and teachers reported regarding children's behavior problems. We assessed both mothers' overall general use of the discipline strategies, and their use of the same strategies following transgressions in the academic domain, an area which the two groups emphasize to differing degrees. Consistent with hypothesis, controlling discipline in academic situations had more positive consequences in the FSU group compared with the Israeli‐origin group. In contrast, and as predicted, cultural group was not a moderator of mothers' overall, general use of the same discipline strategies. The findings illustrate how taking the situation into account can inform examination of the moderating role of cultural group.
      PubDate: 2015-05-25T03:27:56.484092-05:
      DOI: 10.1111/sode.12132
       
  • Wait Until Your Mother Gets Home! Mothers' and Fathers' Discipline
           Strategies
    • Authors: Elizabeth T. Hallers‐Haalboom; Marleen G. Groeneveld, Sheila R. van Berkel, Joyce J. Endendijk, Lotte D. van der Pol, Marian J. Bakermans‐Kranenburg, Judi Mesman
      Abstract: From a traditional viewpoint, fathers are seen as the main disciplinarian in the family. However, recent studies suggest that these traditional family role patterns may have changed. In this study, we observed discipline strategies of mothers and fathers toward their sons and daughters. Participants included 242 families with two children (1 and 3 years of age). Findings revealed that parental discipline varied by the age of the children, but that mothers disciplined their children more often than fathers. Fathers, conversely, showed more laxness in response to child non‐compliance. Gender of the children was only related to physical interference, with mothers using more physical interference with boys than fathers, irrespective of birth order. Taken together, these findings highlight the importance of parent gender for parent–child interactions in early childhood, but also suggest that child age should be taken into account as important explanatory factors.
      PubDate: 2015-05-14T03:16:29.117007-05:
      DOI: 10.1111/sode.12130
       
  • Preschool Children's Anticipation of Recipients' Emotions Affects Their
           Resource Allocation
    • Authors: Markus Paulus; Chris Moore
      Abstract: The present study investigated the impact of preschoolers' anticipation of recipients' emotions on their resource allocation decisions. Three‐ to six‐year‐old children participated in one of three different scenarios before performing a resource allocation task. In the Other condition, children were led to think about another person's emotions when being shared with or not being shared with. In the Self condition, children were led to think about their own emotion when being shared with or not being shared with. In an epistemic control condition, children were asked to think about another person's knowledge state. The results showed that children were able to attribute different emotions to the respective recipient when being shared with or not being shared with. Children in the Other condition and the Self condition were more likely to allocate resources to the other when decisions were not associated with costs. Moreover, correlational analyses demonstrated that the more negatively children rated the emotion of the recipient when not being shared with the more they were to allocate resources to the recipient. This indicates that children's inclination to allocate resources to another person can be promoted by their awareness of a recipient's negative emotions when not being shared with.
      PubDate: 2015-05-13T04:05:36.698766-05:
      DOI: 10.1111/sode.12126
       
  • Effects of Defending: The Longitudinal Relations Among
           Peer‐perceived Defending of Victimized Peers, Victimization, and
           Liking
    • Authors: Diana J. Meter; Noel A. Card
      Abstract: Previous research has shown victims of peer aggression to be positively impacted by being defended by peers, but how enacted defending impacts defenders themselves is not thoroughly understood. In this study, the longitudinal associations between peer‐perceived liking, enacted defending, and defender's own victimization were investigated among 336 adolescents (M age = 13.21 years). Peer perceived liking was expected to predict defending. It was also hypothesized that a reputation for defending victimized peers would be related to being perceived as less victimized and more liked over time. Results showed that peer perceived liking was not predictive of defending. Enacted defending was associated with a decrease in victimization over time, but also a decrease in peer‐perceived liking. Defenders may benefit from enacted defending by decreasing their own victimization, but this benefit is nuanced.
      PubDate: 2015-05-06T03:19:30.794543-05:
      DOI: 10.1111/sode.12129
       
  • First Arrival and Collective Land Ownership: How Children Reason About Who
           Owns the Land
    • Authors: Maykel Verkuyten; Jellie Sierksma, Borja Martinovic
      Abstract: Four survey experiments provide evidence that children (9–12 years) infer collective land ownership from first arrival. In Experiments 1 and 2, children indicated that a group owns an island relatively more than another group when having been or living on the island first. In the third experiment, it was found that first comers were considered to own the land more independently of whether the second group joined or succeeded them in living on the island. In Experiment 4, the first arrival principle to infer collective ownership was independent of the duration of stay of the first comers before being joined by the second group. Taken together, the findings provide clear evidence of the importance of first arrival for inferring collective place ownership.
      PubDate: 2015-05-06T03:08:46.01495-05:0
      DOI: 10.1111/sode.12128
       
  • The Intertwined Relationship between Self‐esteem and Peer Stress
           Among Korean Adolescents: A Prospective Longitudinal Study
    • Authors: Jeong Jin Yu
      Abstract: Although the association between self‐esteem and peer stress among adolescents is not unidirectional, and the two constructs probably coevolve and coexist over time, these two constructs and their possible mutual influence have rarely been tested in one single study. The present study examined whether there are bidirectional interactions between self‐esteem and perceptions of peer stress across five or six annual waves using a nationally representative sample of two cohorts of South Korean youth. The sample comprised 2844 fourth graders (M = 9.86 years) and 3449 eighth graders (M = 13.79 years) at wave 1. Findings suggested that self‐esteem was positively associated with peer stress in early and middle adolescence, whereas peer stress was negatively associated with self‐esteem in early adolescence, but had positive links in middle and late adolescence. The implications of the results were discussed.
      PubDate: 2015-04-14T02:46:01.789564-05:
      DOI: 10.1111/sode.12125
       
  • Friendship, Negative Peer Experiences, and Daily Positive and Negative
           Mood
    • Authors: Rachael D. Reavis; Laura J. Donohue, Mikayla C. Upchurch
      Abstract: We examined the effect of negative peer experiences (NPEs; peer victimization and exclusion) on mood (depressed, angry, positive). Seventy‐seven (43 female) fifth graders from elementary schools located in a small town in the Midwest completed a friendship quality measure, in addition to daily reports (seven school days) of mood and peer experiences. Multilevel modeling showed that children who had NPEs in which no one intervened had more negative and less positive mood. For negative mood, this result was attenuated if the child had a friend who was generally helpful. The results demonstrate the positive role of bystanders during NPEs and highlight the protective role of high‐quality friendships.
      PubDate: 2015-04-14T02:40:21.562158-05:
      DOI: 10.1111/sode.12123
       
  • Socialization in the Context of Risk and Psychopathology: Maternal Emotion
           Socialization in Children of Incarcerated Mothers
    • Authors: Janice Zeman; Danielle Dallaire, Sarah Borowski
      Abstract: Children of incarcerated mothers are at increased risk for psychological, social, and emotional maladaptation. This research investigates whether perceived maternal socialization of sadness and anger may moderate these outcomes in a sample of 154 children (53.9 percent boys, 61.7 percent Black, M age = 9.38, range: 6–12), their 118 mothers (64.1 percent Black), and 118 caregivers (74.8 percent female, 61.9 percent grandparents, 63.2 percent Black). Using mother, caregiver, and child report, seven maternal socialization strategies were assessed in their interaction with incarceration‐specific risk experiences predicting children's adjustment. For sadness socialization, the results indicated that among children reporting maternal emotion‐focused responses, incarceration‐specific risk predicted increases in psychological problems, depressive symptoms, increased emotional lability, and poorer emotion regulation. For children who perceived a problem‐focused response, incarceration‐specific risk did not predict outcomes. There were no significant interactions with incarceration‐specific risk and perceived maternal anger socialization strategies. These results indicate a critical need to examine how socialization processes may operate differently for children raised in atypical socializing contexts.
      PubDate: 2015-04-02T05:08:03.782619-05:
      DOI: 10.1111/sode.12117
       
  • Learning‐related Social Skills as a Mediator between Teacher
           Instruction and Child Achievement in Head Start
    • Authors: Arya Ansari; Elizabeth Gershoff
      Abstract: Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children's (n = 936) early academic achievement and learning‐related social skills from ages three to five. In general, during the early years, children exhibited relatively stable academic and learning‐related social skills. Although the amount of teacher instruction did not predict children's short‐term academic growth directly, it did predict it indirectly through improvements in learning‐related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children's learning‐related social skills may be necessary before academic gains can be realized.
      PubDate: 2015-03-24T00:17:54.552497-05:
      DOI: 10.1111/sode.12124
       
  • Affective Social Competence and Teacher–child Relationship Quality:
           Race/Ethnicity and Family Income Level as Moderators
    • Authors: Pamela W. Garner; Duhita Mahatmya
      Abstract: This study examined whether race/ethnicity and family income level moderated associations between children's affective social competence and teacher–child relationships among 132 Black, White, and Latino preschoolers. Boys and girls were equally represented in the sample. Of the three racial/ethnic groups, Latino children scored lowest on emotion regulation, were less close to their teachers, and experienced more teacher–child conflict and dependence. In contrast, Black children had closer, less conflict‐laden, and less dependent teacher–child relationships than children of other racial/ethnic backgrounds. Emotion regulation served as a protective factor against problematic teacher–child relationships, particularly for Latino and Black children compared with high‐income White children. Emotion regulation was positively associated with teacher–child closeness for Black children. However, it was negatively associated with teacher–child conflict for Latino children, regardless of income. For all outcomes, teacher characteristics accounted highly for the differences in teacher–child relational quality. Findings are discussed in terms of the functional role of emotions for teacher–child relationships and suggest important contextual influences on the associations.
      PubDate: 2015-03-17T03:05:29.843131-05:
      DOI: 10.1111/sode.12114
       
  • Do Parenting and Family Characteristics Moderate the Relation between Peer
           Victimization and Antisocial Behavior? A 5‐year Longitudinal
           Study
    • Authors: Grace S. Yang; Vonnie C. McLoyd
      Abstract: Past research has demonstrated that relationships with peers and parents play salient roles in various child outcomes. However, little research has examined the confluence of these two factors in the context of peer victimization. In particular, little is known about which family and parental factors mitigate or intensify the impact of adverse peer relations. The current study bridged this gap by testing whether maternal support and family conflict moderated the association between peer victimization and antisocial behavior. Moderation effects were found for girls but not boys. Cross‐lagged path analyses of nationally representative longitudinal data (N = 1046; 53 percent boys; Time 1: Mage = 10.7) showed that, among girls, higher levels of maternal warmth and mother–child communication significantly attenuated the link between early peer victimization and later antisocial outcomes. By contrast, greater family conflict significantly increased antisocial outcomes among girls who experienced peer victimization. For boys, early peer victimization significantly predicted antisocial outcomes, regardless of parenting and family factors. All findings remained significant even after controlling for preexisting antisocial tendencies and demographic factors, as well as for the stability of victimization in the model.
      PubDate: 2015-03-17T03:05:25.062909-05:
      DOI: 10.1111/sode.12118
       
  • Private Self‐consciousness and Gender Moderate How Adolescents'
           Values Relate to Aggression
    • Authors: Maya Benish‐Weisman; Kristina L. McDonald
      Abstract: The relationship between values and aggression and the moderating roles of gender and private self‐ consciousness (PSC) on these relations were examined. Participants were 642 Arabic and Jewish adolescents in Israel (M age = 13.79, SD = .51; 53.9 percent females). Values and PSC were measured by self‐reports and aggression was measured by peer nominations. Aggression was positively correlated with self‐enhancement and openness to change values, and negatively correlated with self‐transcendence and conservation values. The results also suggested that PSC and gender play an important role in moderating these relations. The study's contributions to value theory and its practical implications are discussed.
      PubDate: 2015-03-17T03:05:21.221312-05:
      DOI: 10.1111/sode.12122
       
  • Children's Interpretations of Ambiguous Provocation From Their Siblings:
           Comparisons With Peers and Links to Relationship Quality
    • Authors: Holly E. Recchia; Amandeep Rajput, Stephanie Peccia
      Abstract: This study investigated how six‐ to eight‐year‐old children interpret ambiguous provocation from their siblings. In particular, we examined how children's attributions of their siblings' intent (1) differed from those for their peers, (2) varied as a function of the structural features of the sibling relationship, and (3) were associated with the affective qualities of the sibling relationship. A total of 121 children were presented with ambiguous provocation scenarios in which three groups of agemates were described as the perpetrators of harm (siblings, friends, and disliked peers). Scenarios were designed to assess children's attributions of hostile, instrumental, and accidental intent. Children attributed more hostile intent to disliked peers than to siblings and less hostile intent to friends than to siblings. Accidental and instrumental intent attributions were equally likely for friends and siblings but less common for disliked peers. Children attributed more hostile intent to older siblings, and more instrumental intent to laterborn siblings who were chronologically younger. Children's attributions of siblings' intent were related to both parents' and children's reports of the affective features of siblings' interactions. Results provide new insight into how children's construals of others' actions are grounded in the unique features of their relationships with particular interaction partners.
      PubDate: 2015-03-10T00:32:04.564125-05:
      DOI: 10.1111/sode.12119
       
  • Measuring Social Status and Social Behavior with Peer and Teacher
           Nomination Methods
    • Authors: Yvonne H. M. Berg; Tessa A. M. Lansu, Antonius H. N. Cillessen
      Abstract: Sociometric nomination methods are used extensively to measure social status and social behaviors among children and adolescents. In the current study, the correspondence between teacher and peer nomination methods for the identification of preference and popularity was examined. Participants were 733 children in grade 5/6 (M age = 12.05 years, SD = .64; 53.3 percent boys) and their 29 teachers. Children and teachers completed nomination questions for preference, popularity, and 12 social behaviors. Results showed moderate overlap between teacher and peer nominations of social status; teachers and peers agreed on students’ preference and popularity levels in 62.7 percent and 69 percent of the cases, respectively. Secondly, we examined the social behaviors (prosocial behaviors, overt and relational aggression, victimization) that teachers and peers ascribe to children at different levels of preference and popularity. Both teachers and peers made clear behavioral distinctions between low, average, and highly preferred or popular children. For preference, the behavioral profiles did not differ between teachers and peers. For popularity, no differences between teachers and peers were found in the behavioral descriptions of unpopular and average children. However, teachers and peers differed in their behavioral descriptions of popular children. Implications and directions for further research are discussed.
      PubDate: 2015-03-05T05:30:56.562607-05:
      DOI: 10.1111/sode.12120
       
  • Teachers' Theory‐of‐mind Coaching and Children's Executive
           Function Predict the Training Effect of Sociodramatic Play on Children's
           Theory of Mind
    • Authors: Li Qu; Pinxiu Shen, Yu Yan Chee, Luxi Chen
      Abstract: Theory of mind (ToM), the ability to interpret one's own and others' mental states, is essential for social interaction; thus, it is important to promote the early development of ToM. The current study investigated (1) whether sociodramatic play (SDP) promotes the development of ToM in kindergarten children; (2) whether teachers' ToM coaching, as well as children's individual differences in language and executive function (EF), may influence how children benefit from SDP; and (3) whether SDP improves children's development in language and EF. Seventy‐one kindergarteners (M age = 60.2 months, SD = 5.7) divided into 12 groups were randomly assigned to three conditions: free play, SDP, or SDP + ToM coaching. Each condition included four weekly sessions, 45 min per session. Before and after the training, children's ToM, language and EF were measured. The results showed that after children's individual differences in ToM were considered, (1) SDP positively predicted children's post‐test ToM; (2) teachers' ToM‐related guidance during SDP and children's pretest EF positively predicted the training effect of SDP on children's ToM; (3) teachers' ToM‐related guidance during SDP, but not SDP alone, predicted children's post‐test language; and (4) neither SDP nor teachers' ToM‐related guidance during SDP predicted children's post‐test EF.
      PubDate: 2015-03-02T03:13:32.636978-05:
      DOI: 10.1111/sode.12116
       
  • The Longitudinal Interplay between Bullying, Victimization, and Social
           Status: Age‐related and Gender Differences
    • Authors: Miranda Sentse; Tina Kretschmer, Christina Salmivalli
      Abstract: The current study examined the longitudinal interplay between bullying, victimization, and social status (acceptance, rejection, and perceived popularity) over the course of 1 year. Cross‐lagged path models were estimated for two cohorts, covering grades 3–6 (N = 3904, M age = 11.2 years) and grades 7–9 (N = 4492, M age = 14.4 years). Comparisons between cohorts and by gender were conducted. The results of this study corroborate the complexity of the longitudinal interplay between bullying, victimization, and social status in showing that direction and strength of associations differ by type of peer status, age, and gender. Conclusions cannot be drawn without taking these differences into account. The findings are discussed according to these differences, and directions for future research are provided.
      PubDate: 2015-03-02T03:13:29.339931-05:
      DOI: 10.1111/sode.12115
       
  • Representation of Romantic Love in Children's Drawings: Age and Gender
           Differences
    • Authors: Claire Brechet
      Abstract: This study was designed to fill our current knowledge gap in children's representation of romantic love. To this end, we used a drawing task: 127 children ages 6 to 10 were asked to draw a person and a person in love. Performing content analysis, we identified seven graphic indicators used by children to depict romantic love in their drawings. As expected, results exhibited age and gender differences. First, older children used a higher number of graphic indicators than younger children. The use of each type of indicator (except for one) varied with age. Second, girls used a higher number of graphic indicators than boys. These gender differences were specific to three graphic indicators. Results are discussed in terms of children's developing representation of romantic love and of the potential impact of their socio‐cultural environment on this representation.
      PubDate: 2015-02-19T01:17:20.618556-05:
      DOI: 10.1111/sode.12113
       
  • Prospective Associations between Peer Aggression and Victimization: The
           Moderating Roles of Physiological Stress Reactivity and Gender
    • Authors: Clio E. Pitula; Dianna Murray‐Close, Adrienne M. Banny, Nicki R. Crick
      Abstract: The present investigation examined whether heightened skin conductance reactivity (SCLR) to peer stress strengthened the prospective associations between physical and relational aggression and victimization, and whether associations were stronger for physical forms of aggression and victimization among boys and relational forms of aggression and victimization among girls. A total of 91 children [M age = 10.18 years, standard deviation (SD) = .68] were assessed twice over 1 year. At the first assessment, SCLR in response to recounting a relational stressor (e.g., exclusion; SCLR‐R) and an instrumental stressor (e.g., property theft; SCLR‐I), and teacher‐reported aggression were measured. Parents reported on child victimization at both time points. Among youth with heightened SCLR‐I, physical aggression was associated with increases in physical victimization for boys and decreases in physical victimization for girls. Among youth with heightened SCLR‐R, relational aggression was associated with increases in physical victimization for girls only. Results were largely consistent with the hypothesis that aggressors with a propensity to exhibit negative displays of emotion, as indexed by heightened sympathetic nervous system (SNS) reactivity to peer stress, may be especially likely to suffer peer victimization. Gender‐specific effects highlight the importance of including both physical and relational forms of aggression and victimization to capture victimization risk among aggressive boys and girls.
      PubDate: 2015-02-06T05:54:17.615991-05:
      DOI: 10.1111/sode.12110
       
  • Dimensions of Parenting Associated with Child Prekindergarten Emotion
           Regulation and Attention Control in Low‐income Families
    • Authors: Erin T. B. Mathis; Karen L. Bierman
      Abstract: Delays in emotion regulation and attention control are common among children growing up in poverty, and they contribute to significant socioeconomic gaps in school readiness and later school attainment. In this study, the emotion regulation and attention control skills of 210 prekindergarten Head Start participants were assessed (M age = 4.80 years old). Home interviews and videotaped parent–child interactions were used to evaluate three aspects of parenting (e.g., warm‐sensitive, directive‐critical, and parenting stress). Structural equation models documented significant, unique associations linking directive‐critical parenting and parenting stress with poor child emotion regulation skills. Directive‐critical parenting was also uniquely associated with low levels of child attention control. Warm‐sensitive parenting was not uniquely related to either emotion regulation or attention control at this age. The findings suggest that, by prekindergarten, parent stress management and reduced directiveness emerge as the primary correlates of child emotion regulation and attention control whereas warm‐sensitive parenting plays a diminished role.
      PubDate: 2015-02-05T07:15:04.633641-05:
      DOI: 10.1111/sode.12112
       
  • Exploring the Bidirectionality of Emotion Understanding and Classroom
           Behavior with Spanish‐ and English‐speaking Preschoolers
           Attending Head Start
    • Authors: Paul S. Strand; Celestina Barbosa‐Leiker, Maria Arellano Piedra, Andrew Downs
      Abstract: The present study investigated time‐dependent relationships between emotion understanding and the behavioral adjustment of preschoolers over a single school year using a latent variable structural equation modeling framework. Teacher reports of child behavior (hyperactivity, emotion symptoms, conduct problems, peer problems, and prosocial behavior) and performance assessments of emotion understanding were obtained twice at a 6‐month interval for a sample of 281 preschoolers (159 boys and 122 girls, with mean age = 52.40 months) from English‐ (N = 158) and Spanish‐speaking (N = 123) backgrounds. Emotion understanding and behavior were stable over time, and cross‐sectional associations between them were in expected directions. Cross‐lagged paths revealed that the behavior variables significantly associated with emotion understanding across time were hyperactivity, emotion symptoms, and peer problems, and that behavior variables were generally better predictors of emotion understanding than vice versa. Differences across gender and language groups suggest a stronger and more complex bidirectional relationship between emotion understanding and behavior for girls and for Spanish‐speaking children compared wth boys and English‐speaking children. Results are discussed with respect to the value of exploring cross‐lagged relationships and the potential importance of gender and culture as determinants of those relationships.
      PubDate: 2015-02-05T07:14:59.142808-05:
      DOI: 10.1111/sode.12111
       
  • Emotion Socialization in the Context of Risk and Psychopathology: Maternal
           Emotion Coaching Predicts Better Treatment Outcomes for Emotionally Labile
           Children with Oppositional Defiant Disorder
    • Authors: Julie C. Dunsmore; Jordan A. Booker, Thomas H. Ollendick, Ross W. Greene
      Abstract: We examined whether maternal emotion coaching at pretreatment predicted children's treatment response following a 12‐week program addressing children's oppositional defiant disorder (ODD) symptoms. A total of 89 mother–child dyads participated. At pretreatment, mothers and children engaged in an emotion talk task. Mothers also reported their beliefs about emotions at pretreatment and their child's disruptive behavior symptoms, emotion regulation, and emotion lability/negativity at pre‐, mid‐, and post‐treatment. Clinicians reported children's symptom severity at pre‐ and post‐treatment. Children's emotion lability/negativity moderated effects of maternal emotion coaching on children's post‐treatment ODD symptoms, with stronger benefits of emotion coaching for children high in emotion lability/negativity. Results suggest that emotion coaching may promote treatment response for children with ODD who are especially at risk due to their emotionality.
      PubDate: 2015-02-05T07:14:52.614348-05:
      DOI: 10.1111/sode.12109
       
  • Perceived Maternal Autonomy Support and Early Adolescent Emotion
           Regulation: A Longitudinal Study
    • Authors: Katrijn Brenning; Bart Soenens, Stijn Van Petegem, Maarten Vansteenkiste
      Abstract: This study investigated longitudinal associations between perceived maternal autonomy‐supportive parenting and early adolescents' use of three emotion regulation (ER) styles: emotional integration, suppressive regulation, and dysregulation. We tested whether perceived maternal autonomy support predicted changes in ER and whether these ER styles, in turn, related to changes in adjustment (i.e., depressive symptoms, self‐esteem). Participants (N = 311, mean age at Time 1 = 12.04) reported on perceived maternal autonomy support, their ER styles, and adjustment at two moments in time, spanning a one‐year interval. Cross‐lagged analyses showed that perceived maternal autonomy support predicted increases in emotional integration and decreases in suppressive regulation. By contrast, emotional dysregulation predicted decreases in perceived autonomy‐supportive parenting. Further, increases in emotional integration were predictive of increases in self‐esteem, and decreases in suppressive regulation were predictive of decreases in depressive symptoms. Together, the results show that early adolescents' perception of their mothers as autonomy‐supportive is associated with increases in adaptive ER strategies and subsequent adjustment.
      PubDate: 2015-01-15T01:56:15.037511-05:
      DOI: 10.1111/sode.12107
       
  • Middle Childhood Feelings Toward Mothers: Predictions From Maternal
           Directiveness at the Age of Two and Respect for Autonomy Currently
    • Authors: Jean M. Ispa; Gustavo Carlo, Francisco Palermo, Chang Su‐Russell, Erin Harmeyer, Cara Streit
      Abstract: The goals of this study were to examine (1) stability of maternal directiveness during interactions with their children from toddlerhood to late middle childhood, (2) direct and mediated relations between mothers' directiveness when children were two years old, mothers' respect for autonomy and children's positivity and negativity toward their mothers when children were in late middle childhood, and (3) differences in these paths by ethnoracial group. Participants included 876 European‐American, 789 African‐American, and 411 Mexican‐American mothers and their children from the Early Head Start Research and Evaluation Project. Maternal respect for autonomy at Time 2 partially mediated an association between Time 1 directiveness and observed child positivity toward mothers at Time 2. There was also a direct inverse link between Time 1 maternal directiveness and children's observed positivity toward mothers at Time 2. Relations were similar across ethnoracial groups and for boys and girls. The discussion focuses on heterotypic stability in directive parenting and its implications for children's feelings toward their mothers.
      PubDate: 2015-01-04T22:00:51.333252-05:
      DOI: 10.1111/sode.12108
       
  • The Role of Child Characteristics and Peer Experiences in the Development
           of Peer Cooperation
    • Authors: Hinke M. Endedijk; Antonius H. N. Cillessen, Ralf F. A. Cox, Harold Bekkering, Sabine Hunnius
      Abstract: Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict young children's successful cooperation at different points in development. In this study, 2‐, 3‐, and 4‐year‐old children were observed during a peer cooperation task. Both their interactive behavior and cooperation success were examined, and the association of these variables with child characteristics and peer experiences was explored. Results showed that successful peer cooperation increased with age. Moreover, early individual differences in peer cooperation were related to temperamental characteristics, and, among older children, the rate of cooperation was related to prior peer experience.
      PubDate: 2015-01-04T22:00:47.335782-05:
      DOI: 10.1111/sode.12106
       
 
 
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