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BUSINESS AND ECONOMICS (1090 journals)            First | 4 5 6 7 8 9 10 11 | Last

Journal of Property Research     Hybrid Journal   (Followers: 8)
Journal of Regional Analysis and Policy     Open Access  
Journal of Regulatory Economics     Hybrid Journal   (Followers: 7)
Journal of Research in Business, Economics and Management     Open Access  
Journal of Retailing     Hybrid Journal   (Followers: 6)
Journal of Revenue and Pricing Management     Partially Free   (Followers: 5)
Journal of Risk and Uncertainty     Hybrid Journal   (Followers: 19)
Journal of Scheduling     Hybrid Journal   (Followers: 3)
Journal of Securities Operations & Custody     Full-text available via subscription   (Followers: 7)
Journal of Social and Economic Development     Full-text available via subscription  
Journal of Social Entrepreneurship     Hybrid Journal   (Followers: 3)
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: 6)
Journal of World Business     Hybrid Journal   (Followers: 5)
Journal on Innovation and Sustainability     Open Access   (Followers: 2)
Jurnal Manajemen & Agribisnis     Open Access   (Followers: 2)
Knowledge Management Research & Practice     Hybrid Journal   (Followers: 17)
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: 18)
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: 4)
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  
Occupational Ergonomics     Hybrid Journal   (Followers: 5)
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)

  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  [1607 journals]
  • 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
    • 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
    • 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
    • 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
    • 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
    • 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
  • Trajectories of Internalizing Symptoms From Early Childhood to
           Adolescence: Associations With Temperament and Parenting
    • Authors: Stephanie Davis; Elizabeth Votruba‐Drzal, Jennifer S. Silk
      Abstract: Despite the great number of children affected by anxiety and depression, developmental trajectories of internalizing disorders are not well understood. The current study applied a group‐based modeling approach to examine the interplay between the temperamental trait of negative emotionality and parenting on internalizing symptoms from early childhood to adolescence. Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 881), analyses revealed that a four‐group model best characterized trajectories of internalizing symptoms from the age of 4.5 to the age of 15. Interestingly, children with high negative emotionality were more likely to belong to groups with elevated levels of internalizing symptoms if their mothers exhibited high warmth/sensitivity. Our findings add to the understanding of developmental pathways of internalizing problems from early childhood to adolescence by suggesting that certain combinations of temperament and parenting may increase youth's propensity to develop internalizing problems.
      PubDate: 2014-12-15T22:36:58.361405-05:
      DOI: 10.1111/sode.12105
  • Helping Children Help: The Relation between Maternal Scaffolding and
           Children's Early Help
    • Authors: Stuart I. Hammond; Jeremy I. M. Carpendale
      Abstract: Theory and empirical research suggest that parental scaffolding of children's participation in chores may contribute to the development of early helping. Sixty mother–child dyads with toddlers between 18 and 24 months of age were assessed on two measures of scaffolding (during a cleanup chore; reading an emotionally laden book together). Children's helping was assessed in five tasks with an experimenter, and children were also assessed for social approach to an unfamiliar adult as a measure of sociability, and for internal state language as a measure of social understanding. Both mothers' scaffolding of everyday helping and children's sociability uniquely predicted individual differences in children's helping. Thus, individual differences in children's helping appear early, and are associated with both temperament and with parents' efforts to support and encourage young children's helpfulness.
      PubDate: 2014-12-08T00:31:58.654208-05:
      DOI: 10.1111/sode.12104
  • Characteristics of the Social Support Networks of Maltreated Youth:
           Exploring the Effects of Maltreatment Experience and Foster Placement
    • Authors: Sonya Negriff; Adam James, Penelope K. Trickett
      Abstract: Little is known about the social support networks of maltreated youth or how youth in foster care may compare with those who remain with their parent(s). Social network characteristics and perceived social support were examined between (1) maltreated and comparison youth, (2) maltreated youth who remained with their biological parent, those with a foster parent, or a those with a kin caregiver, and (3) youth in stable placements and those who have changed placements. Data came from a sample of 454 adolescents (241 boys, 9–13 years old at enrollment) who took part in a longitudinal study of child maltreatment. Participants completed three assessments approximately 1 year apart. Results showed that on average, maltreated adolescents named significantly fewer people in their network than comparison adolescents. At Time 2, comparison adolescents reported more same‐aged friends. In the maltreatment group, youth with a foster parent reported significantly more older friends than maltreated youth with a kin caregiver. Fewer maltreated youth named a biological parent on the social support questionnaire at all three time points. More youth in kinship care described their caregiver as supportive than those in foster care. These findings indicate that despite heterogeneous placement histories, social support networks among maltreated youth were very similar.
      PubDate: 2014-12-02T00:09:04.67273-05:0
      DOI: 10.1111/sode.12102
  • Early Parental Positive Behavior Support and Childhood Adjustment:
           Addressing Enduring Questions with New Methods
    • Authors: Rebecca Waller; Frances Gardner, Thomas Dishion, Stephanie L. Sitnick, Daniel S. Shaw, Charlotte E. Winter, Melvin Wilson
      Abstract: A large literature provides strong empirical support for the influence of parenting on child outcomes. The current study addresses enduring research questions testing the importance of early parenting behavior to children's adjustment. Specifically, we developed and tested a novel multi‐method observational measure of parental positive behavior support at age 2. Next, we tested whether early parental positive behavior support was related to child adjustment at school age, within a multi‐agent and multi‐method measurement approach and design. Observational and parent‐reported data from mother–child dyads (N = 731; 49 percent female) were collected from a high‐risk sample at age 2. Follow‐up data were collected via teacher report and child assessment at age 7.5. The results supported combining three different observational methods to assess positive behavior support at age 2 within a latent factor. Further, parents' observed positive behavior support at age 2 predicted multiple types of teacher‐reported and child‐assessed problem behavior and competencies at 7.5 years old. Results supported the validity and predictive capability of a multi‐method observational measure of parenting and the importance of a continued focus on the early years within preventive interventions.
      PubDate: 2014-12-01T22:57:34.884822-05:
      DOI: 10.1111/sode.12103
  • Toddlers Assert and Acknowledge Ownership Rights
    • Authors: Hildy Ross; Ori Friedman, Aimee Field
      Abstract: Two studies compared toddler owners and non‐owners of toys. Children of 24 and 30 months were supplied with toys and told that they were owners. In play with friends, owners were more likely than non‐owners to maintain possession, claim toys verbally (‘mine’), and non‐verbally, by attempting to regain their own toys in their friends' possession. Children communicated their ownership early in each episode and in preference to other information about the toys. Toddlers in both studies identified toys belonging to their friends and acknowledged their friends' ownership with possessive statements (‘yours’), and in Study 2, recognized the relationship between owners and their property by offering toys that their friends owned. In these ways, toddlers' actions were consistent with accepted ownership rights.
      PubDate: 2014-11-10T04:36:11.211406-05:
      DOI: 10.1111/sode.12101
  • Prosocial Behavior: Long‐term Trajectories and Psychosocial Outcomes
    • Authors: Elinor Flynn; Samuel E. Ehrenreich, Kurt J. Beron, Marion K. Underwood
      Abstract: This study investigated developmental trajectories for prosocial behavior for a sample followed from the age of 10–18 and examined possible adjustment outcomes associated with membership in different trajectory groups. Participants were 136 boys and 148 girls, their teachers, and their parents (19.4 percent African‐American, 2.4 percent Asian, 51.9 percent Caucasian, 19.5 percent Hispanic, and 5.8 percent other). Teachers rated children's prosocial behavior yearly in grades 4–12. At the end of the 12th grade year, teachers, parents, and participants reported externalizing behaviors and participants reported internalizing symptoms, narcissism, and features of borderline personality disorder. Results suggested that prosocial behavior remained stable from middle childhood through late adolescence. Group‐based mixture modeling revealed three prosocial trajectory groups: low (18.7 percent), medium (52.8 percent), and high (29.6 percent). Membership in the high prosocial trajectory group predicted lower levels of externalizing behavior as compared with the low prosocial trajectory group, and for girls, lower levels of internalizing symptoms. Membership in the medium prosocial trajectory group also predicted being lower on externalizing behaviors. Membership in the high prosocial trajectory group predicted lower levels of borderline personality features for girls only.
      PubDate: 2014-11-10T04:36:07.184672-05:
      DOI: 10.1111/sode.12100
  • The Relationship Between Peer Victimization and Children's Humor Styles:
           It's No Laughing Matter!
    • Authors: Claire Louise Fox; Simon C. Hunter, Siân Emily Jones
      Abstract: This study assessed the concurrent and prospective (fall to spring) associations between peer victimization and four humor styles, two of which are adaptive (affiliative and self‐enhancing) and two maladaptive (aggressive and self‐defeating). Participants were 1234 adolescents (52 percent female) aged 11–13 years, drawn from six secondary schools in England. Self‐reports and peer reports of peer victimization were collected, as were self‐reports of humor styles. In cross‐sectional analyses, peer victimization was associated with all four humor styles, most strongly with self‐defeating and affiliative humor. Across the school year, peer victimization was associated with an increase in self‐defeating humor and a decrease in affiliative humor (and vice‐versa). These results have implications for models of humor development and how we understand the continuity of peer victimization.
      PubDate: 2014-11-10T04:36:00.672448-05:
      DOI: 10.1111/sode.12099
  • Too Cool for School? The Relationship between Coolness and Academic
           Reputation in Early Adolescence
    • Authors: Rhonda S. Jamison; Travis Wilson, Allison Ryan
      Abstract: The relationship between peer‐nominated coolness and academic reputation was examined at two time points spanning the first year of middle school (N = 807; 52 percent female; 52 percent African‐American; 48 percent European American). Students predominantly nominated peers who were from their same gender and ethnic group as being cool. Associations between coolness and academic reputation differed across subgroups, were contingent upon level of disruptive behavior, and changed over time from fall to spring of the academic year. In the fall, patterns differed by gender, not by ethnicity. For both white and African‐American boys, hierarchical regressions evidenced a null association between coolness and academic reputation; for both white and African‐American girls, this association was positive. In the spring, findings for white girls were similar to findings from the fall. For the three remaining groups—white boys and African‐American boys and girls—conditions worsened over time, albeit in slightly dissimilar ways. For white boys, fall coolness did not predict significant declines in academic reputation over time; nonetheless, as a group, the coolness–academic reputation was negative by the end of the year. For African‐American boys and girls, fall coolness significantly predicted declines in academic reputation from fall to spring, although the concurrent coolness–academic reputation association was not significantly negative for either group in the spring.
      PubDate: 2014-11-10T04:35:55.631081-05:
      DOI: 10.1111/sode.12097
  • Justice Sensitivity in Childhood and Adolescence
    • Authors: Rebecca Bondü; Birgit Elsner
      Abstract: Individuals differ in their sensitivity toward injustice. Justice‐sensitive persons perceive injustice more frequently and show stronger responses to it. Justice sensitivity has been studied predominantly in adults; little is known about its development in childhood and adolescence and its connection to prosocial behavior and emotional and behavioral problems. This study evaluates a version of the justice sensitivity inventory for children and adolescents (JSI‐CA5) in 1472 9‐ to 17‐year olds. Items and scales showed good psychometric properties and correlations with prosocial behavior and conduct problems similar to findings in adults, supporting the reliability and validity of the scale. We found individual differences in justice sensitivity as a function of age and gender. Furthermore, justice sensitivity predicted emotional and behavioral problems in children and adolescents over a 1‐ to 2‐year period. Justice sensitivity perspectives can therefore be considered as risk and/or protective factors for mental health in childhood and adolescence.
      PubDate: 2014-10-12T02:46:08.849078-05:
      DOI: 10.1111/sode.12098
  • Mothers' and Fathers' Emotion Socialization and Children's Emotion
           Regulation: A Within‐Family Model
    • Authors: Elizabeth A. Shewark; Alysia Y. Blandon
      Abstract: In the current study, we examined whether mothers' and fathers' reactions to young children's positive and negative emotions were associated with children's negativity and emotion regulation. We utilized a within‐family design with 70 families (mother, father, and two siblings between the ages of 2 and 5 years). Mothers and fathers completed questionnaires about their emotion socialization as well as children's negativity and emotion regulation. Results indicated that mothers' and fathers' unsupportive reactions to children's positive emotions were associated with children's negativity. Fathers' unsupportive reactions to children's emotional displays were differentially associated with older and younger siblings' emotion regulation. Fathers' unsupportive responses to children's positive and negative emotions also contributed jointly to children's emotion regulation. The results suggest that exploring the within‐family correlates of children's emotion regulation and negativity is useful for understanding children's emotional development.
      PubDate: 2014-10-01T00:11:59.230967-05:
      DOI: 10.1111/sode.12095
  • Temperament, Parenting, and Moral Development: Specificity of Behavior and
    • Authors: Mairin E. Augustine; Cynthia A. Stifter
      Abstract: This longitudinal study highlights the role of specific parenting behaviors in specific contexts when predicting moral development in children of varying temperament types. A sample of mother–child dyads took part in a competing demands task involving differing ‘do’ and ‘don't’ contextual demands when the child was 2 years of age. Child temperament was also assessed at this time, yielding inhibited, exuberant, and low‐reactive temperament groups. Children's moral behavior was assessed at 5.5 years of age. Models examining the interaction of temperament and mother behaviors in each context indicated that mother's reasoning/explanation and ignoring in the ‘do’ context predicted later moral behavior in inhibited children whereas redirection and commands in the ‘don't’ context predicted moral behavior in exuberant children.
      PubDate: 2014-10-01T00:11:46.99093-05:0
      DOI: 10.1111/sode.12092
  • When Prejudice Is Popular: Implications for Discriminatory Behavior
    • Authors: V. Paul Poteat
      Abstract: Prejudice and popularity represent two major areas of research. Yet studies have not considered whether prejudiced adolescents actually can be popular. Among 572 high school students (Mage = 15.80 years), the current study tested the association between popularity (based on sociometric peer nominations) and sexual prejudice against gay and lesbian individuals, moderated by gender and perspective taking. As hypothesized, the association was significant for males but not females, and it was significant for adolescents lower on perspective taking but not those higher on perspective taking. Moreover, adolescents who were popular and expressed strong sexual prejudice were more likely to engage in homophobic behavior than prejudiced adolescents who were less popular. Popular adolescents with strong sexual prejudice beliefs may be more prone to use homophobic behavior as a way to maintain their dominant position. Similarly, prejudiced adolescents who are popular may face less pushback for their engagement in homophobic behavior. Continued attention to the connection between sexual prejudice and popularity is important because of the high status, influence, and visibility of popular adolescents.
      PubDate: 2014-09-23T22:57:15.553657-05:
      DOI: 10.1111/sode.12096
  • On the Nature of Toddlers' Helping: Helping or Interest in Others'
    • Authors: Jeremy I. M. Carpendale; Viktoria A. Kettner, Karyn N. Audet
      Abstract: Toddlers' helping has been interpreted as early evidence of cooperation and altruism. We consider whether this important social activity might, instead, be due to toddlers' interest in participating in the activity of others, and we illustrate this possibility with diary observations of infants' social and communicative development. This alternative view of toddlers' helping as one manifestation of a more‐general tendency for social engagement requires a different approach to the explanation of this aspect of social development. We argue for a relational developmental systems account of the emergence and further development of infants' social and emotional engagement leading to toddlers' helping.
      PubDate: 2014-09-23T22:57:07.306321-05:
      DOI: 10.1111/sode.12094
  • Maternal Frontal EEG Asymmetry and Chronic Stressors Moderate the Link
           between Child Conduct Problems and Maternal Negativity
    • Authors: Nan Chen; Martha Ann Bell, Kirby Deater‐Deckard
      Abstract: Frontal electroencephalographic (EEG) asymmetry is associated with individual differences in positive/negative emotionality and approach/avoidance tendencies. The current study examined the moderating role of maternal resting frontal EEG asymmetry on the link between child behavior problems and maternal harsh parenting within the context of differing degrees of chronic family stressors (father unemployment, single parenthood, caring for multiple children, and household chaos). The sample included 121 mother–child pairs. Results showed that stressors and frontal EEG asymmetry together moderated the link. Child problem behaviors were moderately associated with greater maternal negativity for mothers with right frontal asymmetry, or mothers who experienced more stressors. However, no association existed between child behavior problems and maternal negativity for mothers with few stressors and left frontal asymmetry. The findings implicate transactions between household stress and a psychophysiological indicator of maternal emotional reactivity and mothers' approach/avoidance tendencies in the etiology of parental negativity toward challenging child behaviors.
      PubDate: 2014-09-16T07:43:54.910418-05:
      DOI: 10.1111/sode.12093
  • The Effects of Early Institutionalization and Foster Care Intervention on
           Children's Social Behaviors at the Age of Eight
    • Authors: Alisa N. Almas; Kathryn A. Degnan, Olga L. Walker, Anca Radulescu, Charles A. Nelson, Charles H. Zeanah, Nathan A. Fox
      Abstract: The present study compared the social behaviors of eight‐year‐old previously institutionalized Romanian children from the Bucharest Early Intervention Project (BEIP) in two groups: (1) children randomized to foster care homes (FCG), and (2) children randomized to care as usual (remaining in institutions) (CAUG). Children were observed interacting with an age‐ and gender‐matched unfamiliar, non‐institutionalized peer from the community during six interactive tasks, and their behavior was coded for speech reticence, social engagement, task orientation, social withdrawal, and conversational competence. Group comparisons revealed that FCG children were rated as significantly less reticent during a speech task than CAUG children. For CAUG children, longer time spent in institutional care was related to greater speech reticence and lower social engagement. Using an actor–partner interdependence model, CAUG children's behaviors, but not FCG, were found to influence the behavior of unfamiliar peers. These findings are the first to characterize institutionalized children's observed social behaviors toward new peers during middle childhood and highlight the positive effects of foster care intervention in the social domain.
      PubDate: 2014-07-25T23:30:07.618083-05:
      DOI: 10.1111/sode.12089
  • Emotion Knowledge, Loneliness, Negative Social Experiences, and
           Internalizing Symptoms Among Low-income Preschoolers
    • Authors: Justin E. Heinze; Alison L. Miller, Ronald Seifer, Susan Dickstein, Robin Locke
      First page: 240
      Abstract: Children with poor emotion knowledge (EK) skills are at risk for externalizing problems; less is known about early internalizing behavior. We examined multiple facets of EK and social-emotional experiences relevant for internalizing difficulties, including loneliness, victimization, and peer rejection, in Head Start preschoolers (N = 134; M = 60 months). Results based on multiple informants suggest that facets of EK are differentially related to negative social-emotional experiences and internalizing behavior and that sex plays a moderating role. Behavioral EK was associated with self-reported loneliness, victimization/rejection, and parent-reported internalizing symptoms. Emotion recognition and expressive EK were related to self-reported loneliness, and emotion situation knowledge was related to parent-reported internalizing symptoms and negative peer nominations. Sex moderated many of these associations, suggesting that EK may operate differently for girls vs. boys in the preschool social context. Results are discussed with regard to the role of EK for social development and intervention implications.
      PubDate: 2014-05-26T21:07:00.646139-05:
      DOI: 10.1111/sode.12083
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