The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort…

This study presents a pattern for Home Computer Use (HCU) and its relation to children's social and behavioural development during primary education. This study answers whether and how HCU (either educational or recreational) during primary school is related to children's social/ behavioural development such as self-regulation, anti-social…

In this study was aimed to determine the preschool teachers' perception and intervention strategies of physical, relational aggressive behavior and investigate the whether preschool students' this aggressive behavior differ based on preschool teachers' intervention strategies. Sample group consisted of 42 pre-school teachers and 755 preschool…

The goal of this study was to examine longitudinal associations among unsociability and indices of socio-emotional functioning in a sample of young Chinese children. Participants were N = 360 children (M[subscript age] = 4.72 years, SD = 0.67) recruited from kindergarten classes in an urban area of China. Assessments of unsociability and…

First-order and advanced theory of mind (ToM and AToM), and their structures and relations were investigated in 229 children aged 5-8 years. ToM was assessed using 6 tasks from the first-order ToM scale, while AToM was measured using an 18-item battery (higher-order false-belief understanding; strange stories; faux pas test; eyes test;…

Humans possess a tendency to rapidly and consistently make character evaluations from mere facial appearance. Recent work shows that this tendency emerges surprisingly early: children as young as 3-years-old provide adult-like assessments of others on character attributes such as "nice," "strong," and "smart" based…

It is argued that self-regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self-regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self-regulation and their similarities…

Both social input and facial feedback appear to be processed differently by individuals with autism spectrum disorder (ASD). We tested the effects of both of these types of input on laughter in children with ASD. Sensitivity to facial feedback was tested in 43 children with ASD, aged 8-14 years, and 43 typically developing children matched for…

This study examined the relationship between social withdrawal (isolation and unsociability) and peer victimization by exploring the moderating influences of gender, classroom norms of social withdrawal, individualism, and collectivism. One hundred fifty-eight adolescents (M[subscript age] = 14.11, SD = 1.10; 46.3% boys) in 7th and 8th grade from…

The current study examined relations among child temperament, peer interaction, and theory of mind (ToM) development. We hypothesized that: (1) children classified as behaviorally inhibited at 24 months would show less ToM understanding at 36 months in comparison to nonbehaviorally inhibited children; (2) children who displayed negative peer…

Research Findings: The current study examines the relations between Chinese preschoolers' social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of…

Research has shown that participation in extracurricular activities has a positive effect on adolescents' social behaviour and academic performance; however, the reciprocal influence of extracurricular activities and leisure on the development of adolescents' academic performance and social behaviour is unclear. In our study, we investigate the…

The aims of this study were to evaluate the physiological stress and anxiety responses in children with autism following completion of a standardized, social-evaluative stressor (Trier Social Stress Test-Child version), document the relationship between verbal ability, stress, and anxiety, and determine the association between stress and anxiety…

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

Temperament works in combination with a child's environment to influence early socioemotional development. We examined whether maternal caregiving behavior at infant age 9 months moderated the relation between infant temperamental fear (9 months) and observations of children's social behavior with an unfamiliar peer at age 2 in a typically…