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Showing 1 to 15 of 46 results Save | Export
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Gülseven, Zehra; Liu, Yangyang; Ma, Ting-Lan; Yu, Mark Vincent B.; Simpkins, Sandra D.; Vandell, Deborah Lowe; Zarrett, Nicole – Developmental Psychology, 2021
Developmental theories and previous research have emphasized the significance of cooperation and self-control in middle childhood. The present study extends previous research by examining (a) the growth of cooperation and self-control as well as the relations between them in middle childhood (third to sixth grade) and (b) the extent to which…
Descriptors: Cooperation, Self Control, Social Development, Emotional Development
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Schmitt, Sara A.; Finders, Jennifer K.; Duncan, Robert J.; Korucu, Irem; Bryant, Lindsey M.; Purpura, David J.; Elicker, James G. – Developmental Psychology, 2021
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…
Descriptors: Correlation, Self Control, Social Development, Emotional Development
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Hajal, Nastassia J.; Paley, Blair – Developmental Psychology, 2020
Parents' behaviors--particularly their emotion socialization behaviors (ESBs)--drive children's emotion socialization (Eisenberg, Cumberland, & Spinrad, 1998). We propose that a major next step in the effort to promote healthy emotional development is to improve the field's understanding of the most proximal contributor to parent ESBs:…
Descriptors: Parent Influence, Emotional Response, Self Control, Emotional Development
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Lionetti, Francesca; Aron, Elaine N.; Aron, Arthur; Klein, Daniel N.; Pluess, Michael – Developmental Psychology, 2019
According to several developmental theories some children are more sensitive to the quality of their environment than others, but most supporting empirical evidence is based on relatively distal markers of hypothesized sensitivity. This study provides evidence for the validity of behaviorally observed Environmental Sensitivity as a moderator of…
Descriptors: Parent Child Relationship, Personality Traits, Parenting Styles, Child Rearing
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Charlesworth, Tessa E. S.; Hudson, Sa-kiera T. J.; Cogsdill, Emily J.; Spelke, Elizabeth S.; Banaji, Mahzarin R. – Developmental Psychology, 2019
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…
Descriptors: Human Body, Personality Traits, Physical Characteristics, Decision Making
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Strand, Paul S.; Downs, Andrew – Developmental Psychology, 2018
We investigated the role of sociocultural (between-groups) and individual (within-group) factors on the development of preschoolers' resource-allocation preferences. We tested claims of the "joint impact hypothesis" of social values development that social-emotional understanding skills would predict the transition from simpler…
Descriptors: Preschool Children, Hispanic American Students, English, Spanish
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Davies, Patrick T.; Martin, Meredith J.; Cummings, E. Mark – Developmental Psychology, 2018
Although social difficulties have been identified as sequelae of children's experiences with interparental conflict and insecurity, little is known about the specific mechanisms underlying their vulnerability to social problems. Guided by emotional security theory, this study tested the hypothesis that children's emotional insecurity mediates…
Descriptors: Parent Influence, Interpersonal Relationship, Conflict, Interpersonal Competence
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Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M. – Developmental Psychology, 2016
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…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Children
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Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly – Developmental Psychology, 2015
This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete…
Descriptors: Self Control, Interpersonal Competence, Correlation, Peer Acceptance
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Wang, Yiji; Dix, Theodore – Developmental Psychology, 2017
On the basis of longitudinal data across 9 years, this study examined the contribution of sustained attention and executive function to the poor cognitive and socioemotional adjustment of school-age children whose mothers had depressive symptoms during the child's infancy. Mothers (N = 1,364) reported depressive symptoms across their child's…
Descriptors: Longitudinal Studies, Mothers, Depression (Psychology), Infants
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Coplan, Robert J.; Rose-Krasnor, Linda; Weeks, Murray; Kingsbury, Adam; Kingsbury, Mila; Bullock, Amanda – Developmental Psychology, 2013
The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children (shy, unsociable, avoidant). Participants were 367 children, aged 9-12…
Descriptors: Children, Shyness, Social Isolation, Psychological Needs
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Rodkin, Philip C.; Ryan, Allison M.; Jamison, Rhonda; Wilson, Travis – Developmental Psychology, 2013
This study examines motivational precursors of social status and the applicability of a dual-component model of social competence to middle childhood. Concurrent and longitudinal relationships between self-reported social goals (social development, demonstration-approach, demonstration-avoid goal orientations), teacher-rated prosocial and…
Descriptors: Social Status, Prosocial Behavior, Aggression, Interpersonal Competence
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Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A. – Developmental Psychology, 2016
Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each…
Descriptors: Early Childhood Education, Child Development, Prosocial Behavior, Psychological Patterns
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Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Davidson, Richard J. – Developmental Psychology, 2015
Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function,…
Descriptors: Self Control, Comparative Analysis, Experimental Groups, Control Groups
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Fraley, R. Chris; Roisman, Glenn I.; Haltigan, John D. – Developmental Psychology, 2013
Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and later outcomes should approach different…
Descriptors: Young Children, Early Experience, Role, Cognitive Development
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