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Jennifer C. Bullen; Sandy L. Birkeneder; Matthew C. Zajic; Lindsay Swain Lerro; Nancy McIntyre; Nicole Sparapani; Peter Mundy – Autism: The International Journal of Research and Practice, 2025
A recent study suggests that parent report on the Social Symptom and Prosocial scales of the Childhood Joint Attention Rating Scale provides useful information about differences in the social development of school-aged autistic children. The current study provides additional psychometric data on the Childhood Joint Attention Rating Scale regarding…
Descriptors: Autism Spectrum Disorders, Social Development, Child Development, Children
Zvara, B. J.; Burchinal, M. – Early Child Development and Care, 2021
A growing literature provides evidence of long-term effects of childhood sexual trauma (CST), however the intergenerational consequences of CST are not well understood. In the current study we examine the adjustment of children whose mothers reported a history of CST compared to children whose mothers did not report childhood trauma across…
Descriptors: Mothers, Parent Background, Child Abuse, Child Development
Pei-Jung Wang; Hua-Fang Liao; Li-Chiou Chen; Lin-Ju Kang; Lu Lu; Karen Caplovitz Barrett – American Journal on Intellectual and Developmental Disabilities, 2024
Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in…
Descriptors: Preschool Children, Preschool Education, Developmental Delays, Child Development
Ha, Cheyeon – Cambridge Journal of Education, 2023
This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…
Descriptors: Elementary Education, Grade 6, Foreign Countries, Social Emotional Learning
Irem Korucu; Ezgi Ayturk; Jennifer K. Finders; Gina Schnur; Craig S. Bailey; Shauna L. Tominey; Sara A. Schmitt – Grantee Submission, 2022
Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that…
Descriptors: Metacognition, Self Control, Preschool Children, Predictor Variables
Sarikaya, Aysegül; Alptekin, Ayse; Güler, Mustafa – Turkish Online Journal of Educational Technology - TOJET, 2023
In this study, it has been tried to develop a different perspective in the literature by determining the reflection of couple burnout of mothers, which is examined as a problem between couples or a personal problem, on the social development of children. The study was designed in the relational survey model, one of the general survey models. In…
Descriptors: Burnout, Mothers, Child Development, Social Development
Anna Johnson Dammann – ProQuest LLC, 2023
Sleep is important for child development. Sleep problems in early childhood are associated with negative outcomes across numerous domains, including executive control, internalizing and externalizing psychopathology, and social competence (Astill et al., 2012; Hysing et al., 2016; Spruyt et al., 2019). Little research has focused on moderators…
Descriptors: Sleep, Child Development, Risk, Genetics
Wolf, Sharon; McCoy, Dana Charles – Developmental Science, 2019
The majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1)…
Descriptors: Executive Function, Young Children, Literacy, Numeracy
Ravindran, Niyantri; Berry, Daniel; McElwain, Nancy L. – Developmental Psychology, 2019
Theoretical models posit real-time bidirectional processes between parents and children as integral to child development, yet few studies have examined such processes. In this study, cross-lagged autoregressive latent growth models were used to assess the dynamic organization of mother and toddler behavior across a snack-delay task. Maternal…
Descriptors: Mothers, Toddlers, Delay of Gratification, Child Behavior
The Legacy of Early Abuse and Neglect for Social and Academic Competence from Childhood to Adulthood
Raby, K. Lee; Roisman, Glenn I.; Labella, Madelyn H.; Martin, Jodi; Fraley, R. Chris; Simpson, Jeffry A. – Child Development, 2019
This study used data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 267) to investigate whether abuse and neglect experiences during the first 5 years of life have fading or enduring consequences for social and academic competence over the next 3 decades of life. Experiencing early abuse and neglect was consistently associated…
Descriptors: Child Abuse, Child Neglect, Young Children, Child Development
Zarra-Nezhad, Maryam; Viljaranta, Jaana; Sajaniemi, Nina; Aunola, Kaisa; Lerkkanen, Marja-Kristiina – Early Child Development and Care, 2022
This study focused on associations between children's socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children's social withdrawal (as a temperamental characteristic) in these associations.…
Descriptors: Child Development, Parenting Styles, Social Development, Emotional Development
Legkauskas, Visvaldas; Magelinskaite-Legkauskiene, Šarune – Issues in Educational Research, 2019
The present research investigated the importance of learning-related and interpersonal aspects of social competence as well as parent education in the first grade for school adjustment indicators These included self-reported involvement in bullying, teacher-reported student-teacher relationships, and academic achievement -- a year later. Social…
Descriptors: Foreign Countries, Elementary School Students, Interpersonal Competence, Social Development
Song, Ju-Hyun; Volling, Brenda L. – Infant and Child Development, 2018
This study investigated relations among children's Theory-of-Mind (ToM) development, early sibling interactions, and parental discipline strategies during the transition to siblinghood. Using a sample of firstborn children and their parents (N = 208), we assessed children's ToM before the birth of a sibling and 12 months after the birth, and…
Descriptors: Sibling Relationship, Theory of Mind, Parenting Styles, Discipline
Yuill, Nicola; Little, Sarah – British Journal of Educational Psychology, 2018
Background: Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and…
Descriptors: Mothers, Child Development, Social Development, Emotional Development
Sharifian, Neika; Kraal, A. Zarina; Zaheed, Afsara B.; Sol, Ketlyne; Zahodne, Laura B. – Developmental Psychology, 2019
Prior research suggests that social relations may play a role in explaining individual differences in cognitive functioning in older adulthood. In particular, early life maternal relationship quality (MRQ) has been shown to be a strong predictor of later-life socioemotional outcomes and may also contribute to later-life cognitive outcomes. The…
Descriptors: Older Adults, Individual Differences, Cognitive Ability, Child Development