Links Among Italian Preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance

Sette, Stefania; Spinrad, Tracy L.; Baumgartner, Emma

doi:10.1080/10409289.2013.744684

Cited by 61 publications

(44 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As was found in prior concurrent work with the same sample, we found a significant relation between socially appropriate behavior and peer likability at T1 (Sette et al, 2013). A unique finding for this longitudinal study (in addition to the inclusion of emotion knowledge components) was that children's capacity to cooperate, to help others, and to initiate and maintain social relationships at T1 was positively related to peer likability a year later, even after controlling for stability in peer likability.…”

Section: Discussionsupporting

confidence: 88%

The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

Sette

Spinrad

Baumgartner

2016

International Journal of Behavioral Development

Self Cite

View full text Add to dashboard Cite

The purpose of the present study was to examine the relations of children's emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children's emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children's socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave Autoregressive Cross-lagged (ARC) model indicated that children's T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children's T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children's emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children's emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years.

show abstract

Section: Discussionsupporting

confidence: 88%

The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

Sette

Spinrad

Baumgartner

2016

International Journal of Behavioral Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…The quality of the student-teacher relationship (STR) is seen as crucial to successful academic outcomes [32,33] and a strong predictor of long-term behaviors [34][35][36]. For example, close, supportive relationships with teachers are associated with stronger social skills [37] and higher peer acceptance [38] in typically developing young children. However, on average, children with ASD experience poor relationships with their teachers as evidence by low closeness and high conflict [35,39].…”

Section: Student-teacher Relationships In Early School Yearsmentioning

confidence: 99%

Autism in the Classroom: Educational Issues across the Lifespan

Bolourian¹,

Stavropoulos²,

Blacher³

2019

Autism Spectrum Disorders - Advances at the End of the Second Decade of the 21st Century

View full text Add to dashboard Cite

This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teacher relationships (STRs) in the face of challenging behaviors is discussed, including ways to build positive STRs. In middle and high school, social relationships serve as protective factors against mental health problems (e.g., depression, anxiety). Literature on this topic, including issues related to bullying, is presented. In postsecondary settings, young adults with ASD continue to have poor outcomes (e.g. loneliness, unemployment); strategies for helping adolescents transition to adulthood is discussed. While there are many other aspects to educational program appropriate for individuals with ASD (e.g., curriculum content), this chapter highlights recent issues that may be informative to a wide audience-school teachers and staff, researchers, and parents.

show abstract

“…, . -Wilkens et al, 2014), (Groh et al, 2014), (Wentzel, Russell, Baker, 2016), (Sette, Spinrad, & Baumgartner, 2013) , . (Huang & Su, 2014;Ketelaar, Rieffe, Wiefferink, & Frijns, 2013).…”

Section: %unclassified

The Influence of Young Children’s Affective and Cognitive Empathy and Peer Competence on Behavioral Problems

Kwon¹

2017

Korean J Child Stud

View full text Add to dashboard Cite

Objective: The purpose of this study was to examine the influence of affective and cognitive empathy, and peer competence on behavioral problems among young children. Methods: The participants were 224 4-to 5-year-olds attending daycare centers in Gyeonggi-do. Children's empathy, peer competence, and behavioral problems were reported by their teachers. The collected data were analyzed using simple regression and three-step hierarchical multiple regression analyses. Results: The results showed that children who exhibited low affective empathy scored higher on peer acceptance and behavioral problems than children who had high affective empathy. This pattern of results was similarly found with cognitive empathy. Additionally, the effect of children's affective empathy on behavioral problems was fully mediated by peer competence, whereas the effect of children's cognitive empathy on behavioral problems was partially mediated by peer competence. Conclusion: These results suggest the need for peer-competence training based on affective empathy and training for both peer competence and cognitive empathy in reducing behavioral problems among young children.

show abstract

Links Among Italian Preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance

Cited by 61 publications

References 56 publications

The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

Autism in the Classroom: Educational Issues across the Lifespan

The Influence of Young Children’s Affective and Cognitive Empathy and Peer Competence on Behavioral Problems

Contact Info

Product

Resources

About