Relation of emotion-related regulation to children's social competence: A longitudinal study.

Spinrad, Tracy L.; Eisenberg, Nancy; Cumberland, Amanda; Fabes, Richard A.; Valiente, Carlos; Shepard, Stephanie A.; Reiser, Mark; Losoya, Sandra H.; Guthrie, Ivanna K.

doi:10.1037/1528-3542.6.3.498

Cited by 307 publications

(196 citation statements)

References 55 publications

(91 reference statements)

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“…The effect of EC on social competence has been widely discussed (Kochanska, Murray, & Harlan, 2000;Eisenberg, Hofer, & Vaughn, 2007;Spinrad et al, 2006). Indeed, several indicators have been used to show that lower levels of EC were associated with worse social competence.…”

Section: Discussionmentioning

confidence: 99%

Gender as predictor of social rejection: the mediating/moderating role of effortful control and parenting. [El género como predictor de rechazo social: el papel mediador / moderador del control con esfuerzo y crianza de los hijos]

2014

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Título: El género como predictor de rechazo social: el papel mediador / moderador del control con esfuerzo y crianza de los hijos. Resumen: El objetivo de este trabajo fue investigar las diferencias de gé-nero en una muestra de 474 niños de entre 6 y 8 años, con respecto al rechazo por parte de sus iguales, medido a través del status sociométrico. Además, analizamos cómo el temperamento (Control con esfuerzo) y la crianza (Apoyo y Disciplina) intervienen en esta relación. Para la medida del rechazo social aplicamos el método de nominaciones en el contexto del aula, y para medir el temperamento y la crianza administramos a los padres el cuestionario TMCQ (Temperament in Middle Childhood Questionnaire; Simmonds and Rothbart, 2004) y la adaptación española del PCRI (ParentChild Relationship Inventory;Gerard, 1994). Con un enfoque de modelado estadístico se probaron distintos modelos de mediación/moderación hasta encontrar el que mejor explicó la relación entre estas variables. Los resultados confirmaron diferencias de género en rechazo social, siendo los niños más rechazados que las niñas. Por otro lado, el modelo que mejor se ajustó fue el que situó al control con esfuerzo como mediador de la relación entre sexo y rechazo social, y a la crianza como variable explicativa del temperamento. En conclusión, las diferencias entre niños y niñas en rechazo social son en gran parte debidas a las puntuaciones significativamente más bajas que presentan los niños en control con esfuerzo, y estas bajas puntuaciones están a su vez explicadas por prácticas parentales negativas, con bajos niveles de apoyo y disciplina. Palabras clave: rechazo social; control con esfuerzo; crianza; mediación; moderación. Abstract:The aim of this work was to analyze the gender differences found in a sample of 474 spanish children aged between 6 and 8 years with respect to peer rejection using a sociometric status technique. Thus, we analyzed how temperament (Effortful Control) and parenting practices (Parental support and Discipline) were involved in this relation. To measure social rejection we used the nominations method in the classroom context, while for temperament and parenting practices, parents were given a TMCQ (Temperament in Middle Childhood Questionnaire; Simmonds and Rothbart, 2004) and the Spanish version of the PCRI (Parent-Child Relationship Inventory; Gerard, 1994). Using an statistical modeling approach, we tested various mediation/moderation models until the best one with selected variables was found to explain the relation between these variables. The results confirmed gender differences in social rejection, with boys being rejected more than girls. The model that gave the best fit was the one that placed effortful control latent variable mediating the relation between gender and social rejection and parenting practices as a latent explanatory variable of effortful control. In conclusion, differences between girls and boys in social rejection are to a large extent explained by the significantly lower scores for boys in effortfu...

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Section: Discussionmentioning

confidence: 99%

Gender as predictor of social rejection: the mediating/moderating role of effortful control and parenting. [El género como predictor de rechazo social: el papel mediador / moderador del control con esfuerzo y crianza de los hijos]

2014

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“…EC has predicted, often across time, children's externalizing problems (Eisenberg et al, 2000Kochanska & Knaack, 2003;Lemery, Essex, & Snyder, 2002;Lengua, West, & Sandler, 1998; see Muris & Ollendick, 2005) and social and academic competence (e.g., Eisenberg et al 2000;NICHD, 2003;Spinrad et al, 2006). In some of these studies, such prediction has been obtained across time when controlling for earlier levels of the developmental outcome being examined (e.g., Eisenberg et al, 2002Eisenberg et al, , 2004.…”

mentioning

confidence: 99%

The relations of effortful control and impulsivity to children's sympathy: A longitudinal study

Eisenberg

Michalik

Spinrad

et al. 2007

Cognitive Development

Self Cite

107

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The relations of children's (n = 214 at Time 1; M age = 6 years at Time 1) dispositional sympathy to adult-reported and behavioral measures of effortful control (EC) and impulsivity were examined in a longitudinal study including five assessments, each two years apart. Especially for boys, relatively high levels of EC and growth in EC were related to high sympathy. Teacher-reported impulsivity was generally modestly negatively related to measures of teacher-reported sympathy for boys, and a decline in impulsivity was linked to boys' sympathy. Some findings suggested a positive association between impulsivity and children's self-reported sympathy. EC, especially when reported by teachers, was more often a unique predictor of sympathy than was impulsivity. Results generally support the argument that sympathetic individuals, especially boys, are high in EC and that EC is a more consistent predictor of sympathy than impulsivity.

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“…This connection develops at an early age: infants with signs of better ER show less personal distress in response to peer cries than those with poorer ER (10). Overall, socially competent behavior, which includes expressions of sympathy and prosocial behavior, as well as socially appropriate responses and popularity, reliably relates to better ER in children and adults (1)(2)(3)(7)(8)(9)(10)(11).…”

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confidence: 99%

Development of socio-emotional competence in bonobos

Clay

Waal

2013

Proc. Natl. Acad. Sci. U.S.A.

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Social and emotional skills are tightly interlinked in human development, and both are negatively impacted by disrupted social development. The same interplay between social and emotional skills, including expressions of empathy, has received scant attention in other primates however, despite the growing interest in caring, friendships, and the fitness benefits of social skills. Here we examine the development of socio-emotional competence in juvenile bonobos (Pan paniscus) at a sanctuary in the Democratic Republic of the Congo, focusing on the interplay between various skills, including empathy-related responding. Most subjects were rehabilitated orphans, but some were born at the sanctuary and mother-reared there. We observed how juveniles with different rearing backgrounds responded to stressful events, both when the stress affected themselves (e.g., a lost fight) or others (e.g., witnessing the distress of others). The main dependent variable was the consolation of distressed parties by means of calming body contact. As in children, consolation was predicted by overall social competence and effective emotion regulation, as reflected in the speed of recovery from self-distress and behavioral measures of anxiety. Juveniles more effective at self-regulation were more likely to console others in distress, and such behavior was more typical of mother-reared juveniles than orphans. These results highlight the interplay between the development of social and emotional skills in our ape relatives and the importance of the mother-offspring bond in shaping socio-emotional competence.social deprivation | sympathetic concern | emotional control | personal distress S ocio-emotional competence encompasses an array of skills, such as successfully forming and maintaining social relationships, behaving appropriately in social situations, being sensitive to the emotions of others, and effectively managing one's own emotions (1). Emotion regulation (ER) is an essential part of socio-emotional competence and is defined as the process of modifying, inhibiting, evaluating, and monitoring internal states and reactions to enable an individual to adaptively respond to arousing situations so as to achieve individual goals (1, 2). Throughout development, social and emotional skills are tightly interconnected and "people who are unable to modulate the intensity and duration of their internal emotional responses and emotionally driven behavior are likely to be physiologically overaroused and to behave in ways that do not foster constructive social interactions" (3).Studies of child development show that effectively managing one's own emotions allows for greater empathy with others, including caring responses known as sympathetic concern (4-6).

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Relation of emotion-related regulation to children's social competence: A longitudinal study.

Cited by 307 publications

References 55 publications

Gender as predictor of social rejection: the mediating/moderating role of effortful control and parenting. [El género como predictor de rechazo social: el papel mediador / moderador del control con esfuerzo y crianza de los hijos]

Gender as predictor of social rejection: the mediating/moderating role of effortful control and parenting. [El género como predictor de rechazo social: el papel mediador / moderador del control con esfuerzo y crianza de los hijos]

The relations of effortful control and impulsivity to children's sympathy: A longitudinal study

Development of socio-emotional competence in bonobos

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