Social‐cognitive Competence, Peer Rejection and Neglect, and Behavioral and Emotional Problems in Middle Childhood

Hoglund, Wendy L. G.; Lalonde, Christopher E.; Leadbeater, Bonnie J.

doi:10.1111/j.1467-9507.2007.00449.x

Cited by 55 publications

(55 citation statements)

References 41 publications

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“…The age of the participants might be another explanation of the above findings, since children, at this age, in order to enhance the quality of their close relationships, focus on solving short-term difficulties which are mainly related to their partners (Hoglund et al, 2008;Pillow et al, 2008). The age also influenced the attributional elements.…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, the children attributed their friendships with their best friends to various factors, reflecting the high importance of such relationships in their life (Argyle, 2001;Berndt, 2004;Bukowski, 2001;Holder & Coleman, 2009;Stephanou, 2010). Also, the attributional pattern within and between positive and negative friendships group underlines the desirable good friendship (Gifford-Smith & Brownell, 2003;Harvey et al, 2005;Hoglund et al, 2008;Weiner, 2002Weiner, , 2005. Specifically, by attributing the positive friendships to stable and personal properties, along with friend-related factors, self-friends interactive and internal causes, the participants enhanced themselves, multiplied the chances of good relationship in the future, and, simultaneously, indicated the crucial role of the friend in forming a satisfactory friendship (Fiedler et al, 1995;Fincham, 2003;Rusbult, Arriaga, & Agnew, 2003;Weiner, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, focusing on children's friendships with their best friends may help support, communicate and trust each other. Also, children at this age attribute high value to the formulating and maintaining of a friendship, they make interpretations about the quality of their friendship, which influence emotions and motivation, they have expectations about their friendship and they are quite able to regulate their thoughts, emotions and behaviour in the context of their friendship (M. Cole & S. R. Cole, 2001;Colonnesi, Engelhard, & Bοgels, 2009;Holder & Coleman, 2009;Hoglund, Lalonde, & Leadbeater, 2008;Juvonen & Weiner, 1993;Weiner & Handel, 1985). Overall, the empirical evidence suggests the necessity of examining friendship through child development.…”

Section: Introductionmentioning

confidence: 99%

“…Understanding children's perceptions of their friendships, in particular, may contribute to understanding their emotional lives and development, since happy young people are those who report fulfilling friendships (Bukowski, 2001;Buss, 2005;Diener, 2000;Diener & Seligman, 2002;Flecher & Thomas, 1996;Hoglund, Lalonde, & Leadbeater, 2008). Furthermore, focusing on children's friendships with their best friends may help support, communicate and trust each other.…”

Section: Introductionmentioning

confidence: 99%

“…However, little research has focused on children's friendships (Bukowski, 2001;Gifford-Smith & Brownell, 2003;Hoglund et al, 2008;Rose, 2007;Vandell et al, 2007). Also, although children's attributions and emotions for their friendships reflect and influence the quality of the friendship, only a limited number of studies have focused on these concepts, and on how they interactively influence friendship expectations (Bowker, Rubin, Burgess, Booth-LaForce, & Rose-Krasnor, 2006;Fincham, 2003;Jenkins & Ball, 2000;Lewis & Kliewer, 1996;Overwalle, Heylighen, Casaer, & Daniels, 1992;Stephanou, 2010;Underwood & Hurley, 1999).…”

Section: Introductionmentioning

confidence: 99%

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Children’s Attributions and Emotions for Their Friendships With Their Best Friend

Στεφάνου¹,

Balkamou²

2011

JPR

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This study, basing on the connection between close relationships and emotional experience from a socio-cognitive perspective, mainly attribution theories, aimed to examine: (1) children's attributions and emotions for their subjectively perceived positive and negative friendships with their best friend; (2) if children's attributions and emotions are differentiated depending on whether they perceive their friendship as positive or negative; and (3) the role of the attributional and intuitive (perceived quality) appraisals of the friendship in the formation of the emotions, and in the impact of the emotions on expectations about the quality of the friendship. A total of 225 children, both genders, third and fourth grades, participated in this investigation. All the participants, after writing down the name of their best friend, completed, first, the scale of emotions and, then, the scales of attributions and expectations. The results showed that the perceived positive friendships were mainly attributed to companionship-recreation and perceived help and support by the friends as well as to internal, stable, personal controllable, external uncontrollable and self-friend interactive internal factors. In contrast, the main attributions for the perceived negative friendships were non-exclusiveness, lack of companionship-recreation and friends' bad character as well as friends' controllable and internal, personally uncontrollable, external and unstable factors. Also, the participants experienced intense positive and negative emotions (particularly, friendship-and future-related) for the positive and negative friendships, respectively. Attribution (mainly, stability), compared to intuitive appraisal of friendship, was a better predictor of most of the emotions in the negative friendships group, while the pattern was reversed in the positive friendships group. Finally, emotions, attributions (not in negative friendships) and intuitive appraisal uniquely contributed into the generation of friendship expectations. Discussion of the findings focuses on enhancing children's subjective well-being and on future research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Children’s Attributions and Emotions for Their Friendships With Their Best Friend

Στεφάνου¹,

Balkamou²

2011

JPR

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Shy children's understanding of irony: Better comprehension does not always mean better socioemotional functioning

Mewhort-Buist

Nilsen

2019

Infant and Child Development

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Childhood shyness is a risk factor for negative socioemotional outcomes including loneliness and depression. Childhood shyness has also been found to relate to various aspects of pragmatic language. For instance, shyer children rate ironic criticisms (i.e., where a speaker's intended meaning is the opposite of what is literally said) as meaner than do less shy children. This study examined whether relations between shyness and socioemotional functioning (i.e., loneliness, depression, and peer experiences) in children (9–12 years old; N = 169) were moderated by irony comprehension ability. Using a series of vignettes and self‐report measures, it was found that shyer children with better irony comprehension skill reported increased loneliness and depression symptoms, as well as fewer prosocial experiences with peers. Similarly, for girls, better comprehension strengthened the relationship between shyness and peer victimization. In contrast, for shy boys, better irony comprehension was associated with a reduction in peer victimization. Thus, for certain vulnerable populations, having better sociocommunicative skills may not be advantageous. Highlights The present work examined whether relations between children's reported shyness and socioemotional functioning were moderated by irony comprehension. Children viewed comic strips of characters interacting and completed measures of shyness, loneliness, depression, and peer victimization. Shy children with better irony comprehension reported increased loneliness and depression. Having greater insight into communicative intentions for others may allow shy children to recognize social shortcomings. For certain vulnerable populations, having better sociocommunicative skills may not be advantageous.

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Mentalizing strategies for navigating the social world in adolescence

Williamson

Mills

2022

Infant and Child Development

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Mentalizing-the ability to represent or infer the mental states of others-continues to develop into and throughout adolescence. Increased mentalizing sophistication during adolescence is thought to support the navigation of increasingly complex social relationships and contexts. However, developmental science has yet to aggregate the seemingly disparate findings from research relating mentalizing to functional outcomes, such as internalizing mental health concerns, into clear and comprehensive theories that explain individual variability during adolescence. In this review, we describe approaches that have been used to measure mentalizing during adolescence and propose a methodological framework to measure mentalizing as a multi-dimensional process that continues to develop as a response to the environment during adolescence.

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Social‐cognitive Competence, Peer Rejection and Neglect, and Behavioral and Emotional Problems in Middle Childhood

Abstract: This prospective, longitudinal study examines individual differences in two conceptu

Cited by 55 publications

References 41 publications

Children’s Attributions and Emotions for Their Friendships With Their Best Friend

Children’s Attributions and Emotions for Their Friendships With Their Best Friend

Shy children's understanding of irony: Better comprehension does not always mean better socioemotional functioning

Mentalizing strategies for navigating the social world in adolescence

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