المؤلفون: Raha Hassan (ORCID 0000-0002-2739-9993), Louis A. Schmidt

المصدر: Developmental Psychology. 2024 60(2):271-283.

تمت مراجعته من قبل الزملاء: Y

Page Count: 13

الواصفات: Foreign Countries, Young Children, Parents, Shyness, Inhibition, Child Behavior, Personality, Preschool Children, Social Emotional Learning, Social Behavior, Cognitive Processes, Self Control

مصطلحات جغرافية: Canada

مستخلص: The risk potentiation model of cognitive control posits that inhibitory control heightens children's risk for problematic outcomes in the context of shyness because it limits shy children's ability to engage flexibly with their environment. Although there is empirical support for the risk potentiation model, most studies have been restricted to parent report of children's outcomes and do not consider the influence of shyness and inhibitory control on other children's social behavior. In the present study, we used an actor-partner interdependence model to examine whether shyness and inhibitory control at Time 1 (N = 105, 52 girls, M[subscript age] = 3.50 years; 87% White; M[subscript income] = between $75,000 and $100,000 in Canadian dollars) predicted children's own and their partner's observed social behavior with an unfamiliar peer at Time 2 (M[subscript age] = 4.76 years). When the child's own inhibitory control was high, the child's own shyness was negatively associated with their own approach behaviors but negatively associated with their partner's avoidance behaviors. However, when the child's own inhibitory control was low, the child's own shyness was unrelated to their own approach behaviors but positively associated with their partner's avoidance behaviors. Although inhibitory control was negatively associated with approach-related behavior for some shy children, this did not translate to more avoidance from the social partner. These results highlight the importance of examining the child's own behavior in addition to their partner's behavior when considering children's socioemotional development.

Abstractor: As Provided

المؤلفون: Eaton, Sarah Elaine (ORCID 0000-0003-0607-6287)

المصدر: Online Submission. 2021.

تمت مراجعته من قبل الزملاء: N

Page Count: 39

الواصفات: Communities of Practice, Integrity, Ethics, Teaching Methods, Web Based Instruction, Online Courses, COVID-19, Pandemics, Blended Learning, Foreign Countries, Cheating, Distance Education, Maturity (Individuals), Stress Variables, Expectation, Ambiguity (Context), Personality, Peer Relationship, Self Control, Plagiarism, Graduate Students

مصطلحات جغرافية: Canada

مستخلص: The COVID-19 crisis challenged us to learn, teach, and work in ways we never had before. As we move further into 2021 more educational institutions are thinking about how online teaching and learning can become a permanent way of offering programs. However, there are still ethical considerations that merit deeper consideration. Before the pandemic, there was 20 years of research from various countries to show there was less misconduct in online courses than in face-to-face courses, yet during COVID-19 academic and research misconduct increased dramatically around the world. So, what happened? And how do we move forward from here? Join us for an evidence-informed keynote about how to support ethical teaching, learning, and researching in online and blended contexts in 2021 and beyond.

Abstractor: As Provided

المؤلفون: Kesäläinen, Jonna (ORCID 0000-0002-6247-6763), Suhonen, Eira (ORCID 0000-0003-1718-9463), Alijoki, Alisa, Sajaniemi, Nina (ORCID 0000-0002-5959-7572)

المصدر: Early Child Development and Care. 2023 193(2):247-261.

تمت مراجعته من قبل الزملاء: Y

Page Count: 15

الواصفات: Child Behavior, Play, Personality, Special Education, Early Childhood Education, Special Needs Students, Language Impairments, Self Control, Severe Disabilities, Foreign Countries, Preschool Children

مصطلحات جغرافية: Finland

مستخلص: The aim of this study is to identify if children's play behaviour, temperament, and special educational needs (SEN) are interrelated. It is important to increase the awareness of the joint effects of temperament and SEN on behaviour so that early childhood special education (ECSE) teachers can provide the appropriate support for children with SEN and optimally guide their development. This study is a part of an early childhood special education (ECSE) project at the University of Helsinki. Children's (N = 332) educational needs were divided into four status groups: language disorders, self-regulatory difficulties, severe disabilities, and children without SEN. The temperament of each child was evaluated by their parents and play behaviour observed by ECSE teachers. The results show that children without SEN had more effortful control and social play than children with SEN. In addition, there were significant differences in temperament and play behaviour between the different SEN groups.

Abstractor: As Provided

المؤلفون: Chetcuti, Lacey (ORCID 0000-0002-9360-0851), Richdale, Amanda L., Haschek, Alexandra, Uljarevic, Mirko, Lawson, Lauren P.

المصدر: Journal of Autism and Developmental Disorders. Jan 2023 53(1):489-494.

تمت مراجعته من قبل الزملاء: Y

Page Count: 6

الواصفات: Youth, Autism Spectrum Disorders, Anxiety, Depression (Psychology), Behavior, Inhibition, Mental Disorders, Self Control, Personality, Personality Traits

مستخلص: Studies of the general population suggest that the risk for mental health difficulties conferred by dispositional behavioural inhibition (BI) may be modified by self-regulation; however, this possibility has not been explored in the context of autism. This study investigated the moderating effects of attentional-, activation-, and inhibitory control on the relationship between childhood BI and anxiety and depression among 47 autistic youths (55% male, M[subscript age] = 19.09 years, SD = 2.23). Childhood BI was associated with anxiety at low but not high levels of attentional- and activation control, and depression at low but not high levels of attentional control. However, there were no moderating effects of inhibitory control. These preliminary findings are partially consistent with those from the general population and point to avenues for future work.

Abstractor: As Provided

المؤلفون: Pantelie, Speran?a Rodica

المصدر: Journal of Educational Sciences. 2020 21(1):3-18.

تمت مراجعته من قبل الزملاء: Y

Page Count: 16

الواصفات: Psychological Characteristics, Communication Skills, Infants, Child Development, Caregiver Child Relationship, Predictor Variables, Emotional Development, Self Control, Socioeconomic Status, Personality, Self Esteem, Maturity (Individuals), Infant Behavior, Questionnaires, Self Concept Measures

معرفات التقييم و الدراسة: Communication and Symbolic Behavior Scales, Rothbart Infant Behavior Questionnaire, Rosenberg Self Esteem Scale

مستخلص: The first year of life is an essential phase for all psychological areas in child development. The key competences, vital for all development processes of the child, focus on the communication and the socio-emotional competencies, mostly because the infant is strongly dependent of the adult care environment. The quality of the primary caregiving relationship can configure the cognitive, affective and social development of the child in the first year of life. This study is aiming to identify the objective and psychological factors related to the development of early communication competences of the child in the first year of life and to identify the best predictors of these competencies, in order to conceptualize the best strategies to help the parents in their parental educational tasks and to prevent any delays in infant development. The study identifies a complex system of factors influencing the infant's communication skills, the prerequisites of communication being in relation both with the individual characteristics of the child in the first year of life, mainly the temperament and resilience, and with maternal and paternal factors, such as emotional maturity, patterns of primary attachment of the parents and the mother/father reflective functioning.

Abstractor: As Provided

المؤلفون: Menevse, Aliye

المصدر: Educational Research and Reviews. May 2019 14(9):320-326.

تمت مراجعته من قبل الزملاء: Y

Page Count: 7

الواصفات: Job Search Methods, Social Media, Self Control, Physical Education, College Students, Time Management, Job Applicants, Recruitment, School Policy, Personality, Human Resources, Foreign Countries, Employer Attitudes, Privacy, Student Behavior, Student Attitudes

مصطلحات جغرافية: Turkey (Istanbul)

مستخلص: This study aims to investigate how job search affects self-control of students using social network. This study was conducted on students studying in different departments and within the departments of Physical Education and Sports (BESB). A total of 600 students in the 21 ± 25 age group participated in the employment questionnaire. The statistics of the data were evaluated using Chi-square analysis for the relationship between 0.05 significance level and categorical variables in SPSS 21 package program. According to the participants' responses to the question "How much time do you spend on social media in a day?" it was observed that students in different departments (FB), (226 people, 75.3%) and BESB students (228 people, 76.0%) spend "6-10 h" daily on social media; whereas students of both departments (84.0%) used social networks intensively to seek employment. As regards the question ''Do you think the human resources departments of companies should use social media to get ideas about the applicants in the recruitment process? "FB students (218 people, 72.7%) and PESB students (244 people, 81.3%) responded as "No"; and with the highest average score of X2 = 6.362; p = 0.012 < 0.05 there was a significant difference in the BESB section. Also, for the question ''Do you use social media for the job search?'', FB students (171 people, 57.0%) and BESB students (272 people, 90.7%) answered "yes" with the stated rates; with a significant difference among BESB students determined, X2 = 88.002; p = 0.000; < 0.05. Further, as regards ''Do you find social media useful in job search?'', FB students (180 people, 60.0%) and BESB students (287 people, 95.7%) replied "yes" at the stated rates; and a significant difference among BESB students has been detected, X2 = 88.002; p =0.000; <0.05. As a result, the participants stated that the time spent on social media for employment search or digital socialization activities (about 6-10 h a day) prevented them from socialising in other physical activities; they also indicated that they had implemented auto-control in compliance with university regulations and restrictions in their accounts. Also, they were worried about HR identifying their profile on the social networks. Therefore, it is thought that the candidates may exhibit a very different personality in the social media networks than their real-life personalities, and they even tend to share them according to the personality of the institution.

Abstractor: As Provided

المؤلفون: Kesäläinen, Jonna (ORCID 0000-0002-6247-6763), Suhonen, Eira (ORCID 0000-0003-1718-9463), Saha, Mari (ORCID 0000-0003-2271-8542), Sajaniemi, Nina

المصدر: European Early Childhood Education Research Journal. 2022 30(3):456-471.

تمت مراجعته من قبل الزملاء: Y

Page Count: 16

الواصفات: Young Children, Early Childhood Education, Special Education, Special Needs Students, Personality, Stress Variables, Integrated Curriculum, Self Control, Foreign Countries, Student Characteristics

مصطلحات جغرافية: Finland

مستخلص: The aim of this study was to examine how children's stress activation is related to special educational needs (SEN) and temperament in early childhood special education (ECSE). The study had 76 participants from 17 integrated ECSE groups. At the beginning, the children were divided into four status groups as follows: children without SEN, children with language disorders, children with self-regulation difficulties, and children with severe disabilities. The children's temperament was assessed by their parents. Stress activation was examined by collecting and studying saliva samples from the children on two consecutive days. The results showed no differences between stress activation in the children's status groups, nor any connections between stress activation and temperament. The high quality of the ECSE groups might explain these results. Further research based on these findings is needed.

Abstractor: As Provided

المؤلفون: Burke, Jolanta, McGuckin, Conor

المصدر: Journal of Character Education. 2022 18(1):51-68.

تمت مراجعته من قبل الزملاء: Y

Page Count: 18

الواصفات: Bullying, Personality, Computer Mediated Communication, Secondary School Students, Psychological Characteristics, Foreign Countries, Self Control, School Violence

مصطلحات جغرافية: Ireland

مستخلص: A substantive body of research demonstrates negative bias toward reporting characteristics of young people associated with bullying and cyberbullying in schools, as both victims and perpetrators. The current study proposes a different approach. A sample of 2,799 postprimary school pupils aged 12 to 19 years (M = 15.5, SD = 1.66), divided equally across males and females, completed the Values in Action Inventory of Strengths for Youth questionnaire (VIA-Youth; Park & Peterson, 2005) and Corcoran's (2013) modified version of the net-TEEN questionnaire (Machmutow et al., 2012). A series of stepwise regression analyzes found that the strength of "prudence" was a common denominator predicting nonparticipation in school bullying--as both perpetrators and victims of traditional and cyberbullying. Furthermore, the current study identified a list of other character strengths, such as "fairness" and "love, which predicted noninvolvement of each of the 4 bullying groups (traditional bullies, traditional victims, cyber bullies, cyber victims) differently. Implications of the current research for both practitioners and researchers are discussed, including the potential for the creation of a prosocial, strength-based program to prevent bully/victim problems in schools.

Abstractor: As Provided

الوصول الحر: https://www.infoagepub.com/products/journal-of-character-education-vol-18-1Test

المؤلفون: Zhang, Heyi (ORCID 0000-0002-6625-6960), Jiang, Liyun, Hong, Xiumin

المصدر: Early Child Development and Care. 2022 192(14):2185-2199.

تمت مراجعته من قبل الزملاء: Y

Page Count: 15

الواصفات: Foreign Countries, Young Children, Child Care, Family Environment, Parent Child Relationship, Early Experience, Student Adjustment, Social Development, Self Control, Personality, Grandparents, Child Rearing

مصطلحات جغرافية: China

مستخلص: The present study examined the mechanisms by which family environment, parent--grandparent coparenting, effortful control, and early child-care experiences influenced young children's social adaptation in the Chinese context. A sample of 315 mothers of 2-3-year-olds (M = 33.36 months; SD = 5.10) in Beijing, China completed questionnaires to report children's temperament, family process, and children's social adaptation. Using the approach of conditional process analysis, the results revealed moderated mediation models that children's effortful control had a mediating effect on the association between their family process and social adaptation, while the effect of effortful control on social adaptation was contingent on children's early child-care experiences, with a stronger positive effect of effortful control among children who engaged for longer periods of child-care experiences. Findings point to the importance of understanding the role of family process and children's effortful control in the early development of social adaptation.

Abstractor: As Provided

المؤلفون: Wang, Xinghua (ORCID 0000-0002-2521-9944), Yang, Jialing, Zhou, Ji, Zhang, Shuyue (ORCID 0000-0002-3652-6413)

المصدر: Early Child Development and Care. 2022 192(15):2383-2400.

تمت مراجعته من قبل الزملاء: Y

Page Count: 18

الواصفات: Foreign Countries, Parents, Child Rearing, Grandparents Raising Grandchildren, Mothers, Young Children, Executive Function, Urban Areas, Child Development, Cognitive Development, Short Term Memory, Cognitive Processes, Inhibition, Self Control, Personality, Correlation, Cultural Differences

مصطلحات جغرافية: China

مستخلص: Parent-grandparent coparenting is a common phenomenon in mainland China; however, little is known about its relationship with children's cognitive development. This study investigates the links between parent-grandparent coparenting and young children's executive function (EF) and examines the potential mediating role of maternal parenting between coparenting and EF in Chinese urban families. A total of 122 preschool children (58 girls) and their mothers participated in this study. Children's EF was assessed using measures of working memory, cognitive flexibility, and inhibitory control. Their mothers were asked about parent-grandparent coparenting, maternal parenting (i.e. maternal nurturing and stress), and children's temperament. The findings showed that parent-grandparent coparenting was indirectly related to cognitive flexibility, a dimension of EF, and this relationship was mediated by maternal nurturing and maternal stress. No direct impact of parent-grandparent coparenting on EF was found. The findings highlight the contribution of supportive parent-grandparent coparenting to children's cognitive flexibility.

Abstractor: As Provided