Identifying Developmental Cascades among Differentiated Dimensions of Social Competence and Emotion Regulation

Autor/inn/en	Blair, Bethany L.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly
Titel	Identifying Developmental Cascades among Differentiated Dimensions of Social Competence and Emotion Regulation
Quelle	In: Developmental Psychology, 51 (2015) 8, S.1062-1073 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039472
Schlagwörter	Self Control; Interpersonal Competence; Correlation; Peer Acceptance; Friendship; Models; Comparative Analysis; Developmental Stages; Children; Guidelines; Longitudinal Studies; Check Lists; Measures (Individuals); Hypothesis Testing; Statistical Analysis; Goodness of Fit; Social Development; Emotional Development; Child Behavior; Child Behavior Checklist; Social Skills Rating System + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Interpersonale Kompetenz; Korrelation; Freundschaft; Analogiemodell; Child; Kind; Kinder; Richtlinien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Checkliste; Messdaten; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Soziale Entwicklung; Gefühlsbildung
Abstract	This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. The results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascading and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 years to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01