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181.
Shanna van Trigt Cristina Colonnesi Eddie Brummelman Terrence D. Jorgensen Milica Nikolić 《Child development》2023,94(4):e181-e196
Self-conscious emotions arise from evaluating the self through the eyes of others. Given that children with autistic traits may experience difficulties with understanding others' minds, they might show less attuned self-conscious emotions. Two-to-five-year-old children's (N = 98, Mage = 48.54 months, 50% girls, 92% White) self-conscious emotions (guilt, embarrassment, and shame-like avoidance) were observed after children “broke” the experimenter's favorite toy. Data were collected from March 2018 till June 2019. Children with more autistic traits showed less theory of mind (ToM), and more shame-like avoidance, but associations were not mediated by ToM. This provides initial evidence that children with more autistic traits may show disturbances in some but not all self-conscious emotions, which could hinder their social functioning. 相似文献
182.
Ximena A. Portilla Parissa J. Ballard Nancy E. Adler W. Thomas Boyce Jelena Obradović 《Child development》2014,85(5):1915-1931
This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5‐year‐old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self‐regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self‐regulation jointly predicted decreases in school engagement which in turn predicted first‐grade academic competence. Findings illustrate the importance of considering transactions between self‐regulation, teacher–child relationship quality, and school engagement in predicting academic competence. 相似文献
183.
184.
B. Corbett J. Dautel J. Tomašić Humer A. Tomovska Misoska L. K. Taylor 《Child development》2023,94(6):e393-e402
Intergroup resource allocation was examined among 333 children aged 7–11 (51.9% female) within three settings of former intergroup conflict (January–June 2021). Children represented both ethno-religious minority and majority groups (Republic of North Macedonia: Albanians, Macedonians; Croatia: Serbs, Croats; Northern Ireland: Catholics, Protestants), from predominantly White and middle-class families. Ingroup bias in average resource allocation amounts was demonstrated by both minority and majority children, across settings, in the context of novel targets (historic conflict rivals). Majority children were also more likely to give equally (which maintains the status quo) than minority children. Giving equally increased with age for both minority and majority children, despite being in “zero-sum,” conflict settings. Equitable intergroup resource allocation in such settings has implications for conflict transformation. 相似文献
185.
Kovács Cerović Tünde Mićić Katarina Vračar Selena 《European Journal of Psychology of Education - EJPE》2022,37(3):745-764
European Journal of Psychology of Education - The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring... 相似文献