Cross-cultural investigations addressing the development of individual differences are important because these speak to the generalizability of results and the extent to which the development of temperament and personality differs by culture. The present study was aimed at comparing manifestations of fear, defined in infancy as startle or distress to sudden changes in stimulation (e.g., facial/bodily expressions of fear), and inhibited approach to novelty (e.g., escape/avoidance), for samples from Spain ( n = 51) and the United States ( n = 102). We obtained data from mothers of U.S. and Spanish infants at 12 months of age, also observing these babies in the context of a structured laboratory procedure designed to elicit fearful reactivity. Data reduction efforts produced coherent observation-based fearfulness constructs for both groups, and individual indicators were also examined. Significant differences between U.S. and Spanish infants for the observation-based fear composite and component indices of distress vocalizations, bodily fear, and escape intensity, but not for the parent-report of this attribute, were demonstrated. A significant culture-by-gender interaction emerged for the laboratory-based fear composite and the intensity of facial fear indicator, wherein Spanish female infants exhibited higher intensity of expression, relative to the U.S. counterparts.
The aim of this study was to examine from a person-centered approach the impact of temperament on academic achievement and sociometric status in a sample of 6-7-yearold Spanish children. To measure children's temperament in early childhood, parents were given TMCQ (Temperament in Middle Childhood Questionnaire), while sociometric status and academic achievement were requested for children's teachers. Using latent profile analysis (LPA) four temperament profiles were found. Children belonged to the "Negative/Undercontrolled" profile showed a higher probability of academic failure and were more rejected, and children included in the profile "Sociable/High regulated" showed higher academic scores and a lower probability of being rejected by their peers. Several implications in the Spanish educational context are discussed.
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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