Behavioral Profiles of Different Types of Social Status in Preschool Children: An Observational Approach

Braza, Francisco; Braza, Paloma; Carreras, María R.; Múñoz, José Manuel; Sánchez-Martín, José R.; Azurmendi, Aitziber; Sorozabal, Aizpea; García, Ainhoa; Cardas, Jaione

doi:10.2224/sbp.2007.35.2.195

Cited by 13 publications

(11 citation statements)

References 48 publications

(55 reference statements)

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“…Reviewing this finding, and other research, Pellegrini and Blatchford (2000) concluded that 'children's breaktime, or recess, does have educational implications' (p. 75). A later attempt to explore some of these issues (Braza et al, 2007) concluded:…”

Section: No Space To Play At Homementioning

confidence: 99%

On ‘becoming social’: the importance of collaborative free play in childhood

Jarvis

Newman

Swiniarski

2014

International Journal of Play

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There is increasing concern about declining mental health amongst children in the UK and the USA. Evolutionary and anthropological theorists have begun to build a theory linking this situation to decreasing opportunities to engage in free play. This paper will explore typical contexts for children in these nations, concluding that a range of recently emerging environments have decreased opportunities for collaborative peer free play and 'discovery' activities for the current generation. We will draw the theoretical analysis from a broad area of research encompassing psychology, anthropology, education, sociology, marketing, and philosophy to offer a new blend of practical and theoretical perspectives that may shed further light upon this topic.

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Section: No Space To Play At Homementioning

confidence: 99%

On ‘becoming social’: the importance of collaborative free play in childhood

Jarvis

Newman

Swiniarski

2014

International Journal of Play

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“…Previous studies have indicated that children's peer relationships correlate with their behavioural and emotional characteristics (e.g., Bierman, 2004;Braza et al 2007;Coie, Dodge, and Coppotelli 1982;Coie, Dodge, and Kupersmidt 1990;Newcomb, Bukowski, and Pattee 1993). A major focus of peer relationships research has largely been on children's deficits, problems, and pathologies, for example, in aggressive behaviour (e.g., Faris and Ennett 2012;Rodkin and Berger 2008;Pellegrini and Long 2008), depressive symptoms (e.g., Blöte et al 2012;Teunissen et al 2011;Bell-Dolan, Foster, and Christopher 1995), and learning disabilities (Kiuru et al 2011).…”

Section: Introductionmentioning

confidence: 99%

“…1993). They have less aggressive/disruptive behaviour (Braza et al 2007;Coie et al 1982, Newcomb et al 1993) and depressive symptoms (Teunissen et al 2011). Especially prosocial behaviour (e.g., helping, cooperating, and sharing with peers) correlates strongly with peer acceptance, positive peer interaction, and better peer relationships (Clark and Ladd 2000;Coie et al 1982;Newcomb et.…”

Section: Introductionmentioning

confidence: 99%

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Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children

Rytioja

Lappalainen

Savolainen

2019

European Journal of Special Needs Education

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Behavioural and Emotional Strengths of Sociometrically Popular, Rejected, Controversial, Neglected, and Average ChildrenMany behavioural and emotional characteristics are associated with children's peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children's academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed.

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“…Populiarumas klasėje buvo vertintas prašant tiriamo vaiko iš tyrime dalyvaujančių klasės vaikų sąrašo nurodyti tris bendraklasius, su kuriais jis labiausiai norėtų draugauti (paaiškinant, kad galima rinktis ir tą vaiką, su kuriuo draugauji ir šiuo metu). Šis metodas buvo pasirinktas remiantis kitų autorių (Banerjee, Carolien, Meerum, Gerlein ir Voustina, 2006;Braza et al, 2007;Mestre, Guil, Lopes, Salovey ir Gil-Olarte, 2006) ankstesniuose tyrimuose naudotais populiarumo tarp bendraamžių įvertinimo principais, kai tiriamųjų būdavo prašoma įvardyti tris geriausius draugus ar nurodyti, su kuriais trimis bendraamžiais labiausiai norėtų žaisti. Tiriamojo populiarumo įvertis buvo skaičiuojamas pagal jį pasirinkusių tiriamųjų dažnį bei padalijant tą skaičių iš visų tyrimo dalyvių skaičiaus ir atėmus vieną (taip neįtraukiant tiriamojo, kurio populiarumo balas skaičiuojamas).…”

Section: Populiarumas Klasėjeunclassified

Development of Elementary School Social Competence Questionnaire and Analysis of Its Psychometric Characteristics

Legkauskienė

Legkauskas

Kepalaitė

2017

PED

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While social competence is widely studied, relatively few studies are aimed at investigating social competence at elementary school years. Furthermore, social competence tends to be dependent on social and cultural context; hence instrument developed in one country may require significant adaptations in other countries. Thus, the purpose of the present study was to develop a Lithuanian questionnaire for assessment of social competence at elementary school. Individual items for the Elementary School Social Competence Questionnaire were drawn from the Early Developement Instrument (Janus et al., 2007), the Social Emotional School Readiness Scale (Bustin, 2007), and the Social Competence Inventory (Rydell et al., 1997). The study was conducted in two waves. In the first wave subjects were 437 first graders (198 boys and 239 girls) from Lithuania. In the second wave, which took place a year after, 192 boys and 228 girls participated. The Elementary School Social Competence Questionnaire was developed from the initial pool of items using structural equation modeling. The Questionnaire contained the Communicative Social Competence Subscale and the Ability to Take Directions Subscale. The initial measurement model was confirmed using confirmatory factor analysis on the dataset obtained during the second wave of measurement. Both subscales demonstrated good internal and test-retest reliability. Construct validity of the instrument was assessed by correlating its subscales with student-teacher relationship, in-class popularity, and school anxiety measures.

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Behavioral Profiles of Different Types of Social Status in Preschool Children: An Observational Approach

Abstract: The authors wish to thank E. Collado for his help in the data analysis and for his comments. They would also like to thank the Head and teachers of the Escuela Josefina Pascual de Cádiz and the parents who enabled them to undertake the observations.

Cited by 13 publications

References 48 publications

On ‘becoming social’: the importance of collaborative free play in childhood

On ‘becoming social’: the importance of collaborative free play in childhood

Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children

Development of Elementary School Social Competence Questionnaire and Analysis of Its Psychometric Characteristics

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