Children's representations of relationships with mothers, teachers, and friends, and associations with social competence

Vu, Jennifer A.

doi:10.1080/03004430.2015.1022538

Cited by 17 publications

(11 citation statements)

References 33 publications

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“…In addressing the viability of the first link in the mediational chain, investigations have documented associations between other indices of relationship discord (e.g., interparental conflict, child maltreatment) and negative internal representations of the family unit during early childhood (Grych, Wachsmuth‐Schlaefer, & Klockow, ; Sturge‐Apple, Davies, Winter, Cummings, & Schermerhorn, ; Toth, Cicchetti, Macfie, & Emde, ). In supporting the second link in the proposed model, empirical work has also identified children's negative internal representations of family relationships (e.g., parent–child, interparental) as correlates or predictors of psychological problems during early childhood (Cummings, Schermerhorn, Keller, & Davies, ; Vu, ), including school adjustment difficulties (Sturge‐Apple et al., ). Finally, in the only study to directly examine children's representations of the family as a mediator of family instability, Forman and Davies () showed that insecure family appraisals accounted for concurrent links between family instability and psychological problems during adolescence.…”

Section: Callousness As a Mediator Of Family Instabilitymentioning

confidence: 99%

Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators

2017

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This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (M = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2-year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006).

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Section: Callousness As a Mediator Of Family Instabilitymentioning

confidence: 99%

Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators

2017

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“…Furthermore, the element of children's narratives about teachers and peers is related to the teacher's assessment of children's social competence. The findings of this study indicate the dynamic and interactive nature of children's representation of relationships with their mothers, teachers, and friends (Vu, 2015).…”

Section: Parental and Social Relationship For Attachmentmentioning

confidence: 70%

Peer Attachment and Child’s Social Competence

Suatin¹,

Wijayanti²

2020

Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019)

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Peer attachment has a big influence on children's social competence; thus, it needs to be improved, especially their attachment to the surrounding environment. To achieve social competencies as expected, it is important to develop social abilities in children. The role of peers is a supporting factor for children in terms of the development of social abilities. Stickiness greatly influences success in developing social competence. The purpose of this journal analysis is to review the effect of peer attachment on children's emotional competence. The study was conducted on children aged 7-18 years. The data analysis uses linear regression. The analysis shows that peer attachment can affect a child's social competence. The higher the secure attachment, the higher the child's social competence in the future. Conversely, the lower the attachment to safety, the lower the social competence of children in the future.

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“…Language ability has been associated with narrative coherence, aggressive themes, positive attachment representations, and prosocial/moral themes (Hill, Fonagy, Lancaster, & Broyden, 2007;Oppenheim, Emde, & Warren, 1997;von Klitzing et al, 2007). Other studies report no significant relationships between language ability and dissociation, aggressive themes, and attachment representations (Macfie, Cicchetti, & Toth, 2001;von Klitzing et al, 2007;Vu, 2015). The limited research and mixed findings on language and EF leaves unanswered questions about the role of these developmental underpinnings in children's narrative content and performance.…”

Section: Ef Language and Story Stem Responsesmentioning

confidence: 99%

“…Narrative story stem approaches are used to investigate young children's inner worlds . Children's responses across a battery of story stems are hypothesized to provide insight into their internalized models for addressing challenging interpersonal scenarios (Vu, ). The approach broadly consists of examiners telling scripted story beginnings with doll family props, introducing a conflict or emotionally charged event.…”

Section: Introductionmentioning

confidence: 99%

Children’s narrative story stem responses: Contributions of executive functioning and language proficiency to relationship representations

2018

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Story stem narrative tasks provide insight into young children's inner experiences. Little research has investigated how developmental capacities impact narrative content and process. This study evaluates the influence of executive functioning (EF) and language ability on children's narratives. Data were gathered from 210 low‐income children. EF and language ability were assessed at age 4 and EF was assessed at age 6 via direct examination, cognitive‐motor tasks, and examiner ratings. Children's responses to eight story stems were gathered at age 6; three latent narrative variables were constructed (Prosocial, Aggressive/Conflict, and Avoidance/Danger), and Narrative Coherence was rated. Results of longitudinal path analyses in structural equation modeling demonstrated age 4 EF significantly predicted all narrative outcomes. Language ability independently predicted Prosocial and Narrative Coherence, and had an influence on Aggression/Conflict when modeled with EF. Age 6 EF mediated the relationship between age 4 EF and narrative outcomes. Findings provide insight into developmental abilities that influence on children's narrative responses to challenging interpersonal scenarios. Future research should study parent–child relations, EF, and language abilities simultaneously.

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Children's representations of relationships with mothers, teachers, and friends, and associations with social competence

Cited by 17 publications

References 33 publications

Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators

Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators

Peer Attachment and Child’s Social Competence

Children’s narrative story stem responses: Contributions of executive functioning and language proficiency to relationship representations

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