Children’s Social Behaviour for Learning (SBL): reported and observed social behaviours in contexts of school and home

Fisher, Laurel; Spencer, Fiona H.

doi:10.1007/s11218-014-9276-4

Cited by 8 publications

(8 citation statements)

References 51 publications

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“…However, in the last years of primary school, students do a much more independent work out of school and parents are in a privileged position to inform about the effort their children put on school tasks at home. Since children’s behaviors vary among relevant contexts, it has been recently stressed the importance of including information from both school and home, as parents and teachers are in distinct positions that are infused with meaning as diverse agenda, investments and expectations of children in context ( Fisher and Spencer, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

How do different components of Effortful Control contribute to children’s mathematics achievement?

et al. 2015

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This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9–12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent’s report); math achievement was measured via teacher’s report and through the standard Woodcock–Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’s self-regulation abilities in the context of school.

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Section: Discussionmentioning

confidence: 99%

How do different components of Effortful Control contribute to children’s mathematics achievement?

et al. 2015

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“…Cognitive screening was close to population means by age (t-tests ns, with one exception for seven year old children, t = 4.5, p < .05, Bornholt et al 2004 ), and movement skills were above the 50th percentile ( t = 6.6, p < .001, effect 0.7 SD, Henderson and Sugden 1992 ). Children’s social behaviours were close to the 50 th percentiles for observed sociable ( t = 0.3, ns), attentive ( t = 5.3, p < .001, effect 0.4 SD) and settled behaviours ( t = −1.3, ns, see Fisher and Spencer 2013 ; Rowe and Rowe 1995 ).…”

Section: Resultsmentioning

confidence: 58%

“…Specifically, results show the stability of skills in literacy and physical movement. Yet social behaviours are more open to experience, so perhaps these activities are inherently context-dependent (Fisher and Spencer 2013 ). In brief, for skills that vary systematically with age, the rank order seems to remain stable over time.…”

Section: Discussionmentioning

confidence: 99%

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Motivational Spiral Models (MSM): common and distinct motivations in context

Fisher¹

2013

SpringerPlus

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Motivational Spiral Models (MSM) show links over time among self concepts, feelings, strategies, skills and participation in everyday activities. In theory, MSM have many common features, with distinct features in particular contexts. This project examined children’s motivation to participate in literacy (MSM-L), social (MSM-S) and physical activities (MSM-P). The participants in Study 1 (N = 32) were 9 to 11 years old, and in Study 2 (N = 73) were 4 to 12 year old children. Locations were close to the Australian national average in socio-economic indicators, and initial screening showed these were representative samples. Analyses used variable-oriented correlational models as well as person-oriented clusters that suggest the standard and alternative motivational pathways. The results of Study 1 suggested bi-directional links between children’s self concepts and participation in activities. Study 2 identified the common features as: openness and stability over time; and self concepts that motivate and justify participation in activities. Distinct features of MSM-L show the few negative feelings that may limit reading. In MSM-S, self concepts support the positive feelings, and in MSM-P, positive feelings support the task strategies. In conclusion, findings support MSM theory with common features based on self concepts and distinct features of developing motivations in particular contexts. MSM provide a sound base for future research in the contexts of everyday activities for children. In addition, there are practical applications of the findings to prevention, monitoring and intervention programmes.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-2-565) contains supplementary material, which is available to authorized users.

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“…The latter typically begins with the development of operational definitions for the behavior of interest, followed by surveillance and recording of a subject performing the behavior within a particular context (Ostrov, Crick, & Keating, ). This approach can be further delineated into naturalistic (i.e., designed to capture prosocial behavior as and where it normally occurs) or analogue settings (i.e., designed to simulate conditions of the natural environment within a highly structured and controlled setting; Fisher & Spencer, ; Whitcomb, ).…”

Section: Strengths and Limitations Of Current Measurement Approachesmentioning

confidence: 99%

Conceptualization and Measurement of Adolescent Prosocial Behavior: Looking Back and Moving Forward

Mallah

2019

J of Research on Adolesc

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The struggle to cast a net around the numerous ways prosocial behavior is expressed lends itself to the absence of widely accepted methods of measurement. Additionally, research intent on evaluating the psychometric properties of current approaches has been somewhat limited. Weaving together seminal as well as contemporary research, the current review focuses on how these conceptual and measurement issues pertain to adolescent studies (in an intentional effort to offset the somewhat disproportionate focus directed toward prosocial development in infants, children, and adults). Recommendations to address current limitations and attain a more nuanced understanding of the construct are presented and discussed.Requests for reprints should be sent to Shereen

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Children’s Social Behaviour for Learning (SBL): reported and observed social behaviours in contexts of school and home

Cited by 8 publications

References 51 publications

How do different components of Effortful Control contribute to children’s mathematics achievement?

How do different components of Effortful Control contribute to children’s mathematics achievement?

Motivational Spiral Models (MSM): common and distinct motivations in context

Conceptualization and Measurement of Adolescent Prosocial Behavior: Looking Back and Moving Forward

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