Gender and Age Differences in Brazilian Children's Friendship Nominations and Peer Sociometric Ratings

Guzman, Maria Rosario T. de; Carlo, Gustavo; Ontai, Lenna; Koller, Sílvia Helena; Knight, George P.

doi:10.1023/b:sers.0000037765.77313.c4

Cited by 17 publications

(19 citation statements)

References 35 publications

(24 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, in a meta-analysis of 77 studies examining 18,339 participants aged 3 to 16, Jiang and Cillessen (2005) reported that sociometric status becomes more stable with age. Other researchers have found that children tend to nominate same-sex peers as liked peers and rate opposite-sex peers as disliked peers (Asher & Dodge, 1986;Asher & Hymel, 1981;de Guzman, Carlo, Ontai, Koller, & Knight, 2004;Hayden-Thomson, Rubin, & Hymel, 1987). Thus, an additional goal was to explore grade, sex, and site differences in the impact of using alternate methods to identify socially rejected children.…”

Section: Study Aims and Hypothesesmentioning

confidence: 99%

Diagnostic efficiency of several methods of identifying socially rejected children and effect of participation rate on classification accuracy

McKown

Gumbiner

Johnson

2011

Journal of School Psychology

View full text Add to dashboard Cite

Section: Study Aims and Hypothesesmentioning

confidence: 99%

Diagnostic efficiency of several methods of identifying socially rejected children and effect of participation rate on classification accuracy

McKown

Gumbiner

Johnson

2011

Journal of School Psychology

View full text Add to dashboard Cite

“…Despite the heterogeneity within this region of the country and reported socioeconomic differences in prosocial moral reasoning that are relatively small in magnitude of effect (Eisenberg et al, 2001), prior researchers have found commonalities, as well as differences, in moral reasoning across socioeconomic strata within Brazil (Haidt et al, 1993;Nucci et al, 1996). Moreover, in general, Brazil ranks higher than the USA on collectivism and, like many other Latino cultures, is oriented towards strong familial and communal ties (Hofstede, 1984;Haidt et al, 1993;Carlo et al, 2001;Eisenberg et al, 2001;de Guzman et al, 2004).…”

Section: Introductionmentioning

confidence: 96%

Measurement invariance in a measure of prosocial moral reasoning to use with adolescents from the USA and Brazil

Carlo

McGinley

Roesch

et al. 2008

Journal of Moral Education

Self Cite

View full text Add to dashboard Cite

Scholars have noted the need to examine the psychometric properties of measures that can be used in evaluating moral education programs. The present study was designed to examine the bestfitting factor model of a commonly-used measure of prosocial moral reasoning (PROM) across samples from Brazil and the USA, gender and adolescent age groups. The samples consisted of 619 college students (M age520.59 years, SD54.08; 41% men, 59% women) and 239 middle and high school students (M age514.02 years, SD53.04; 45% boys, 55% girls) from the USA. There were 114 college students (M age521.81, SD54.33; 35% men, 65% women) and 136 middle and high school students (M age514.93 years, SD51.55; 42% boys, 58% girls) from Brazil. A series of (multigroup) confirmatory factor analyses were conducted to test the best fitting factor structure of the PROM and the invariance of this factor structure across culture, gender and age groups. Evidence for measurement invariance was found such that a four-factor model was a slightly better fitting model than the five-factor model across all groups. Discussion focuses on theoretical and methodological implications of the findings.

show abstract

“…Estudos futuros com amostras transculturais poderiam explorar de forma mais aprofundada semelhanças e diferenças na forma como as crianças são avaliadas por seus pares. Porém, algumas semelhanças entre características da avaliação sociométrica de crianças brasileiras e americanas já foram observadas em outros estudos, como a preferência por colegas de mesmo sexo e nomeação negativa de mais colegas do sexo oposto (Guzman, Carlo, Ontai, Koller, & Knight, 2004).…”

Section: Inteligência Emocional Aceitação Social E Avaliação De Atriunclassified

Compreensão de emoções, aceitação social e avaliação de atributos comportamentais em crianças escolares

Pavarini¹,

Loureiro²,

Souza³

2011

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

ResumoDiversos pesquisadores do campo de estudos sobre teoria da mente têm investigado a relação entre compreensão de emoções e interação social. Seguindo essa linha de investigação, o presente estudo explorou a relação entre compreensão emocional, aceitação social e avaliação de atributos comportamentais pelos pares. Cinquenta e duas crianças escolares responderam a um teste de inteligência emocional e a dois testes de avaliação sociométrica. Não foi encontrada uma correlação entre a compreensão emocional e a aceitação social, porém uma correlação negativa entre a compreensão emocional e a avaliação de atributos ligados à agressividade/disruptividade foi observada. Esses resultados sugerem que o conhecimento de diferentes emoções e de estratégias de regulação emocional podem tornar as crianças menos propensas à agressividade reativa. Palavras-chave: Compreensão de emoções; Aceitação social; Atributos comportamentais; Teoria da mente; Competência social. AbstractSeveral researchers in the theory of mind field have been investigating the relation between emotion understanding and social interaction. Following this line of investigation, the present study explored the relation between emotion understanding, social acceptance and evaluation of behavioral attributes by peers. Fifty-two school-aged children were administered an emotional intelligence test and two instruments of sociometric evaluation. A correlation between emotion understanding and social acceptance was not found, however, a negative correlation between emotion understanding and the evaluation of behavioral attributes related to aggressiveness/disruptivity was observed. The results suggest that the knowledge of different emotions and of emotion regulation strategies may make children less prone to reactive aggressiveness. Keywords: Emotion understanding; Social acceptance; Behavioral attributes; Theory of mind; Social competence.As diferenças individuais no desenvolvimento de uma teoria da mente têm sido relacionadas a diversos aspectos do desenvolvimento social. A aquisição de uma teoria da mente relaciona-se positivamente à habilidade de brincar de forma cooperativa (Astington, 2003), a habilidades de interação social (Watson, Nixon, Wilson, & Capage, 1999), a uma percepção positiva das experiên-cias sociais na escola (Dunn, 1995), ao engajamento em brincadeiras de faz-de-conta (Astington & Jenkins, 1999) e a variáveis familiares, como habilidades para lidar com conflitos com irmãos (Foote & Holmes-Lonergan, 2003).A compreensão dos estados mentais e respostas emocionais de outros indivíduos desempenha, portanto, um papel essencial na qualidade das relações interpessoais. Por outro lado, o desenvolvimento da teoria da mente parece ser influenciado justamente por essas relações interpessoais, mais especificamente, pelo engajamento das crianças em conversas envolvendo estados mentais (Brown, Donnelan-Maccall, & Dunn, 1996

show abstract

Gender and Age Differences in Brazilian Children's Friendship Nominations and Peer Sociometric Ratings

Cited by 17 publications

References 35 publications

Diagnostic efficiency of several methods of identifying socially rejected children and effect of participation rate on classification accuracy

Diagnostic efficiency of several methods of identifying socially rejected children and effect of participation rate on classification accuracy

Measurement invariance in a measure of prosocial moral reasoning to use with adolescents from the USA and Brazil

Compreensão de emoções, aceitação social e avaliação de atributos comportamentais em crianças escolares

Contact Info

Product

Resources

About