The Mediating Role of Social Skills in the Relationship between Motor Ability and Internalizing Symptoms in Pre‐primary Children

Wilson, Alicia; Piek, Jan P.; Kane, Robert

doi:10.1002/icd.1773

Cited by 50 publications

(68 citation statements)

References 74 publications

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“…Concerning potential buffering effects, it is important to note that both resources are assumed to either mediate or moderate the risk factor-distress relation. To that effect, corresponding cross-sectional research indicates that the relationship between motor coordination and emotional well-being or emotional problems is fully mediated by self-perceptions of competence (Rigoli et al, 2012) and social skills (Wilson et al, 2013) or self-concept (Viholainen et al, 2014), respectively. Corresponding longitudinal research suggests that children with probable DCD are less likely to develop subsequent mental health problems in cases of higher verbal intelligence, self-esteem, academic performance, social communication skills and in the absence of bullying (Lingam et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

2016

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The aim of this paper was to contribute to the elaboration of the Environmental Stress Hypothesis framework by testing eight hypotheses addressing the direct impact of gross motor coordination problems in elementary-school on selected physical, behavioral and psychosocial outcomes in adolescence. Results are based on a longitudinal sample of 940 participants who were (i) recruited as part of a population-based representative survey on health, physical fitness and physical activity in childhood and adolescence, (ii) assessed twice within 6 years, between the ages of 6 and 10 years old as well as between the ages of 12 and 16 years old (Response Rate: 55.9%) and (iii) classified as having gross motor coordination problems (N = 115) or having no gross motor coordination problems (N = 825) at baseline. Motor tests from the Körperkoordinationstest, measures of weight and height, a validated physical activity questionnaire as well as the Strength and Difficulties Questionnaire were conducted. Data were analyzed by use of binary logistic regressions. Results indicated that elementary-school children with gross motor coordination problems show a higher risk of persistent gross motor coordination problems (OR = 7.99, p < 0.001), avoiding organized physical activities (OR = 1.53, p < 0.05), an elevated body mass (OR = 1.78, p < 0.05), bonding with sedentary peers (OR = 1.84, p < 0.01) as well as emotional (OR = 1.73, p < 0.05) and conduct (OR = 1.79, p < 0.05) problems in adolescence in comparison to elementary-school children without gross motor coordination problems. However, elementary-school children with gross motor coordination problems did not show a significantly higher risk of peer problems (OR = 1.35, p = 0.164) or diminished prosocial behavior (OR = 1.90, p = 0.168) in adolescence, respectively in comparison to elementary-school children without gross motor coordination problems. This study is the first to provide population-based longitudinal data ranging from childhood to adolescence in the context of the Environmental Stress Hypothesis which can be considered a substantial methodological progress. In summary, gross motor coordination problems represent a serious issue for a healthy transition from childhood to adolescence which substantiates respective early movement interventions.

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Section: Introductionmentioning

confidence: 99%

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

2016

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“…Studies in this category covered developmental coordination disorder (DCD) (Pearsall-Jones et al, 2010, 2011; Pannekoek et al, 2012; Wilson et al, 2013), autism (Kidd and Kaczmarek, 2010), intellectual disability (Povee et al, 2012; Haynes et al, 2013), and attention deficit hyperactivity disorder (ADHD) (Sheikhi et al, 2013). Pearsall-Jones et al (2010) reviewed the etiological pathways of DCD and ADHD and argued that although these developmental disorders tend to overlap and have some shared features such as prevalence and ratio of males to females with the disorders, they have different developmental pathways.…”

Section: Resultsmentioning

confidence: 99%

Promoting psychology to students: embracing the multiplicity of research foci and method

Rees

2013

Front. Psychol.

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In order for the discipline of psychology to continue to thrive it is imperative that future students are effectively recruited into the field. Research is an important part of the discipline and it is argued that the nature of psychological research is naturally one of multiplicity in topic and methodology and that promoting and highlighting this should be considered as a potentially effective recruitment strategy. In this study, a snap-shot of current research topics and methodologies was collected based on published papers from one typical academic psychology department in Australia. Fifty articles published in the period 2010–2013 were randomly selected and then grouped using content analysis to form topic clusters. Five main clusters were identified and included: Grief and Loss; Psychopathology; Sociocultural Studies; Attachment and Parenting; and Developmental Disorders. The studies spanned the full spectrum of research methodologies from quantitative to qualitative and had implications for assessment practices, diagnosis, prevention and treatment, education, and policy. The findings are discussed in terms of the unique characteristics of psychology as a discipline and how this diversity ought to be utilized as the main selling point of the discipline to future students.

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“…Francis & Piek, 2003;Hill & Brown, 2013;Lingam et al, 2012;Skinner & Piek, 2001;Wagner, Bös, Jascenoka, Jekauc, & Petermann, 2012). Wilson et al (2013) identified a similar relationship whereby social skills mediated the relationship between motor skills and internalizing problems in a community sample of children aged 4 to 6 years. Recent studies which have used community populations have identified a negative association between motor skills and psychosocial factors across the full continuum of motor ability Pearsall-Jones et al, 2011;Rigoli et al, 2016;Wilson et al, 2013).…”

Section: Introductionmentioning

confidence: 94%

“…Rigoli et al, 2012;Rigoli et al, 2016;Wilson et al, 2013). Gender is one variable that has been statistically controlled in most of these studies (e.g.…”

Section: Introductionmentioning

confidence: 99%

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

Mancini

Rigoli

Roberts

et al. 2017

Infant and Child Development

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Poor motor skills have been associated with a range of interpersonal and intrapersonal difficulties, including poor self‐competence, peer problems, and internalizing problems such as anxiety and depression. The Elaborated Environmental Stress Hypothesis provides a theoretical framework for understating these relationships. Studies have recently begun to evaluate this framework; however, ongoing empirical investigation is required. Currently, the extent to which these relationships may differ across factors such as gender remains unclear. The current study tests an indirect effect of motor skills on internalizing problems via peer problems and perceived self‐competence in a community sample of 164 children (81 males; 83 females) aged 7 to 12 years. A combination of clinician‐administered, self‐report, and parent‐rated measures were used. Regression analysis using PROCESS indicated that the relationship between motor skills and internalizing problems was not moderated by gender. Motor skills did have an indirect effect on internalizing problems via perceived scholastic competence and peer problems. Results provide partial support for part of the Elaborated Environmental Stress Hypothesis; perceived scholastic competence and peer problems are mechanisms through which motor skills are related to internalizing problems in school‐aged children. This study highlights potentially important targets for psychomotor interventions for this age group. Highlights The Environmental Stress Hypothesis suggests that motor skills may have an indirect effect on internalizing problems via factors such as peer problems and perceived self-competence. A community sample of 164 children aged 7–12 years provided measures of motor skills and psychosocial functioning. Motor skills had an indirect effect on internalizing problems via perceived scholastic competence and peer problems. This relationship was not moderated by gender.

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The Mediating Role of Social Skills in the Relationship between Motor Ability and Internalizing Symptoms in Pre‐primary Children

Cited by 50 publications

References 74 publications

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

Promoting psychology to students: embracing the multiplicity of research foci and method

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

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