This study examined the changing trend of Internet use types during late childhood and its influencing factors (i.e., trait curiosity, friendship quality, and material parenting). Parallel latent ...growth model was employed for analysis using a three-year longitudinal dataset of 218 primary students. The findings revealed increased information acquisition, social, and entertainment Internet use throughout late childhood. Trait curiosity was positively related to initial levels of information acquisition and social Internet use but negatively related to their growth rates. Friendship quality was negatively associated with an initial level of social Internet use. Material parenting reward was positively related to an initial level of entertainment Internet use and the growth rate of social Internet use. These findings provide a comprehensive understanding of the changing trends of specific Internet use in late childhood and shed light on the factors that contribute to its changes.
Self concept is an experiential formation gained as a result of certain experiences. The concept of self-concept has an interesting intersection with the psychological field of humour. The aim of the ...study is to examine the relationship between the humor styles and self-perceptions of primary school 4th grade students and to conduct the validity-reliability study of the humor styles measurement tool. The study group of the research was carried out with 525 students attending the 4th grade of primary school. “Humor Styles Questionnaire for Young Children” (HSQ-Y) and “Self-Perception Profile for Children” (CIBAP) were used as data collection tools. In the analysis of the research, first of all, the validity-reliability study of the humor styles questionnaire was conducted and the correlational scanning method of the general scanning model was used to examine the relationship between humor styles and self-perceptions of primary school students. In the results of the research; The humor styles questionnaire was found to be valid and reliable. In the relationship between; The sub-dimension of the humor styles questionnaire reveals the positive and significant relationship of the "participatory humor style" with all the sub-dimensions of the self-perception profile for children, and the "self-enhancing humor style" with the sub-dimension of "social acceptance". In the study, it was also observed that "aggressive humor style" was negatively related to "educational competence", "behavioral management", "social acceptance" "general self-worth" sub-dimensions, and "self-destructive humor style" was negatively related to "athletic competence" sub-dimensions.
Self concept is an experiential formation gained as a result of certain experiences. The concept of self-concept has an interesting intersection with the psychological field of humour. The aim of the study is to examine the relationship between the humor styles and self-perceptions of primary school 4th grade students and to conduct the validity-reliability study of the humor styles measurement tool. The study group of the research was carried out with 525 students attending the 4th grade of primary school. “Humor Styles Questionnaire for Young Children” (HSQ-Y) and “Self-Perception Profile for Children” (CIBAP) were used as data collection tools. In the analysis of the research, first of all, the validity-reliability study of the humor styles questionnaire was conducted and the correlational scanning method of the general scanning model was used to examine the relationship between humor styles and self-perceptions of primary school students. In the results of the research; The humor styles questionnaire was found to be valid and reliable. In the relationship between; The sub-dimension of the humor styles questionnaire reveals the positive and significant relationship of the "participatory humor style" with all the sub-dimensions of the self-perception profile for children, and the "self-enhancing humor style" with the sub-dimension of "social acceptance". In the study, it was also observed that "aggressive humor style" was negatively related to "educational competence", "behavioral management", "social acceptance" "general self-worth" sub-dimensions, and "self-destructive humor style" was negatively related to "athletic competence" sub-dimensions.
The study aimed to investigate longitudinal, bidirectional associations between discrimination due to multiple reasons (race/ethnicity, sexual orientation, weight; termed multiple discrimination) and ...substance use (SU) intention in late childhood. These associations were compared across youth with no, single, and multiple (i.e., intersecting) marginalized identities based on race/ethnicity, sexual orientation, and overweight status.
Data were drawn from a national sample of youth in the Adolescent Brain Cognitive Development study (N = 8,530; 9–12 years old). Youth reported both their experiences of multiple discrimination (the number of forms of discrimination youth experienced) and SU intention at one-year and two-year follow-ups. Theoretically relevant covariates were included.
Compared to non-marginalized youth (n = 2,689) and youth with single marginalized identities (n = 3,399), youth with intersecting marginalized identities (n = 2,442) reported the highest SU intention and multiple discrimination across waves. Only for this last group, multiple discrimination predicted stronger SU intention subsequently (β = 0.07, 95% confidence interval 0.02, 0.11), whereas stronger SU intention predicted lower levels of multiple discrimination over time (β = −0.06, 95% confidence interval -0.09, −0.02). Sensitivity analyses yielded similar patterns with some nuances among subgroups of youth with varying intersecting marginalized identities.
Multiple discrimination predicted stronger SU intention over time in late childhood, particularly among youth with intersecting marginalized identities. Policies and practices should consider addressing multiple discrimination to reduce SU disparities among diverse youth.
•Affective empathy was associated with internalizing symptoms in children.•Specifically, affective sharing and empathic distress were associated with social anxiety.•Cognitive empathy was not ...associated with symptoms in this age group.
Empathy is a multidimensional construct, which includes cognitive and affective components. Studies in adults have demonstrated that both cognitive and affective empathy are associated with anxious and depressive symptoms. The aim of this study was to examine these associations in childhood.
Participants were 127 9- and 10-year-old children, recruited from the community. Self-report measures of cognitive and affective empathy, and internalizing symptoms were administered, as well as a task-based measure of cognitive empathy.
Canonical correlation analysis demonstrated that components of affective empathy, specifically affective sharing and empathic distress, were associated with internalizing (particularly social anxiety) symptoms (Rc = 0.63, non-parametric p < .001). Cognitive empathy was not associated with internalizing symptoms.
Most of our findings were based around self-report measures of empathy, which may not accurately reflect empathy ability.
Findings suggests that children who share each other's emotions strongly are more likely to experience anxiety, particularly of a social nature.
An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media ...use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.
Learning to adjust to peers and develop attitudes towards social groups and institutions is one of the developmental tasks of late childhood. Musical abilities present as innate and function since ...childhood.Associated with two things namely interpersonal intelligence and musical abilities, both are being developed in late childhood. This study aims to determine whether there is a relationship between musical ability and interpersonal intelligence in the late childhood period. This research uses quantitative research method with the type of correlation. The population of this research was all students in grade 1-3 of Pangen Gudang Purworejo State Elementary School with a total of 107 people. The sample in this study was taken proportionally stratified random sampling, with a sample size of 32 people. The data collection was carried out by using questionnaire and test techniques. The data analysis uses product moment correlation, with musical ability as the independent variable and interpersonal intelligence as the dependent variable. The result showed that there was a strong and significant positive relationship between musical abilities and interpersonal intelligence in children during late childhood period. This evidence was obtained by r count > r table (0.643> 0.349) at 5% significance level. This means that the higher the musical ability, the higher the interpersonal intelligence students will have.
Objective: The main aim of this study was to investigate the mutual relationship between perceptions of peer relationship quality and position in positive and negative peer networks among young ...people from late childhood to early adolescence. Method: A cross-lagged panel model of three waves of data was conducted using a large representative sample of Polish students from third grade to sixth grade ( N = 4 673). Results: The results proved a reciprocal relationship between position in positive (Like) and negative (DisLike) peer networks and the perceived quality of peer relationships (PPI). The effect found of position on the perceived quality of peer relationships is in line with the existing state of knowledge. Since previous research has yielded divergent results, this demonstration of the prospective impact of perceived relationship quality on peer network position fills an important cognitive gap. The study also revealed the following: (1) in the first (W1→W2) and second period (W2→W3) the strength of the prospective effects of position in the peer network on its perceived quality (Like→PPI and DisLike→PPI), and the strength of the prospective effects of perceived quality on position (PPI→Like and PPI→DisLike), were not statistically significantly different; (2) the effect size of the cross-lagged coefficients ranged from small to medium; (3) all constructs showed greater stability in the second period than in the first; (4) in both periods stability of PPI was lower than the stability of sociometric indicators. Conclusion: This research confirms the presence of a self-reinforcing loop: a low position in peer networks→poor perceived quality of relations→decrease of position in peer networks. The findings are discussed in relation to the evolutionary theory of loneliness (ETL), which assumes a potentially active role of the perception of peer relationships in forming a position in a peer network. Practical implications of the results are discussed.
Curiosity, the desire to learn new information, has a powerful effect on children's learning. Parental interactions facilitate curiosity-driven behaviors in young children, such as self-exploration ...and question-asking, at a certain time. Furthermore, parenting quality predicts better academic outcomes. However, it is still unknown whether persistent parenting quality is related to children's trait epistemic curiosity (EC). The current study examined whether parenting practices, responsiveness, and demandingness are cross-sectionally related to the trait EC of children in different age groups (preschoolers, younger and older school-aged children). We adopted a shortened Japanese version of the parenting style questionnaire and modified the trait EC questionnaire in young children. A sample of 244 caregivers (87.37% mothers) of children (ages 3-12) was recruited through educational institutions in Japan and reported on their parenting practices and trait EC. All data analyses were performed using SPSS version 26. Hierarchical regression analyses were performed to determine the explanatory variables for children's trait EC. Self-reported parental responsiveness significantly explained EC scores. To the best of our knowledge, this is the first study to show a cross-sectional relationship between parental responsiveness and children's trait EC. Future research should clarify whether parental responsiveness in early childhood predicts children's EC later in life.
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