1
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Kanayama A, Siraj I, Moeyaert M, Steiner K, Yu EC, Ereky‐Stevens K, Iwasa K, Ishikawa M, Kahlon M, Warnatsch R, Dascalu A, He R, Mehta PP, Robinson N, Shi Y. PROTOCOL: Key characteristics of effective preschool-based interventions to promote self-regulation: A systematic review and meta-analysis. CAMPBELL SYSTEMATIC REVIEWS 2024; 20:e1383. [PMID: 38566844 PMCID: PMC10985547 DOI: 10.1002/cl2.1383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 12/04/2023] [Indexed: 04/04/2024]
Abstract
This is the protocol for a Cochrane Review. The objectives are as follows: The aim of this systematic review is to advance our understanding of the key characteristics of effective preschool-based interventions designed to foster self-regulation. To accomplish this, the review addresses the following questions: 1. What types of preschool-based interventions have been developed to promote self-regulation? 2. What is the average effect of these preschool-based interventions on self-regulation, focusing on four key constructs: integrative effortful control, integrative executive function, self-regulation, and self-regulated learning? 3. What characteristics-such as Resource Allocation, Activity Type, and Instruction Method-could potentially contribute to the effects of preschool-based interventions in promoting self-regulation?
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Affiliation(s)
| | - Iram Siraj
- Department of EducationUniversity of OxfordOxfordUK
| | - Mariola Moeyaert
- Department of Educational and Counseling PsychologyThe State University of New YorkAlbanyNew YorkUSA
| | - Kat Steiner
- Bodleian Health Care LibrariesUniversity of OxfordOxfordUK
| | - Elie ChingYen Yu
- Division of Educational Psychology and MethodologyThe State University of New YorkAlbanyNew YorkUSA
| | | | | | - Moeko Ishikawa
- Graduate School of Human SciencesOsaka UniversityOsakaJapan
| | | | | | | | - Ruoying He
- Division of the Social SciencesUniversity of ChicagoChicagoIllinoisUSA
| | | | | | - Yining Shi
- Department of PsychologyUniversity of CambridgeCambridgeUK
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2
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Kara B, Selcuk B. The Role of Socioeconomic Adversity and Armed Conflict in Executive Function, Theory of Mind and Empathy in Children. Child Psychiatry Hum Dev 2023; 54:533-545. [PMID: 34664125 DOI: 10.1007/s10578-021-01270-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/07/2021] [Accepted: 10/10/2021] [Indexed: 10/20/2022]
Abstract
This study investigates the role of socioeconomic adversity and armed conflict in executive function (EF), theory of mind (ToM) and empathy in a rarely studied group, children living in eastern Turkey. The data were collected from 115 children (60 girls) aged 39 to 95 months (M = 68.22, SD = 14.62). Results revealed that children's performance was low in the EF and ToM tasks, and high in the empathy task. In path analysis, controlling for age, armed conflict experience predicted lower EF (β = - 0.15) and higher empathy (β = 0.21), and socioeconomic adversity predicted lower ToM (β = 0.20). These findings contribute to our knowledge on cognitive and emotional development of children who live in such disadvantaged contexts.
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Affiliation(s)
- Buket Kara
- Centre of Resilience for Social Justice, School of Sport and Health Sciences, University of Brighton, Brighton, UK. .,Centre of Resilience for Social Justice, School of Sport and Health Sciences, University of Brighton, Brighton, BN1 9PH, UK.
| | - Bilge Selcuk
- Department of Psychology, Koç University, Istanbul, Turkey
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3
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Wang Y, Shang S, Xie W, Hong S, Liu Z, Su Y. The relation between aggression and theory of mind in children: A meta-analysis. Dev Sci 2023; 26:e13310. [PMID: 36039023 DOI: 10.1111/desc.13310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 07/28/2022] [Accepted: 07/30/2022] [Indexed: 11/30/2022]
Abstract
Previous findings on the association between theory of mind (ToM) and aggression in children are mixed. The social skills deficit view regarded ToM as a single-edged sword and proposed that a lack of ToM can lead to aggression, while the double-edged sword view proposed that children with advanced ToM can still show much aggression because children can also leverage ToM to harm others. To resolve the dispute between the two views, we conducted a meta-analysis combining cross-sectional and longitudinal findings from 53 studies including a total of 11,579 children aged between 2 and 15 years. The overall negative correlation between ToM and aggression was small but significant (r = -0.08). The negative correlation was robust, with the magnitude of the correlation being similar across physical versus relational aggression, proactive versus reactive aggression, cognitive versus affective ToM, preschoolers versus school-aged children, different aggression measurements, and different levels of societal individualism. Moreover, the negative correlation was found regardless of whether ToM and aggression were measured concurrently or at different time points, but the correlation was the largest when ToM was measured before aggression. Whether the aggression was bullying or not also moderated the association, with ToM only being negatively related to non-bullying aggression but not bullying. Together, these findings suggest that ToM is a single-edged sword to decrease general aggression and that aggression might also give rise to lower ToM capacity during development. RESEARCH HIGHLIGHTS: This study systemically reviewed the existing mixed findings on the association between aggression and ToM during childhood using a meta-analysis. There was a negative correlation between ToM and aggression in children aged between 2 and 15 years. The negative correlation between aggression and ToM was stronger when ToM was measured first, followed by aggression, than vice versa. There was a negative correlation between non-bullying aggression and ToM, whereas there was no correlation between bullying and ToM.
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Affiliation(s)
- Yiyi Wang
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Siyuan Shang
- Department of Psychology, Hangzhou Normal University, Hangzhou, China
| | - Wanze Xie
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,PKU-IDG/McGovern Institute for Brain Research, Peking University, Beijing, China
| | - Skylar Hong
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Zexi Liu
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China
| | - Yanjie Su
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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Patwardhan I, Guo Y, Hamburger ER, Sarwar S, Fleming CB, James TD, Nelson JM, Espy KA, Nelson TD, Mason WA. Childhood executive control and adolescent substance use initiation: the mediating roles of physical and relational aggression and prosocial behavior. Child Neuropsychol 2023; 29:235-254. [PMID: 35678295 PMCID: PMC9732148 DOI: 10.1080/09297049.2022.2079615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Accepted: 05/16/2022] [Indexed: 01/17/2023]
Abstract
Although predictive associations between childhood executive control (EC) and adolescent substance use have been established in prior research, the developmental pathways involved in these long-term links have not been well understood. The goal of the current study was to investigate the degree to which aggressive behaviors, including both physical and relational aggression, and prosocial behaviors in elementary school operate as developmental pathways between preschool EC and adolescent substance use, while accounting for participants' age, sex, family history of substance use, and family socioeconomic status. Participants were 329 youth (49% male; 63.6% European American) who were recruited to participate in a study between 2006 and 2012 while youth were in preschool and elementary school and followed into adolescence. The sample was recruited from a small Midwestern city in the United States. EC was assessed with performance-based tasks when children were 5 years 3 months. Youth behaviors with peers were reported by teachers when participants were in elementary school. Self-reports of the substance use initiation (e-cigarettes, cigarettes, alcohol, and marijuana) were obtained in adolescence via phone surveys. Mediation analyses revealed a statistically significant indirect effect from preschool EC to adolescent substance use through youth's engagement in relational aggression in elementary school (b = > -0.22 [-0.51; -0.08]; β = > -0.18). Our results suggest that developmental pathways to adolescent substance use may begin in preschool, setting the stage for susceptibility to engagement in relational aggression, which increases, in turn, youth's likelihood for substance use initiation in adolescence.
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Affiliation(s)
- Irina Patwardhan
- Child and Family Translational Research Center, Boys Town, NE, USA
| | - Ying Guo
- Department of Preventive Medicine, University of Tennessee Health Science Center, Memphis, TN, USA
| | - Emily R Hamburger
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Saira Sarwar
- Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Charles B Fleming
- Center for the Study of Health and Risk Behaviors, University of Washington, Seattle, WA, USA
| | - Tiffany D James
- Office of Research and Economic Development, 301 Canfield Administration, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Jennifer Mize Nelson
- Department of Psychology, Office of Research and Economic Development, 301 Canfield Administration, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Kimberly Andrews Espy
- Office of the Provost and Vice President for Academic Affairs, University of Texas at San Antonio, San Antonio, TX, USA
| | - Timothy D Nelson
- Department of Psychology, University of Nebraska-Lincoln, Memphis, TN, USA
| | - W Alex Mason
- Department of Preventive Medicine, University of Tennessee Health Science Center, Memphis, TN, USA
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O’Grady AM, Nag S. "Where's Wally?" Identifying theory of mind in school-based social skills interventions. Front Psychol 2022; 13:600699. [PMID: 36389472 PMCID: PMC9646489 DOI: 10.3389/fpsyg.2022.600699] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2020] [Accepted: 09/16/2022] [Indexed: 12/19/2023] Open
Abstract
This mini configurative review links theory of mind (ToM) research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review's aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables (DVs) in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies (conducted from 2012 to 2019) on social-cognitive skill with typically-developing children ages 3-11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks in children. Intervention DVs mapped onto the following ToM constructs in at least 87% of studies: "Representation of Others and/or Self," "Knowledge/Awareness of Mental States," "Attributions/Explanations of Mental States," "Social Competence," "Predicting Behavior," and "Understanding Complex Social Situations." The absence of false-belief understanding as an intervention DV indicated a lack of direct training in ToM ability. A hierarchy to further organize the review's ToM framework constructs as either skills or competences within the construct of 'Representation of Others and/or Self' is proposed. Implications for the conceptualization of ToM and social-cognitive research as well as educational practice are discussed, namely how school social skill interventions conceptualize skill along a continuum in contrast to the common artificial dichotomous assessment of ToM skill (i.e., presence or lack), yet the development of ToM can nevertheless be supported by the school environment.
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Affiliation(s)
- Aneyn M. O’Grady
- Department of Education, University of Oxford, Oxford, United Kingdom
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Guedes C, Ferreira T, Leal T, Cadima J. Unique and joint contributions of behavioral and emotional self-regulation to school readiness. APPLIED DEVELOPMENTAL SCIENCE 2022. [DOI: 10.1080/10888691.2022.2045200] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
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7
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Korucu I, Ayturk E, Finders JK, Schnur G, Bailey CS, Tominey SL, Schmitt SA. Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence. Front Psychol 2022; 12:717317. [PMID: 35115979 PMCID: PMC8803640 DOI: 10.3389/fpsyg.2021.717317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2021] [Accepted: 12/06/2021] [Indexed: 11/13/2022] Open
Abstract
Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that comprise self-regulation or if they are distinct. In this study, using a bifactor model, we tested the shared and unique variance among self-regulation constructs and prediction to pre-academic and social-emotional skills. The sample included 932 preschool children (Mage = 48 months, SD = 6.55; 49% female), their parents, and their teachers in the United States. Children’s self-regulation was assessed using measures of executive function, behavioral self-regulation, and emotion regulation. The bifactor model demonstrated a common overarching self-regulation factor, as well as distinct executive function and emotion regulation factors. The common overarching self-regulation factor and executive function predicted children’s pre-academic (i.e., mathematics and literacy) and social-emotional skills. The emotion regulation factor predicted children’s social-emotional skills. Identifying the shared and unique aspects of self-regulation may have important implications for supporting children’s regulatory skills as well as their success in school.
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Affiliation(s)
- Irem Korucu
- Child Study Center, Yale University, New Haven, CT, United States
- *Correspondence: Irem Korucu,
| | - Ezgi Ayturk
- Department of Medical Social Sciences, Northwestern University, Evanston, IL, United States
| | - Jennifer K. Finders
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Gina Schnur
- Child Study Center, Yale University, New Haven, CT, United States
| | - Craig S. Bailey
- Child Study Center, Yale University, New Haven, CT, United States
| | - Shauna L. Tominey
- Extension Family and Community Health Program, Oregon State University, Corvallis, OR, United States
| | - Sara A. Schmitt
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
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Gustafsson BM, Korhonen L. The PLUSS model: a study protocol for evaluation of a multi-professional and intersectoral working model to detect and support preschool children with neurodevelopmental difficulties (Preprint). JMIR Res Protoc 2021; 11:e34969. [PMID: 35704376 PMCID: PMC9244646 DOI: 10.2196/34969] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Revised: 04/22/2022] [Accepted: 04/22/2022] [Indexed: 11/13/2022] Open
Affiliation(s)
- Berit M Gustafsson
- Linköping University, Department of Child and Adolescent Psychiatry, Department of Biomedical and Clinical Sciences, Linkoping, Sweden
| | - Laura Korhonen
- Linköping University, Department of Child and Adolescent Psychiatry, Department of Biomedical and Clinical Sciences, Linkoping, Sweden
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Buttelmann D, Kühn K, Zmyj N. The Relations among Theory of Mind, Inhibitory Control, and Aggressive Behavior in 4-Year-Old Children – A Multi-Measure Multi-Informant Approach. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1987240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
| | - Karen Kühn
- Ludwig Fresenius Schulen Erfurt, Germany
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10
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How children’s social tendencies can shape their theory of mind development: Access and attention to social information. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100977] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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11
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CERRAH ÖZSEVGEÇ L, KONTAŞ AZAKLI T. Investigation of the relationship between the theory of mind and creative thinking skills of children in rural area. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2021. [DOI: 10.1590/1982-0275202138e190155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract The aim of this study, accordingly, is to determine the relation between creativity and theory of mind skills of children aged 5-11 (Ns:117) who continue Primary Education in rural areas and to reveal the relation between the sub-dimensions of these abilities. At the end of the study, it was found that there was a significant and positive relation between the total creativity score and the sub-dimensions of theory of mind. It was found that there was a significant and positive relation between all sub-dimensions of creativity and theory of mind. The total creativity score and the scores of the sub-dimensions of creativity (fluency, originality, and elaboration) were significant but weak predictors of theory of mind tasks.
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Contreras-Huerta LS, Pisauro MA, Apps MAJ. Effort shapes social cognition and behaviour: A neuro-cognitive framework. Neurosci Biobehav Rev 2020; 118:426-439. [PMID: 32818580 DOI: 10.1016/j.neubiorev.2020.08.003] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 07/13/2020] [Accepted: 08/08/2020] [Indexed: 01/10/2023]
Abstract
Theoretical accounts typically posit that variability in social behaviour is a function of capacity limits. We argue that many social behaviours are goal-directed and effortful, and thus variability is not just a function of capacity, but also motivation. Leveraging recent work examining the cognitive, computational and neural basis of effort processing, we put forward a framework for motivated social cognition. We argue that social cognition is demanding, people avoid its effort costs, and a core-circuit of brain areas that guides effort-based decisions in non-social situations may similarly evaluate whether social behaviours are worth the effort. Thus, effort sensitivity dissociates capacity limits from social motivation, and may be a driver of individual differences and pathological impairments in social cognition.
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Affiliation(s)
- Luis Sebastian Contreras-Huerta
- Department of Experimental Psychology, University of Oxford, OX2 6GG, UK; Wellcome Centre for Integrative Neuroimaging, University of Oxford, UK.
| | - M Andrea Pisauro
- Department of Experimental Psychology, University of Oxford, OX2 6GG, UK; Wellcome Centre for Integrative Neuroimaging, University of Oxford, UK; Centre for Human Brain Health, School of Psychology, University of Birmingham, UK.
| | - Matthew A J Apps
- Department of Experimental Psychology, University of Oxford, OX2 6GG, UK; Wellcome Centre for Integrative Neuroimaging, University of Oxford, UK; Centre for Human Brain Health, School of Psychology, University of Birmingham, UK; Christ Church College, University of Oxford, UK.
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Korucu I, Litkowski E, Purpura DJ, Schmitt SA. Parental executive function as a predictor of parenting practices and children's executive function. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2152] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Irem Korucu
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
- Yale Center for Emotional IntelligenceChild Study Center, Yale University New Haven Connecticut United States
| | - Ellen Litkowski
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
| | - David J. Purpura
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
| | - Sara A. Schmitt
- Human Development and Family StudiesPurdue University, West Lafayette Indiana United States
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Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. CURRENT PSYCHOLOGY 2018. [DOI: 10.1007/s12144-018-9901-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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