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Navarro R, Larrañaga E, Yubero S, Víllora B. Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment. Psychol Res Behav Manag 2024; 17:827-851. [PMID: 38434957 PMCID: PMC10909330 DOI: 10.2147/prbm.s453572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 02/19/2024] [Indexed: 03/05/2024] Open
Abstract
Introduction Preschool aggression, a significant concern, requires an in-depth examination beyond individual factors. This study explored the link between individual characteristics, immediate social environment variables, and the likelihood of preschoolers being nominated as aggressors or victims. The novelty of the study lies in its comprehensive longitudinal examination, using a multi-informant approach, of how family dynamics, peer relations, teacher-child interactions, and community factors are related to preschool aggression within the context of Bronfenbrenner's ecological system theory. Methods Data was collected at two points, four months apart, to investigate the interplay among sociodemographic, individual, family, and school factors and subsequent child aggression. The study included 394 children (184 girls, 210 boys), aged 3 to 6 years (M = 4.36, SD = 0.87). Caregivers completed questionnaires on socioeconomic status, community relationships, children's emotional regulation, and family functioning. Teachers rated closeness with each child, while children nominated liked and disliked peers, as well as those exhibiting aggressive or victimized behaviour. Results Logistic regression models revealed stronger associations between peer aggression and victimization and individual factors over microsystems. Surprisingly, community cohesion showed a robust positive link with an increased likelihood of children being nominated as victims, challenging the assumption that positive parenting practices and strong community cohesion always leads to positive outcomes for individuals. Discussion The study advances theoretical understanding by examining how factors within preschoolers' microsystems influence aggressive behaviors, contributing to more holistic models for addressing preschool aggression and victimization in schools. The findings highlight the significance of targeted interventions, emphasizing early identification of aggression or victimization signs and customized programs for social and emotional skill development. Addressing parental stress and interparental conflict is crucial. Additionally, community-based initiatives, like strengthening support networks, play a pivotal role in fostering healthier social dynamics among preschoolers.
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Affiliation(s)
- Raúl Navarro
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
| | - Elisa Larrañaga
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
| | - Santiago Yubero
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
| | - Beatriz Víllora
- Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain
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Sankalaite S, Huizinga M, Warreyn P, Dewandeleer J, Baeyens D. The association between working memory, teacher-student relationship, and academic performance in primary school children. Front Psychol 2023; 14:1240741. [PMID: 37809289 PMCID: PMC10556679 DOI: 10.3389/fpsyg.2023.1240741] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 09/07/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Early relationships with teachers play an important role in children's development and significantly influence students' cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children's WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied. Methods The purpose of this study was to investigate the relationships between primary school children's WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children's academic performance. Results The findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour. Discussion This study highlights that relationships between the teacher and students play an important role in supporting students' cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children's academic performance.
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Affiliation(s)
- Simona Sankalaite
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Mariëtte Huizinga
- Department of Educational and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Petra Warreyn
- Department of Experimental Clinical and Health Psychology, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Jolien Dewandeleer
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Dieter Baeyens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium
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Monacis D, Sulla F, Peconio G, Limone P. Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire. Front Psychol 2023; 14:1183205. [PMID: 37533716 PMCID: PMC10392940 DOI: 10.3389/fpsyg.2023.1183205] [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: 03/09/2023] [Accepted: 06/26/2023] [Indexed: 08/04/2023] Open
Abstract
Introduction Self-determination construct is a motivation theory used in professional and educational context to foster special needs teachers' development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers' professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ. Methods A confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS. Results The analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2). Discussion Teachers' autonomy support and teacher-student relation can positively impact the students' psychological factors and enhance students' learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers' negative stress and mental health consequences. Conclusion This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.
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Affiliation(s)
- Domenico Monacis
- Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Italy
| | - Francesco Sulla
- Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Italy
| | - Guendalina Peconio
- Learning Science Hub, Department of Humanities, University of Foggia, Foggia, Italy
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Zhu J, Xia X, Wu Q, Zou S, Li Y. Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3426. [PMID: 36834123 PMCID: PMC9966528 DOI: 10.3390/ijerph20043426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 02/14/2023] [Accepted: 02/14/2023] [Indexed: 06/18/2023]
Abstract
Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3-6 years old from Shanghai, China (Mage = 5.56 years, SD = 0.96 years). Parents reported children's CU traits and teachers reported their relationship with children and rated children's social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.
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Affiliation(s)
- Jingjing Zhu
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
| | - Xiaoying Xia
- School of Early Childhood Education, Shanghai Normal University Tianhua College, Shanghai 201815, China
| | - Qianqian Wu
- Wuchang Experimental Kindergarten, Wuhan 430061, China
| | - Shiyao Zou
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
| | - Yan Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
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The Role of Emotional Intelligence and Metacognition in Teachers' Stress during Pandemic Remote Working: A Moderated Mediation Model. Eur J Investig Health Psychol Educ 2023; 13:81-95. [PMID: 36661756 PMCID: PMC9857521 DOI: 10.3390/ejihpe13010006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 12/09/2022] [Accepted: 12/18/2022] [Indexed: 01/06/2023] Open
Abstract
During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations' Agenda 2030 Goals, our results emphasize the importance of teachers' emotional and metacognitive skills in promoting quality of life and psychological well-being.
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Chen MH, Ye SX. Extending repair in peer interaction: A conversation analytic study. Front Psychol 2022; 13:926842. [PMID: 36106036 PMCID: PMC9466649 DOI: 10.3389/fpsyg.2022.926842] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2022] [Accepted: 08/05/2022] [Indexed: 11/24/2022] Open
Abstract
Peer interaction constitutes a focal site for understanding learning orientations and autonomous learning behaviors. Based on 10 h of video-recorded data collected from small-size conversation-for-learning classes, this study, through the lens of Conversation Analysis, analyzes instances in which L2 learners spontaneously exploit learning opportunities from the on-task public talk and make them relevant for private learning in sequential private peer interaction. The analysis of extended negation-for-meaning practices in peer interaction displays how L2 learners orient to public repair for their learning opportunities in an immediate manner and in so doing, how different participation framework is being utilized to maximize their learning outcomes. As these extended repair practices are entirely managed by learners themselves, they yield both efficient and inefficient learning outcomes. Findings reveal that learners frequently resort to their peers to recycle the focal trouble words for learning opportunities, shifting their participating role from the on looking audience to active learners. By reporting the rather under-researched post-repair negotiation-for-meaning sequence in peer interactions, the study highlights the relevance between on-task classroom activities and private learning, contributing to understanding private learning behaviors in the language classroom and learning as a co-constructed activity locally situated in peer interaction.
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Markus S, Rieser S, Schwab S. The Gender-Specific Role of Social Relationships for School Well-Being in Primary School. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2022. [DOI: 10.1027/2151-2604/a000500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Since learning at school is always embedded in a social context, students’ social relationships are considered key variables for their school well-being. But especially studies at the primary school level that examine gender-specific linkages between students’ relationships with peers and teachers and components of their school well-being are lacking. Therefore, a longitudinal study with 351 primary school students was conducted. Girls indicated a better relationship with their teacher, a more positive attitude toward school, and predominantly more beneficial achievement emotions than boys. Manifest multi-group path models suggest that students’ perceived teacher-student-relationship seems to predict their attitude toward school for both genders positively, while its’ connections with particular achievement emotions differ between boys and girls. Student-student-relationships in the sense of comfortableness among classmates showed beneficial connections with positive emotions for girls and negative links with unpleasant emotions for boys. The results suggest that linkages between different social relationships and various dimensions of school well-being are gender-specific and should be considered in their broad variety both in research and instructional practice.
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Affiliation(s)
- Stefan Markus
- School of Education, Institute for Educational Research, University of Wuppertal, Germany
| | - Svenja Rieser
- School of Education, Institute for Educational Research, University of Wuppertal, Germany
| | - Susanne Schwab
- Centre for Teacher Education, Educational Sciences, University of Vienna, Austria
- School of Education, Research Focus Area Optentia, North-West University Vanderbijlpark, South Africa
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de Vlieger NM, Sainsbury L, Smith SP, Riley N, Miller A, Collins CE, Bucher T. Feasibility and Acceptability of 'VitaVillage': A Serious Game for Nutrition Education. Nutrients 2021; 14:nu14010189. [PMID: 35011063 PMCID: PMC8746846 DOI: 10.3390/nu14010189] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 12/20/2021] [Accepted: 12/29/2021] [Indexed: 11/16/2022] Open
Abstract
Computer games have previously been used to improve nutrition knowledge in children. This paper describes the acceptability and feasibility of a serious game, "VitaVillage", for improving child nutrition knowledge. VitaVillage is a farming-style game in which the player undertakes quests and completes questions aimed at increasing several aspects of nutrition and healthy eating knowledge. Children aged 9-12 years in two primary schools (control vs. intervention) completed a nutrition knowledge questionnaire at baseline (T1) and after 1 week (T2). Participants at the intervention school (n = 75) played VitaVillage for 20 minutes on two occasions. Control participants (n = 94) received no nutrition education. Likeability question scores and written feedback from intervention participants was reported qualitatively. Paired sample t-tests were used to compare T1 and T2 nutrition knowledge changes between control and intervention participants. Engagement with VitaVillage improved children's overall nutrition knowledge (Mean increase of 2.25 points between T1 and T2, Standard Deviation (SD) 6.31, p = 0.035) compared to controls. The game was liked overall (mean score 77 (SD 24.6) on scale of 0-100) and positive feedback was given. Results indicate that VitaVillage has the potential to be successful as a nutrition education tool. In the future, VitaVillage's content and gameplay will be revised, extended and evaluated for its long-term impact on eating behaviour and knowledge changes.
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Affiliation(s)
- Nienke M. de Vlieger
- College of Engineering, Science and Environment, School of Environmental and Life Sciences, The University of Newcastle, Callaghan, NSW 2308, Australia; (L.S.); (S.P.S.); (T.B.)
- Priority Research Centre in Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW 2308, Australia; (N.R.); (C.E.C.)
- Correspondence:
| | - Lachlan Sainsbury
- College of Engineering, Science and Environment, School of Environmental and Life Sciences, The University of Newcastle, Callaghan, NSW 2308, Australia; (L.S.); (S.P.S.); (T.B.)
| | - Shamus P. Smith
- College of Engineering, Science and Environment, School of Environmental and Life Sciences, The University of Newcastle, Callaghan, NSW 2308, Australia; (L.S.); (S.P.S.); (T.B.)
| | - Nicholas Riley
- Priority Research Centre in Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW 2308, Australia; (N.R.); (C.E.C.)
- College of Human and Social Futures, The University of Newcastle, Callaghan, NSW 2308, Australia;
| | - Andrew Miller
- College of Human and Social Futures, The University of Newcastle, Callaghan, NSW 2308, Australia;
- Teachers and Teaching Research Centre, School of Education, Faculty of Education and Arts, The University of Newcastle, Callaghan, NSW 2308, Australia
| | - Clare E. Collins
- Priority Research Centre in Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW 2308, Australia; (N.R.); (C.E.C.)
- College of Health, Medicine and Wellbeing, School of Health Sciences, The University of Newcastle, Callaghan, NSW 2308, Australia
| | - Tamara Bucher
- College of Engineering, Science and Environment, School of Environmental and Life Sciences, The University of Newcastle, Callaghan, NSW 2308, Australia; (L.S.); (S.P.S.); (T.B.)
- Priority Research Centre in Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW 2308, Australia; (N.R.); (C.E.C.)
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