Children's Sociability Research Articles

Overview of Student’s Mental Health with Broken Home Background

The purpose of this study was to determine the mental health of students from broken home backgrounds. The method used in this study was qualitative descriptive research with a total population of class VII A-C of 105 students and a sample of 6 students. The results of the study showed that disharmonious, unstable, messy family conditions (broken home) can cause the development of unhealthy personalities in children. The form of mental health in question includes aspects of emotion, responsibility and sociability of children. Students admitted that they had vented their emotions on objects around them and even experienced trauma due to physical violence when dealing with their mothers so that the students decided to work after school. In addition, students also felt depressed and considered a burden on the family so that every problem they faced only chose to keep to themselves so that it had a bad impact on their academics, so that serious handling was needed such as providing counseling guidance.

아동의 사회성 잠재프로파일에 따른 사이버폭력 감수성의 차이

Objectives The purpose of this study is to classify the latent profile based on sociability among children in Korea, to explore effects of father’s neuroticism and emotional dysregulation as predictors and to identify the differences in cyber violence susceptibility by these latent profiles. Methods Questionnaire data from the 13th wave of Panel Study on Korean Children(PSKC) were analyzed. The data were analyzed using latent profile analysis(LPA), multinominal logistic regression model, and analysis of variance. Results Major findings were as following. First, as a result of latent profile analysis, the three-profile model that include ‘normal sociability group’, ‘low sociability group’ and ‘high sociability group’ was selected as the final model. Second, the predictors of latent profile were father’s neuroticism and emotional dysregulation. Third, there was significant difference in cyber violence susceptibility by the profiles. ‘low sociability group’ showed the lowest cyber violence susceptibility. Meanwhile, the difference between ‘high sociability group’ and ‘normal sociability group’ was not significant. Conclusions This study classified children's sociability by using LPA, and found that different interventions for each latent profile can be effective to enhance children's sociability. Our findings provide valuable implications to help children to get sociality.

자폐 스펙트럼 장애 아동의 짝 그룹 활동 중심 언어중재 미술치료 사례연구

This study utilizes a pair-activity-oriented language intervention art therapy and examines the changes in basic communication skills and social development in children with autism spectrum disorder (ASD). For this, the researcher obtained IRB approval and conducted a total of 20 sessions, 40 minutes per session, twice a week, including the pre- and post-tests, with two school-aged children diagnosed with ASD. To examine the communication skills and sociability of children with ASD, the researcher used the Korean Meta-Pragmatic Language Assessment for Children and the EWHA-Check List for Autistic Children and conducted a regression analysis by step. The results showed that pair-activity-oriented language intervention art therapy positively changed the basic communication skills and social development of children with ASD. This study is significant in that it suggests a new direction and possibility of pair-activity-oriented language intervention art therapy for children with ASD in Korea.

Best friends forever – really? The group of friends as the ideal model of sociability in children’s animations

This article explores the intensifying friendship ideal current in children’s media culture. The article argues that children’s animations, such as Lego Friends, educate children about a desirable model of sociability, namely that of the closed group of friends. While the recent research on friendship has focused on the technological mechanisms of friendship in specific textual practices and platforms, the concept of friendship itself and its cultural re-significances has received less attention. In this analysis, Lego Friends is approached from the perspective of popular cultural meaning making: how and in relation to what are friendships represented as not only valuable but also necessary social relationships. Drawing on Stuart Hall’s theory of articulation, the article suggests that the intensifying friendship ideal reflects the contemporary adult concern of social exclusion, rooted in neoliberal economic insecurities.

Dampak Implementasi Pembelajaran Daring Terhadap Karakter Anak Di Masa Pandemi Covid-19

The COVID-19 pandemic was caused the transformation of the learning system in the world to change rapidly. Learning through the network effects creating childhood's character. The study aims to describe the impact of the implementation of online learning on the character of children generated during the online study using the google classroom and zoom cloud meeting. The study used a qualitative approach with case studies in data collection by observation, interview, questionnaire, and documentary. As a result of this study, it may be noted that there has been a positive and negative effect on the character of children when online study through google classroom and zoom cloud meeting. The positive effect of the implementation of online learning during the covid-19 pandemic is demonstrated with child competence in the use of learning technology and the emergence of certain characteristics such as responsibility, discipline, religion, nationalism, courage, patience, and self-sufficiency. On the other hand, the implementation of online learning causes a drop in child sociability

Children's interpretation moderates relations of maternal autonomy support with sociability and assertiveness in China

AbstractThis 1‐year longitudinal study investigated whether children's positive interpretations of maternal autonomy support moderated its relations with later sociability and assertiveness in China. Third to sixth graders (N = 889; 50.4% girls; Mage = 10.82 years, SD = 1.29) residing in Shanghai, P.R. China, reported maternal autonomy support and their interpretations of such parenting. Children's sociability was rated by teachers and assertiveness was assessed via peer nominations. Results indicated that child interpretations moderated the associations between maternal autonomy support and later sociability and assertiveness after controlling for their stabilities. For children with high levels of child‐beneficial interpretations, maternal autonomy support was positively associated with later sociability and assertiveness. However, for children with low or average levels of child‐beneficial interpretations, maternal autonomy support was not related to later sociability and assertiveness. Moreover, maternal autonomy support was positively related to later sociability for girls, but not for boys. The findings highlighted the possible role of children's interpretations in modulating the impact of mothers' autonomy support on social functioning.

The Effect of Art Psychologic Counseling Utilizing Picture Books on Children's Sociability and Self-Esteem

The Effect of Art Psychologic Counseling Utilizing Picture Books on Children's Sociability and Self-Esteem

Becoming Asustado (Scared): An Ethnographic Contribution to a Transdisciplinary Approach to Children’s Health and Development

We characterized and analyzed women’s narrative around the idea of becoming asustado (scared)as a cultural way of understanding why children get sick repeatedly or develop illnesses that become increasingly severe, as part of a study carried out in rural communities from the Molinos District, in the North-West of Argentina. We analyze and discuss the implications of becoming asustado for everyday child-rearing and children's health, sociability, and performance in different community endeavors from ethnographic data. We intentionally selected 15 cases elaborated based on 55 semi-structured interviews with 15 women, between 25 and 55 years old, all caregivers of children under 6 years old. Our results show that susto (fright) serves as an explanation for those people who do not fit with cultural expectations about their phenotype and social performance. Also, it is a culturally acceptable way of dealing with both physical and mental stress.

Analisis Pengaruh Penggunaan Media Baru Terhadap Pola Interaksi Sosial Anak Zaman Millenial Di Madrasah Ibtidaiyah Sunan Kalijogo Kota Mojokerto

This study aims to analyze and describe the use of digital media by millennial children, patterns of social interaction of children, and the effect of the use of new media on children's sociability in MI Sunan Kalijogo Mojokerto City. This type of research is an explanatory causal correlation with the survey method using the main instrument of the questionnaire. The population is children of 8-12 years old students of Madrasah Ibtidaiyah Sunan Kalijogo, totaling 123 students. The number of samples were 80 students. The results showed that the level of new media usage among millennials aged 8–12 years in MI Sunan Kalijogo was in the moderate category (1.89) and the social interaction was in the high category (2.45). Assumptions that state that the higher the use of new media, the social interaction of children will tend to be lower can be accepted with a correlation coefficient of 0.54 at a degree of freedom of 0.05 or a 95% confidence level.

The Relationship Between Electronic Gaming and Health, Social Relationships, and Physical Activity Among Males in Saudi Arabia.

Physical and psychological effects of playing computer games cannot be ignored. Electronic games are considered to be an influential factor in growth, personality development, and positive sociability of children, and game duration has been associated with increased aggression, reduced mental health, and higher BMI. The aim of the present study was to explore the relationship between electronic gaming and health, social relationships, and physical activity among males aged 16–18 years in Saudi Arabia. An online survey designed by the authors containing 60 items and divided into 5 sections was used during one school semester. The sample was selected randomly from 30 high schools; 90 students were selected from each school, with 30 chosen from each of grades 9, 10, and 11. Respondents were 194 male students, aged 17.23 ± 1.52 years. The questionnaire was presented to six experts to assess validity, with Cronbach’s α established at 0.87. Results showed that playing electronic games had a negative relation with health, social relationships, and physical activity among males. The most negative significant was the correlation between electronic games and physical activity (r = −.49), followed by that with social relationships (r = −.42) and BMI (r = −.31) . The lowest result was for health (r = .20). More empirical investigations are needed to explore deeper effects of electronic gaming on various groups in Saudi society, including the general population, employees, and different categories of school and university students.

어머니의 우울과 유아의 사회성 간의 관계에서 어머니의 양육행동의 매개효과

어머니의 우울과 유아의 사회성 간의 관계에서 어머니의 양육행동의 매개효과

Smiling through the shyness: The adaptive function of positive affect in shy children.

Most research treats shyness as a homogenous phenomenon when examining its correlates and consequences, which limits the identification of specific groups of shy children who may be at differential risk for maladaptive social outcomes. Here, we examined whether different types of shyness were uniquely associated with social adjustment and physiological stress reactivity in school-age children (n = 92; Mage = 7.47 years; SD = 2.23 years). During the completion of a videotaped self-presentation task, behavioral measures of positivity and avoidance were coded in order to derive shyness groups (i.e., positive shy: high positivity and high avoidance; negative shy: low positivity and high avoidance; and non-shy: low avoidance). Further, during the self-presentation task, direct observation of activity level was coded, and salivary cortisol reactivity to the social stressor was measured. We also collected parent- and teacher report of children's social anxiety, and parent report of children's sociability. We found that negative shy children were more socially anxious according to both parent- and teacher report, less sociable, and they also displayed reduced activity levels during the speech than the positive shy and non-shy children. Positive shy and non-shy children were indistinguishable across all measures of social behavior. Shyness group had no influence on children's cortisol stress reactivity. Our findings provide support for heterogeneity in the expression of shyness, and highlight that not all shy children experience poor social adjustment. Expression of positivity during socially threatening situations may have an adaptive social function in shy school-age children, as it is associated with reduced social anxiety and increased sociability. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

An Investigation Into the Relationship Between Onset Age of Musical Lessons and Levels of Sociability in Childhood.

Previous studies have suggested that musical training in childhood is beneficial for sociability. However, it remains unclear how age of onset of group music lessons is associated with the late sociability of children from a long-term perspective. This study investigated associations between group music lessons conducted at a music school and children’s levels of sociability by focusing on the age of onset of the lessons. We conducted a survey of 276 children aged 4–5 years (M = 58.5 months) and 6–7 years (M = 82.7 months) who commenced music lessons at ages 1, 2, 4, and 6 years. We found that (1) the empathy scores of children aged 6–7 years who began lessons when 1-year-old were greater than those who began lessons when 4-years-old, (2) the communication scores of children aged 4–5 years who began lessons when 1-year-old were greater than those who began lessons when older than 1 year, and (3) the empathy and extraversion scores were high in those aged 6–7 years who began lessons in that age range. The results suggest that early onset of music lessons could positively influence children’s sociability; in contrast, after about age 7 years, children who already had high sociability may be more inclined to select group music lessons. By focusing on the impact of regular group music lessons from a very young age on later levels of sociability, these results further elucidate the effects of musical lessons. In sum, participation in group music lessons 2–4 times per month can be effective social training for very young children and foster their later sociability.

Taekwondo Training Improves Mood and Sociability in Children from Multicultural Families in South Korea: A Randomized Controlled Pilot Study

Purpose: Children from multicultural families face physical, social, mental, and intellectual hurdles; however, relative interventions are lacking in South Korea (hereafter Korea) in this regard. The purpose of this study was to investigate the effects of regular Taekwondo (TKD) training on physical fitness, mood, sociability, and cognitive functions in these children. Methods: This study included 30 children from multicultural families in Korea who were randomly assigned to a TKD group (n = 15) and control group (n = 15). The children in TKD group underwent 16 weeks of TKD training once a week for 60 min. Each participant underwent a basic fitness test and sociability questionnaire before and after the intervention. Furthermore, we examined the changes in the mood and cognitive function by determining the profile of mood states (POMS), and Stroop color and word test, respectively. Results: Results of the Stork test of balance were significantly higher in the TKD group after intervention (p < 0.05). In terms of sub-variables, POMS, tension, and depression scores were significantly lower (p < 0.05) after the intervention, while the vigor score was significantly higher in the intervention group than those in the control group (p < 0.05). Furthermore, sociability and ‘being left out’ score, a sub-variable of sociability, was significantly lower (p < 0.05) after the intervention, while sociability score was significantly higher (p < 0.05). Conclusions: Our findings suggest that participation in regular TKD training can be effective for balanced improvements in variables of basic fitness and that it exerts a positive effect on the mood and development of sociability.

Effects of Young Children’s Shyness on Social Withdrawal of Young Children: Focusing on Moderating Effects of Teacher-Child Relationships

This study examined the effects of children`s shyness and relationships with their teacher in regards to social withdrawal. Two questionnaires were conducted with mothers and teachers of 242 three to five-year-olds attending a childcare center in Sejong city. SPSS 18.0 was used to implement descriptive analyses and hierarchical regression analyses. The results indicated that main effects of lack of sociability and assertiveness as well as interaction effects between lack of assertiveness and intimate relationship on social withdraw were found when the child- teacher relationship was intimate. The results suggested that intimate child-teacher relationships adjusted to lack of assertiveness in the child. Meanwhile, interaction effects between lack of sociability and lack of assertiveness and between self-consciousness and child-teacher conflictual relationship were found in child-teacher conflictual relationships. The results indicated that the influence on alleviating social withdrawal behavior of children with a high level of shyness was limited despite establishing a close relationship with a teacher. However, the social withdrawal behavior of children became more intense if they were in a conflict relationship with a teacher; this tendency was also shown more significantly in shier children. This suggests that children`s unamicable relationship with a teacher may function as a risk factor to cause social withdrawal behavior. Therefore, it is important that a teacher has the capability to understand the individual characteristics of children, particularly shyness, and encourage their sociability of children through positive relationships.

ENTRE O QUILOMBO E A EDUCAÇÃO INFANTIL: O (NÃO) LUGAR DAS CRIANÇAS QUILOMBOLAS NA POLÍTICA EDUCACIONAL BRASILEIRA

Este texto contempla algumas reflexões sobre as incursões feitas em dois quilombos catarinenses como parte de uma pesquisa junto do programa de doutoramento em educação. A motivação central foi a de compreender as relações educativas e o lugar ocupado pelas crianças de quatro a seis anos de idade, moradoras de comunidades quilombolas, como sujeitos principais da pesquisa. Entretanto, o recorte que trouxemos para este artigo diz respeito ao lugar ou não-lugar, como diz Auge (1994), atribuído às crianças quilombolas no âmbito da legislação brasileira, fazendo referência às leis que tratam da educação nacional. É possível afirmar que, passados 20 anos da promulgação da Lei de Diretrizes e Bases que reconheceu, entre outras conquistas, o caráter educativo de creches e pré-escolas, ainda estamos distantes de garantir uma legislação que demarque as especificidades das diferentes infâncias brasileiras. Também procuramos indicar a importância de conhecermos as formas de expressão ou de sociabilidade das crianças dessas comunidades, por entender que este conhecimento pode suscitar outras maneiras de pensar a educação institucionalizada.

The Longitudinal Associations Among Temperament, Parenting, and Turkish Children's Prosocial Behaviors.

In Turkey, responsive behaviors toward kin are expected from children. Despite this, we know little about the factors that influence young Turkish children's prosocial behaviors. The goal was to explore how temperament and parenting are related to children's prosocial development in Turkey. A total of 293 Turkish children (Mage =49months; 48.12% females) were followed up for 3years. Mothers completed measures of their child's prosocial behaviors, as well as measures of their warmth, inductive reasoning, and the child's approach and reactivity. Maternal warmth predicted children's reactivity, and maternal induction predicted children's sociability. Children's reactivity was inversely related to children's helping behavior and sociability was related to more prosocial behavior. Maternal warmth had indirect links with helping through lessening children's reactivity.

The Characteristics and Major Influence Factors Related to the Sociability of Children with Specific Language Impairment

The Characteristics and Major Influence Factors Related to the Sociability of Children with Specific Language Impairment

Language Difficulty at School Entry and the Trajectories of Hyperactivity-Inattention Problems from Ages 4 to 11: Evidence from a Population-Representative Cohort Study.

Latent growth curve modelling was used to contrast the developmental trajectories of hyperactivity-inattention (H-I) problems across childhood for children with a language difficulty at the start of school and those with typical language and to examine if the presence of a language difficulty moderates the associations of child, parent and peer predictors with these trajectories. Unconditional and language-status conditional latent growth curves of H-I problems were estimated for a large nationally representative cohort of children, comprising 1627 boys (280 - language difficulty) and 1609 girls (159 - language difficulty) measured at age 4 to 5, 6 to 7, 8 to 9 and 10 to 11. Multiple regression tested interaction between language status and predictors of the level and slope of the trajectory of H-I problems. On average, boy's H-I behaviours showed temporal stability while for girls H-I decreased over time with a slower rate of decrease with age. For both boys and girls, the levels of H-I problems were persistently elevated for those with a language difficulty compared to their peers. Neither the shape nor rate of change of H-I problems were associated with language status. Child sociability predicted the rate of growth in H-I for boys with a language difficulty but not for other boys. Child prosocial behaviours and parental psychological distress predicted the rate of growth in H-I for girls with a language difficulty but not for other girls. Parental hostility was associated with the rate of growth only for boys with typical language. The findings indicate that having a language difficulty at school entry is associated with persistently higher levels of H-I problems across childhood and moderates the rate of their growth in some circumstances.

The Effect of Board Game Play Large Group Activities on Children's Sociability

The Effect of Board Game Play Large Group Activities on Children's Sociability