Social Development Scale Research Articles

Relation of Anger Rumination and Self-Criticism with Social Maladjustment with the Mediating Role of Psychological Flexibility in Adolescent Boys and Girls

Background: Anger rumination affects adolescents’ mental health and seriously damages their functions in interpersonal and communication situations and their social adjustment function in various family, academic and occupational situations. Objective: The present study aimed to investigate the relation of anger rumination and self-criticism with social maladjustment with the mediating role of psychological flexibility in adolescent boys and girls in Ahvaz (Iran). Materials & Methods: This descriptive cross-sectional study was conducted using Structural Equation Modeling (SEM). The statistical population was all secondary school students of Ahvaz in the 2020-21 academic year. The 848 participants (443 girls and 405 boys) aged between 16 and 18 years old, were selected using multistage cluster sampling. The research instruments included the Anger Rumination Scale, Levels of Self-Criticism Scale, Acceptance and Action Questionnaire–II, and Social Development Scale. Multigroup SEM was used to compare the proposed model between the girls and the boys. Results: There was a significant direct relationship between anger rumination, self-criticism, psychological flexibility, and social maladjustment (P<0.001). The findings suggested that psychological flexibility played a mediating role in the relationships of anger rumination and self-criticism with social maladjustment (P<0.01). In addition, there was a significant direct relationship between anger rumination and self-criticism to social maladjustment in boys, while this relationship was not significant in girls. Conclusion: The results suggested the desirable goodness of fit of the final model. Therefore, it is suggested to consider the roles of anger rumination, self-criticism, and psychological flexibility in predicting social maladjustment in students while regarding their gender differences in developing and implementing educational programs

Impact of situational sport games on gross movements and social development among children aged 4-5 years old

Objective To explore the impact of situational sport games on gross movement and social development among children aged 4-5 years, and to provide references for promoting the healthy development of preschool children. Methods Seventy-one children aged 4-5 were randomly selected from one public kindergarten in Beijing during Apr. to Jul. of 2019 and were randomly divided into experimental group (n=36, 8-week situational sports game intervention) and control group (n=35, regular learning and playing). The Test of Gross Motor Development (TGMD-3) and social development scale for children aged 3-9 were used to assess gross movement and social development, respectively, which were then compared and analyzed. Results Before intervention, the total score of gross motor development[intervention group (42.63±7.62), control group (43.00±9.16)] and social development[intervention group (211.88±6.68), control group (212.71±9.80)] showed no significant differences between the two groups(t=-0.18, -0.37, P>0.05). After intervention, increases in gross motor development[intervention group (67.80±9.80), control group (45.68±9.47)] and social development level[intervention group (228.30±6.37), control group (214.71±8.65)] were observed in both groups(t=25.82, 3.22;15.90, 2.13, P Conclusion 8-week situational sports games can promote gross movement and social development of 4-5-year-old children. It is suggested that interventions to promote early childhood development should be aware of multiple dimensions of development.

운동시간과 스마트기기의 사용시간이 사회성 발달에 미치는 영향

Purpose: The purpose of this study is to investigate the effect of student’s after-school exercise time and smart device usage time on social development.<BR> Method: To this end, data were collected using the social development scale of 1569 elementary, middle, and high school students (elementary; 171, middle school; 918, high school; 480) located in Seoul and Gyeongnam. The data were analyzed using the SPSS WIN 21.0 program, with mean, factor analysis, group mean and standard deviation, and multivariate variance analysis (MANOVA).<BR> Results: As a result first, the more exercise time of the students had a positive effect on social development, and the more time they used smart tech, the more negatively the social development was affected. Second, it was found that the age of the students’ exercise time had gar eater influence on the social development of elementary school students than that of the middle & high school students. On the contrary, it was found that the increase in smart device usage time had a greater negative effect on middle school students than on that of high school students.<BR> Conclusion: Based on this fact, the necessity of developing and operating physical activity programs for social development is discussed.

Familial allomaternal care exposure is predictive of infant development.

This study assesses whether increased exposure to allomaternal care (AMC, or non-maternal care) is associated with improved infant motor and social milestone attainment. Typically developing infants aged 13-18 months (n=102) were assessed by their mothers using the previously validated National Center for Health Statistics' Motor and Social Development Scale (MSD). AMC exposure from birth to present was quantified using four AMC predictor components. Exposure to Highly Involved Familial AMC has a significant medium effect on MSD score, such that infants experiencing more of this type of care score higher. Familial AMC is associated with improved milestone attainment, suggesting that learning experiences are enhanced by these interactions, although further cross-cultural studies are needed. If future studies confirm the positive effects of AMC interactions on early developmental outcomes, this may help explain the selective pressures for extensive AMC.

A Study on the Relationship between Chinese Young Children’s Social Development and Parental Rearing Patterns

The children social development scale and rearing pattern questionnaire were used to investigate 200 parents in a kindergarten inWuhan, China.It was found that the social development of young children was significantly positively related to the democracy of rearing patterns (p <0.01), and significantly negatively related to laissez-faire and inconsistency. (p<0.01), and a significant negative correlation between the social development and the inconsistent rearing pattern (p<0.01) in Chinese young children. Both the inconsistency and democracy of rearing pattern can significantly predict young children's social development (p<0.01). The results show that the democratic nature of rearing pattern is more conducive to the social development of young children, while the inconsistent rearing pattern will hinder the social development of young children.

Relationship between social development and psychological adaptation of the first-born children in China

This study focused on a special group of first-born children, those who had baby brothers or sisters after the implementation of China’s current two-child policy. The aims of the present research were to investigate psychological adaptation of first-born children and examine the relationship between their social development and psychological adaptation. First-born children of 96 child families from 8 kindergartens in Beijing completed First-Born Behavior Questionnaire and Children’s Social Development Scale. The results indicated that (1) there were many problems of psychological adaptation in first-born children within half a year of the second children’s birth, especially the increasingly emotional distress and problematic behaviors; (2) the total psychological adaptation, emotional distress, separation anxiety and problematic behavior scores of the first-born girls increased significantly after the birth of the second child; (3) compliance with social rules of social development was significantly negatively related to problematic behaviors of psychological adaptation. The implications of the study were discussed.

Parenting stress and development of late preterm infants at 4 months corrected age.

Parenting stress has been linked to child development issues in early preterm infants, but less is known about its effects on development in infants born late preterm. We examined relationships between parenting stress of 108 mothers and 108 fathers and development of late preterm infants born at 34 0/7 to 36 6/7 weeks gestation. At 4 months corrected age, mothers and fathers completed the Parenting Stress Index (PSI-3); mothers were primary caregivers in almost all families and completed the Ages and Stages Questionnaire (ASQ-2) on child development. Mothers reported significantly more stress than fathers on the PSI-3 Parent Domain. PSI-3 subscale scores from the Child Domain were significant predictors of mother-reported infant development as measured by the ASQ-2 in regression models: Reinforces Parent predicted Gross Motor, Mood predicted Communication, and Acceptability predicted Communication, Fine Motor, Problem Solving, and Personal -Social development scale scores. Experiences of parenting stress differed for mothers and fathers. Further research is required on specific dimensions of parenting stress related to development of late preterm infants.

Adoption and Use of Social Entrepreneurship: A Way to Catalyse Social Transformation

The paper tries to analyse factors associated with successful social entrepreneurship, particularly with social entrepreneurship that leads to significant changes in the economic, social, cultural and technology contexts for poor and marginalised groups that lead to social transformation. The impact of social transformation on these factors is calculated by comparing the pre-stage and post-stage situations. The paper concludes with a discussion of the implications for the practice of social entrepreneurship and social transformation, for further research, and for the continued development of support technologies and institutions that will encourage future social entrepreneurship. Here, the scale of social development was used to measure the effectiveness and significant of the scale. The Confirmatory Factor Analysis through AMOS is performed to fit the model and its significance.

Social Development of Students Participating in Physical Activity and Computer Games

The purpose of this study was to compare the participation in physical activity and computer games on the social development of students. The population of this research was made up entirely of male students from secondary schools in the city of Marivan (mean age of 13.5 years). Among them, 300 were selected purposively (150 athletes, 150 computer games players). In order to collect the information, Weitzman’s social development scale was used. For the statistical analysis of data, n independent t-test with a significance level (P < 0.05) was used. Overall, the findings of this study suggest that the physical activity group has a higher social development than computer games group.

A Watershed’s Environmental-Economic Optimization and Management Framework Based on Environmental Carrying Capacity

This paper introduced the idea of environmental carrying capacity (ECC) to the planning of watershed’s environmental-economic optimization. And a case study in Lake Fuxianhu is utilized from year 2008 to 2028. The results are: based on the water environment carrying capacity of lakes, with the adjustment of industrial internal structure, distribution and development speed of three major industries, the water quality of the basin will be I class. This adjustment will not only keep a rapid development of economy, but also can make sure the improvement of Lake Fuxianhu Basin environment. Thus, the development of society and environment will be coordinated. The application of water environment carrying capacity of lakes to instruct the scale of social development is very significant to the sustainable development among economy, society and environment.

Risk markers for poor developmental attainment in young children: results from a longitudinal national survey.

To evaluate social and environmental determinants of poor developmental attainment among preschool children by means of longitudinal data from a population-based sample of Canadian children. Secondary analysis of data from cycles 1 (1994-1995) and 2 (1996-1997) of the National Longitudinal Survey of Children and Youth using a cohort design with 2-year follow-up. A total of 4987 children aged 1 to 5 years at baseline, whose biological mother completed risk factor information and who were included in both cycles. Poor developmental attainment (developing unusually slowly) was defined as scores more than 1 SD below the age-standardized mean for the Motor and Social Development Scale, revised Peabody Picture Vocabulary Test, or Canadian Achievement Tests in mathematics and reading/comprehension, depending on the child's age. The prevalence of sustained poor developmental attainment after 2 years of follow-up was 4.6%. Factors found to be associated with poor developmental attainment included male sex (odds ratio [OR], 1.37; 95% confidence interval [CI], 1.10-1.70), maternal depression (OR, 1.64; 95% CI, 1.25-2.15), low maternal education (OR, 1.57; 95% CI, 1.19-2.08), maternal immigrant status (OR, 1.93; 95% CI, 1.38-2.71), and household low income adequacy (OR, 1.43; 95% CI, 1.11-1.83). Having a mother who has symptoms of depression, has low education, or is an immigrant, and living in a household with low income adequacy increase the risk of poor developmental attainment in children aged 1 to 5 years. The notable risks associated with these factors indicate them as possible targets for screening and interventions to prevent poor developmental attainment.

Social behaviors of gifted and typical preschool children in laboratory school programs

The social behaviors of preschool children identified as intellectually gifted and children not identified as intellectually gifted were compared. Subjects were 35 children ages three through five who participated in a university laboratory school day care or gifted program. The social behaviors of the children were assessed using the Social Development Scale and a social observation instrument based on Parten ‘s (1932) levels of play. No significant differences were found between the two groups when comparing their Social Development Scale scores. Differences were significant in terms of type of play observed, with the gifted group exhibiting cooperative play to a much greater extent. The relationship between the two measures of social behavior was not significant. The article summarizes research conducted at Texas A&M University. The author wishes to thank her doctoral committee members, William R. Nash, Patricia A. Alexander, Michael J. Ash, and James F. McNamara for their assistance and encouragement.