Children's Social Behavior Research Articles

Parental Influences on Social Competence: An Investigation of Parenting Styles and Children's Social Behavior in Chengdu, Sichuan Province

Parental Influences on Social Competence: An Investigation of Parenting Styles and Children's Social Behavior in Chengdu, Sichuan Province

Relationships across the elementary years: Association with children's social-behavioral skills

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.

THE ROLE OF KARAWITAN EXTRACURRICULAR IN CULTIVATING THE CHARACTER OF LOVE FOR CULTURE AMONG ELEMENTARY SCHOOL STUDENTS

Karawitan extracurricular activities can be a means for character education. The purpose of this study is to examine the implementation of character education through extracurricular karawitan activities in elementary schools. This study uses a descriptive qualitative approach that aims to identify how the character of love for culture and cooperation are formed through the involvement of students in extracurricular activity. Data sources are obtained through direct observation, unstructured interviews, and the collection of documents related to school profiles, karawatan activities at SD Negeri Sendangharjo. The results show that the application of cultural love character values has a significant positive impact on children's social relationships and behavior at school, as well as strengthening the relationship between students, parents, and schools. The character of cooperation formed through karavatan in elementary school provides an important meaning in shaping the personality of Pancasila and plays a role in preserving and disseminating local culture. The application of the principles of cooperation and mutual cooperation is beneficial for strengthening social relations at school and developing students' social and cultural skills and involving parents in supporting children in art activities.

ANALISIS PENGARUH POLA ASUH ORANG TUA TERHADAP PERILAKU SOSIAL ANAK DI SEKOLAH DASAR

The process of life begins with the family, and the process is different in every family. In general, a child's personality is a reflection of the family. Having a good personality requires a long process, and requires good cooperation between members. A good personality usually starts from good habits from an early age that start from parental parenting, and along with the passage of time, good habits will become a character and become part of a child's personality. The growth of a child's character is determined by the assistance of parents through the parenting style that is given every day in their lives. The better the parenting style, the better the social growth of a child. The purpose of this study is to see how the parenting style of children and how the parenting pattern affects the social behavior of children. This research method is a quantitative type of survey. The results were found through questionnaire data on the type of parenting and children's social behavior. The type of parental parenting that is dominant in children is permissive parenting, which tends to give freedom to children.

An Examination of Mental Health Rates in Children During the First Year of the COVID-19 Pandemic: Findings from the National Health Interview Survey 2019-2020.

The study objective was to examine the mental health of children during a time period that included the COVID-19 Lockdown. The sample included a cross-section of children aged 2 to 17 years (2019; n = 4, 194; 2020; n = 5,172), from the National Health Interview Survey. In multivariate models, survey years 2020 and 2019 were compared for significant changes in anxiety, depression, and social behaviors in children after adjustment for sociodemographic variables. Bivariate analysis also examined sociodemographic characteristics, health care utilization by anxiety, depression, and social behaviors, and examined differences in anxiety and depression from 2019 to 2020. In multivariate models, there was an increased risk of anxiety ((AOR = 1.3(1.0, 1.6)), depression ((AOR = 1.2 (1.0, 1.4)) and difficult social behaviors (AOR = 1.2 (1.0, 1.4) in children from 2019 to 2020. Girls were at increased risk compared to boys for anxiety and depression ((anxiety; AOR = 1.4 (1.2, 1.8), depression; AOR = 1.2 (1.0, 1.3)), however, girls were at decreased risk compared to boys for uncontrolled social behaviors (AOR = 0.51 (0.43, 0.61)). White children were at increased risk for anxiety and depression compared to all other race and ethnic groups. High rates of anxiety, depression and difficult social behaviors that preexisted the Covid-19 Lock Down, continued or increased during the Lockdown. Effective public health interventions could prevent further declines in mental health, and a potential trajectory into adulthood of poor physical and mental health.

Analisis Perilaku Bersosialisasi Anak Di Sekolah Dasar Ditinjau Dari Perbedaan Latar Belakang Keluarga

All children are born in different environments and home environments. But one thing is certain: children need love and guidance to help them thrive in every aspect of their lives. Currently, there are many differences in children's family backgrounds that influence their socialization behavior. The reason behind this is because there are harmonious families, there are also broken homes. In the family, parents in particular play an important role in the development of a child's personality, especially in the child's daily behavior. The aim of this research is to describe children's social behavior when viewed from differences in family background. The research method used in this article is qualitative research, namely descriptive research in the form of describing/exposing the behavioral symptoms of people being observed. Researchers are the main instrument of research carried out at MI Al Awal Palembang for comprehensive data collection. This panel research was carried out in class IV at MI Al Awwal Palembang. The research results show that there are many differences in the social behavior of each child when viewed from family background. We identified two different family backgrounds, namely a harmonious family and a broken home family. So the solution that can be implemented in developing the character and social behavior of children who come from broken homes is that teachers must guide and educate children so that they can change their character from bad habits to good ones, they must try to understand children's feelings and provide advice and considerations as best as possible. Teachers must also try to bring children closer to their friends. The role of peers is no less important, because one of their roles is to provide a source of information and comparison about the world outside the family environment

Comparison of Two Controlled Trials Designed to Reduce Aggressive Behavior in China

Objective: This report describes the outcomes of two controlled trials of a social information-processing intervention, the Let's Be Friends (LBF) program, which was designed to reduce aggressive behavior in primary school children in rural China. Method: A blocked clusters design with random sampling was used in each trial. Combining the two trials and adjusting for differences between the studies, we estimated outcomes across all treated ( n = 698) and control ( n = 710) group children; additionally, we compared Trial 1 treated children with Trial 2 treated children. Results: Across the combined studies, significant differences on children's social skills and behavior favored the LBF condition. However, the outcomes for Trial 2 demonstrated less robust behavioral effects, suggesting that the program was weakened by pandemic-related implementation and measurement challenges. Conclusion: The LBF appears to strengthen the social competence of children in rural China. However, conducting school-based interventions during environmental disruptions requires alternative delivery and measurement strategies.

Pengaruh Penerapan Permainan Tradisional Petak Umpet Terhadap Perkembangan Prilaku Sosial Anak Usia 4-5 Tahun di KB Azzahra

This study aims to determine the influence of playing hide and seek on the development of social behavior in children aged 4-5 years at KB Azzahra. The research employs a one-group pretest-posttest design, involving 20 children from Group A as subjects. During the study, all participants underwent a pre-test, 4 sessions of hide and seek as a treatment, a post-test, and interviews with educators. The variables measured include the learning of hide and seek (independent variable) and the development of social behavior (dependent variable). The results indicate a significant increase in the average post-test score (109.70) compared to the pre-test score (71.65), with a statistical analysis t-test result of 24.284, df = 19, standard deviation = 38.050, and a significance value (2-tailed) = 0.000. Before the treatment, 85% of the children were in the category of beginning to develop (MB), and 15% had not yet developed (BB), while after the treatment, all children were in the category of developing as expected (BSH). These findings suggest that playing hide and seek has a positive impact on the development of children's social behavior, aligning with previous research by Asmidar (2022). This game is effective in promoting interaction, cooperation, and communication, and is crucial for the development of children's social skills.

Within-child associations between sleep quality and emotional self-regulation over 6 months among preschool-aged (3- to 5-year-old) children

ObjectiveWe leveraged an observational, repeated-measures study to examine the within-child associations between sleep quality and emotional self-regulation, controlling for between-child effects.MethodsChildren aged 3–5 years and one parent each were recruited from the community in northern New England between 2019 and 2022. Parents completed online surveys at baseline and 2, 4, and 6 months post-baseline. Child sleep quality was measured with the validated Children's Sleep Habits Questionnaire modified for preschoolers; higher scores indicate worse sleep quality (range 32–96). Child emotional self-regulation was measured with the validated Child Social Behavior Questionnaire; higher scores indicate better emotional self-regulation (range 1–7). Adjusted mixed-effects linear regression was used to model the associations between nighttime sleep quality (exposure) and emotional self-regulation (outcome) measured at each of the four study time points while disaggregating the between- and within-child effects.ResultsChildren (n = 91) were largely white, non-Hispanic (88.7%), and from a higher social-economic status. Sleep quality scores averaged 38.9 (SD: 6.6) at baseline; 23.1% of children had scores >41, which is considered evidence of significant sleep problems. Emotional self-regulation scores averaged 4.2 (SD: 1.0). There was a significant within-child association between sleep quality and emotional self-regulation. Specifically, a decrease in sleep quality at any one time point, relative to each child's mean sleep quality, related to worse emotional self-regulation [standardized beta, βs = −0.31; 95% CI (0.53, −0.09)]; the between-child effect was not significant. Results were consistent when limited to children with complete data at all study visits (n = 78).ConclusionsThe findings support a causal, within-child association between sleep quality and emotional self-regulation in preschool-aged children, with effects evident over 6 months.

Analisis Perilaku Sosial Santri sebagai Dampak dari Penggunaan Gadget di Pondok Pesantren Manbaul Hikam Desa Tegalmojo Kecamatan Tegalsiwalan Kabupaten Probolinggo

This research aims to look at the phenomenon of gadget use and its impact on the social behavior of children at the Manbaul Hikam Islamic Boarding School in Tegalmojo Village, Tegalsiwalan District, Probolinggo Regency. This type of research is qualitative research with descriptive methods. The selection of informants was carried out using Purposive Sampling technique. The type of data is collected through observation, interviews and documentation. The research results show that some students use gadgets. The features that are often used are camera, WA, games, Mp3, YouTube, internet and social media. These features are used to find the information needed, search for study materials, for entertainment, and to relieve boredom. Gadgets are always used all the time and are often used at inappropriate times, such as in the learning process of students using gadgets without the teacher's knowledge. The phenomenon of using gadgets has an impact on the social behavior of students at the Manbaul Hikam Islamic Boarding School in Tegalmojo Village, namely making it easy for students to interact with many people via social media so that they lose track of time and often do not participate in Islamic Boarding School activities.

Examination of the Life Habits of Preschool Children Based on Their Screen Use Patterns.

Children who open their eyes to a digital world begin interacting with screens in the early years of life. The interaction between screens and children starts from the very first moments of life and intensifies over time. The aim of this study is to examine the effects of screen use patterns on the life habits of preschool children. In this context, the relationships between problematic media use, eating habits, and self-care skills among preschool children are analyzed from various perspectives. Structured according to a mixed-methods research approach, this study employs both qualitative and quantitative research designs. The study group consists of 582 children continuing their education in preschool institutions across seven different regions and nine different provinces in Turkey, along with 20 of their parents. Random and non-random sampling methods were used to form the study group. Quantitative data were collected using the Problematic Media Use Measure, Children's Eating Behavior Inventory, and Preschool Children (36-72 months) Self-Care Skills Scale-Teacher Form, while qualitative data were gathered through a semi-structured parent interview form. The study results indicate that problematic media use and eating behaviors significantly vary according to the screen time of children, with an increase in problematic media use linked to a rise in negative eating behaviors. Parents are found to perceive the use of media devices during mealtime as a necessity, thus employing them, and believe that their children's social behaviors are shaped according to screen content.

Hubungan Tingkat Pendidikan Orang Tua terhadap Perilaku Sosial Anak

The level of education of parents is an order, level of education, level or order completed by parents during their education. The purpose of the study was to see the relationship between parental education and social behavior. Pre-experimental research design was conducted on 30 parents of children. The data collection technique uses a questionnaire given to the child's parents. The sample set is all parents of children. For data analysis using correlation. From the results of parents' responses to children's social behavior in terms of overall per indicator about parents' responses to children's social behavior classified as "Agree" with a percentage of 65.00%. While the level of education of parents of children who have elementary school education is 17 people with a percentage level of 56.67%, junior high school education is 9 people with a percentage of 30.00%, and high school education is 4 people with a percentage of 13.33%. The results of the above calculations show that the Produc Moment correlation value between parents' education level and children's social behavior is 0.511.

The Implementation of Singing Activities in Developing Social Behavior of Children Aged 5-6 Years

Children's social behavior has not developed as expected; seven children have not been able to play with their peers and have not been able to respect their friends when singing. Singing can attract children's attention and be the right stimulus to develop children's social emotions. This research aims to discover that singing can create social behavior in children aged 5-6. The approach used is a qualitative approach. With a descriptive type of research, this research was conducted at Teratai UNM Integrated PAUD. The population in this study was all Group B and the sample of this research was Group B2. The research subjects were one teacher and 14 students. Data collection techniques in this research used observation, interview, and documentation techniques. The data analysis technique used was descriptive analysis. The research results show changes in children's social behavior, including playing with peers, respecting friends when singing, and having good manners. Initially, there was no visible change in the child's social behavior. Still, after implementing the singing activity, it was seen that the child experienced good changes in the attitude toward playing with peers, respecting friends when singing, and getting to know manners and manners so this activity is very appropriate to be recommended in the use of learning activities in teaching and learning process in class.

Hubungan Pola Asuh Orang Tua Terhadap Perilaku Sosial Anak Usia Dini

This research aims to compare several aspects of research results between 2019 and 2024. The method used is Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Social behavior is closely related to children's behavior in adapting to the rules of society in the surrounding environment. A person's social behavior can be seen from the reciprocal relationships between each individual through the positive response patterns of each party. To determine someone who has a social spirit, their behavior must reflect the achievement of the socialization process between relationships, meanwhile individual personnel who have a non-social personality will be seen from their behavior as not achieving the socialization process within their social circle. Our research problem is how much influence parents' parenting styles have on the development of children's social behavior, so that positive interactions are needed for children, such as emotional support and effective communication. This research aims to determine the influence of parenting patterns on the social behavior of early childhood. In this research, the results of the discussion can be seen through the effect size of 6 previous studies. The results of the research show that there is a significant relationship between parenting styles and the social behavior of early childhood. The facts show that parenting style has the highest result, namely 4.378, and parental involvement in the field of social behavior education has a medium result, namely 0.507

Investigating the effects of prenatal testosterone exposure (via 2D:4D) and socio-relational factors on 3–6-year-old preschoolers' prosocial choices

Background and aimsProsocial behavior such as helping and sharing develops early in childhood. Yet very few studies have investigated physiological and relational factors shaping prosociality among children. Here, we systematically examined the role of prenatal androgen exposure alongside prestige, dominance, and friendship in 3–6-year-old preschoolers' prosocial sharing with familiar peers. MethodsWe tested a sample of 65 children, predominately of European descent. We used a cost-free direct-interaction prosocial choice task to assess children's prosocial tendencies. Second-to-fourth digit ratio (2D:4D) was used as a retrospective biomarker for prenatal androgen exposure. Prestige was measured through behavioral observations of interaction partners and visual regard, dominance through teacher questionnaires, and friendship via peer preference assessments. ResultsWe found that children acted prosocially when tested with a familiar peer. Children with lower 2D:4D (higher prenatal androgen exposure) behaved more prosocially. Further, there were marginal associations between the donors' prosocial tendencies and their visual regard as a proxy of their prestige (positive effect) and their teacher-rated dominance relative to the recipient (negative effect). Neither age, sex, nor friendship influenced prosocial choices. ConclusionsPrenatal androgen exposure, approximated via 2D:4D, was associated with prosocial behavior. In contrast to previous research in older children, higher exposure was related to stronger prosocial tendencies, which corresponds to earlier findings on fairness in adults. Our findings point towards a potential role of sex steroids in the early development of children's social behavior, but they have to be interpreted with caution due to the small sample size of the current study. Nevertheless, they underscore the importance of integrating biological and psychological perspectives, while also highlighting the significance of studying the development of prosocial behavior within peer groups.

Examining the structural validity of the teacher-rated SSIS-RS and SSIS SEL scales

ABSTRACT The Social Skills Improvement System-Rating Scales (SSIS-RS) and the Social Skills Improvement System Social and Emotional Learning Edition (SSIS SEL) are rating scales used to assess social behavior in children and adolescents. While the SSIS-RS is well-regarded and used worldwide, the SSIS SEL is establishing foothold. In the current study, we used confirmatory factor analyses to investigate the structural validity of teacher-reported social skills in both the SSIS-RS and SSIS SEL in a large sample of Norwegian first-grade students (n = 879). Our evaluation indicates that the six-factor SSIS SEL models displayed superior fit compared to the seven-factor structures of SSIS-RS in our data. Results provide evidence of (a) several excessive factor correlations in both structures, (b) a few items overlapping in content, and (c) five items that appeared statistically distinct from the overall concepts of social skills (SSIS-RS) and social and emotional competency (SSIS SEL).

Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey.

A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the efficacy of a teacher training and coaching intervention for promoting children's social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers' behaviors, teacher-child relationship quality, and children's social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4-6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers' positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers' negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers' behaviors, teacher-child relationship quality, and children's social, emotional, and behavioral competence, especially in LMICs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The mediating role of mothers’ conflict resolution skills in the relationship between mothers’ communication skills and behavioral problems of children aged 3–6 years

Although studies have revealed the importance and effect of mothers' communication levels on behavioral problems seen in children, the role of the other key variable in this relationship has not been adequately examined. This study aims to test a theoretical model developed based on the relevant literature to evaluate the mediating role of the mother's conflict resolution skills in the relationship between the behavioral problems of children aged 3–6 years and the mother's communication skills. The study was prepared based on the correlational survey model. Its sample consists of 410 mothers who have children in the age group of 3–6 years and live within the borders of Northern Cyprus. The mothers included in the sample were contacted using a stratified sampling method. The personal information form, Communication Skills Scale-Adult Form, Conflict Resolution Scale, and Social Competence and Behavior Assessment Scale were used to collect the data. Statistical data were analyzed using the SPSS 24.0 and Amos 21.0 software. The statistical analysis of the research data indicates that the fit indices, except for RMSEA, demonstrate that the χ2/df value has an acceptable fit and the GFI, NFI, and CFI values fall within the fit limits. According to the research findings, mothers' tendencies in conflict resolution significantly predict children's social competence and behaviors. Furthermore, the study reveals that mothers' communication skills do not significantly predict children's social competence and behaviors. As a result, it is determined that mothers' conflict resolution tendencies mediate the relationship between their communication skills and children's social competence and behaviors. In light of these findings, several recommendations are proposed for future research and practical applications.

유아 기질과 가족기능이 유아 놀이행동에 미치는 영향

Objectives The purpose of this study was to investigate how temperament and family functioning affect the play behavior of preschool children.
 Methods The study participants included a total of 238 mothers of young children from U-city. The collected data were analyzed using the SPSS program, including Pearson's r-correlation and stepwise regression analyses.
 Results Results showed a positive correlation between kindergarten children's social play behavior, temperament (sociability and activity), and family functioning (adaptability and cohesion). Furthermore, negative correlations were found between kindergarten children's independent play behavior, temperament (activity), and family functioning (cohesion). Additionally, negative correlations were identified between preschool children's non-play behavior, temperament (sociability and activity), and family functioning (adaptability and cohesion). In terms of prediction, preschool children's social play was predicted by temperament sociability and solidarity. Non-play was predicted by temperament sociability, and then independent play was predicted by temperament activity..
 Conclusions Socialization of preschool children is influenced by individual and social variables, suggesting that environmental changes and individual interventions are needed to promote infant socialization. Furthermore, we conclude that independent play and non-play are influenced by individual variables and require further research.

Comparative analysis of electrodermal activity metrics and their association with child behavior in autism spectrum disorder.

Researchers are increasingly utilizing physiological data like electrodermal activity (EDA) to understand how stress "gets under the skin." Results of EDA studies in autistic children are mixed, with some suggesting autistic hyperarousal, others finding hypoarousal, and yet others detecting no difference compared to non-autistics. Some of this variability likely stems from the different techniques used to assess EDA. Therefore, the purpose of this study is to investigate and compare commonly used metrics of EDA (frequency of peaks, average amplitude of peaks, and standard deviation of skin conductance level) using two data processing programs (NeuroKit2 and Ledalab) and their link to observed child behavior. EDA data were collected using Empatica E4 wristbands from 60 autistic children and adolescents (5-18years old) during a 7-min play interaction with their primary caregiver. The play interaction was coded for a range of child behaviors including mood, social responsiveness, dysregulation, and cooperation. Results indicate a strong correlation between NeuroKit2 and Ledalab and a weak correlation between metrics within each program. Furthermore, the frequency of peaks was associated with more positive child social behaviors, and the magnitude of peaks was associated with less adaptive child behaviors. Recommendations for replication and the need for generalizability of this research are given.