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Eyetracking measures of social attention in young children: How gaze patterns translate to real‐life social behaviors
In: Social development, Band 28, Heft 3, S. 564-580
ISSN: 1467-9507
AbstractThe aim of this study was to evaluate to what degree eyetracking paradigms of social attention, in combination with synchronous measurements of affective arousal, were associated with real‐life social behavior of children aged 3–7 years. Several eyetracking paradigms were used, involving social interactions, single/multiple faces, and emotional faces. Arousal was measured using electrocardiography. Real‐life social behavior was measured using structured behavior observations, parent questionnaires, and developmental interviews. Time spent looking at social stimuli was significantly associated with real‐life social behaviors, and independent of age, IQ, or gender. Paradigms involving social interactions and looking time to the eyes showed the most consistent relations with social behaviors. Stronger affective arousal responses were associated with shorter looking times toward eyes, which in turn were associated with less social awareness in real life. Eyetracking and arousal measures allow for sensitive and objective assessment of social abilities that have great relevance for real‐life social behaviors, with the potential to use in a broad and diverse population. These measures may help gain insight into the underpinnings of social behavior and may serve as a valuable marker or outcome measure in understanding, monitoring, and stimulating social‐emotional development early in life.
Perspective-taking by teachers in coping with disruptive classroom behavior: A scoping review
In: Social sciences & humanities open, Band 7, Heft 1, S. 100439
ISSN: 2590-2911
Perspective-Taking by Teachers in Coping with Disruptive Classroom Behavior: A Scoping Review
In: Ottenheym-Vliegen, A., van Hattum, M., Swaab, H., & Staal, W. (2023). Perspective-taking by teachers in coping with disruptive classroom behavior: A scoping review. Social Sciences & Humanities Open, 7(1), 100439. https://doi.org/10.1016/j.ssaho.2023.100439
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Discriminating baseline indicators for (un)favorable psychosocial development in different 24-h settings
In: Children and youth services review: an international multidisciplinary review of the welfare of young people, Band 89, S. 113-123
ISSN: 0190-7409
Children referred to foster care, family-style group care, and residential care: (How) do they differ?
In: Children and youth services review: an international multidisciplinary review of the welfare of young people, Band 77, S. 1-9
ISSN: 0190-7409
Aggression in toddlerhood: The roles of parental beliefs, parenting behavior and precursors of theory of mind
In: Social development, Band 29, Heft 2, S. 427-442
ISSN: 1467-9507
AbstractParental beliefs, parenting behavior, and precursors of theory of mind have been related uniquely to each other and to early aggression, but have not yet been studied simultaneously. The present study combined these risk factors in the prediction of aggression during toddlerhood using a sample of 152 mother–child dyads. At 20 months, mothers' parental beliefs (parental self‐efficacy and perceived parental impact) were examined with the Parental Cognitions and Conduct Toward the Infant Scale. Maternal parenting behavior (sensitivity, intrusiveness, and successful positive engagement) was observed during free play and teaching tasks, and children's precursors of theory of mind were assessed using a visual perspectives task and an imitation task. At 30 months, child aggression was examined using the Child Behavior Checklist. A regression analysis indicated that lower parental self‐efficacy and lower imitation skills predicted more aggressive behavior. When estimating the indirect effects using bootstrapping, a final model was found indicating that lower perceived parental impact was related to less successful positive engagement, which, in turn, was associated with children's poorer imitation abilities which predicted more aggressive behavior. It can be concluded that aggression during toddlerhood is predicted significantly by interrelated parental beliefs, parenting behavior, and children's early social cognitive abilities.