Naturalistic Observations of Schoolyard Social Participation: Marker Variables for Socio-Emotional Functioning in Early Adolescence

Autor/inn/en	Coplan, Robert J.; Ooi, Laura L.; Rose-Krasnor, Linda
Titel	Naturalistic Observations of Schoolyard Social Participation: Marker Variables for Socio-Emotional Functioning in Early Adolescence
Quelle	In: Journal of Early Adolescence, 35 (2015) 5-6, S.628-650 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431614523134
Schlagwörter	Preadolescents; Student Participation; Social Behavior; Peer Relationship; Recess Breaks; Behavior Problems; Anxiety; Depression (Psychology); Mothers; Parent Attitudes; Multivariate Analysis; Socioeconomic Status; Interaction; Play; Antisocial Behavior; Foreign Countries; Observation; Questionnaires; Statistical Analysis; Psychological Patterns; Canada; Self Description Questionnaire; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social behaviour; Soziales Verhalten; Peer-Beziehungen; Aktive Pause; Angst; Mother; Mutter; Elternverhalten; Multivariate Analyse; Socio-economic status; Sozioökonomischer Status; Interaktion; Spiel; Ausland; Beobachtung; Fragebogen; Statistische Analyse; Kanada
Abstract	The goal of this study was to examine links between observed social participation in the schoolyard and indices of socio-emotional functioning in early adolescence. Participants were children (N = 290) aged 9 to 12 years. Social participation (e.g., solitary play, dyadic interaction, group interaction) was assessed in the schoolyard during recess and lunch using behavioral observations. Measures of perceptions of peer difficulties (e.g., perceived peer relations, loneliness) and internalizing problems (e.g., social anxiety, depression) were provided via maternal ratings and child self-reports. Results from cluster analyses revealed several subgroups of children characterized by distinct patterns of social participation. The groups also differed in terms of their socio-emotional functioning. For example, nonsocial children (who displayed the most frequent solitary activities) reported the highest levels of internalizing problems and more peer difficulties. Results are discussed in terms of the utility of observed social participation behaviors as marker variables for socio-emotional difficulties in early adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01