Fig 1 - available via license: Creative Commons Attribution 4.0 International
Content may be subject to copyright.
![Standardized results from the model. T1-T2-T3 = Data measurement occasions. Model fit (χ2[110] = 136.60; CFI = .97; RMSEA = .03; SRMR = .05). � p < .05; �� p < .01. https://doi.org/10.1371/journal.pone.0253888.g001](publication/352913378/figure/fig1/AS:1041226413391873@1625259130683/Standardized-results-from-the-model-T1-T2-T3-Data-measurement-occasions-Model-fit.png)
Standardized results from the model. T1-T2-T3 = Data measurement occasions. Model fit (χ2[110] = 136.60; CFI = .97; RMSEA = .03; SRMR = .05). � p < .05; �� p < .01. https://doi.org/10.1371/journal.pone.0253888.g001
Source publication
The quality of a best friendship provides information about how developmentally beneficial it is. However, little is known about possible early risk factors that influence later friendship quality. The present study examined the role of family risks and social-emotional problems (behavioral problems, peer problems, anxious, and depressive symptoms)...
Context in source publication
Similar publications
Due to the singleness of high school students contact with social groups and the onerous nature of learning tasks, peer relationships have become one of the most important interpersonal relationships among high school students. Moreover, peer relationships have been proven to have a certain impact on their academic performance. Based on this fact,...
Citations
... Quality friendships influence children's general psychological adjustment by contributing to their happiness and wellbeing, and by helping develop their coping mechanisms. Lack of friends is associated with higher levels of depressive symptoms, with tendency to internalize problems and with development of some negative emotions which in time could become promotors of peers' victimization and aggression (Adams et al., 2005;Gasser-Haas et al., 2021). In other words, one may state that for children, connecting with family, friends and school represents a key protective factor, associated with low degree of involvement in health-risk behaviours, and a precursor of good mental health and better educational outcomes (Bond et al., 2014). ...
For children, a proper environment will support the development of pro-social characteristics, while a hostile environment is likely to lead to anti-social development. Starting from this premise, the main purpose of this work is to determine if and to what degree children’s involvement in Christian practices, acquired as a result of living in a Christian environment, is reflected in their socio-emotional development. This possible association was assessed using Spearman and Pearson correlations and simple linear regression on some religious attributes (as independent variables) and some positive and negative age-specific social manifestations (as dependent variables). The results of the study show that an increased level of religious behaviour could predict a higher chance of positive social behaviour outcomes. Thus, religiosity may be regarded as one possible good influence on children’s development in future adults.
... Contrastingly, the friendship quality dimension obtained a low mean score. This could be due to the low social skills among the primary school students (Gasser-Haas et al., 2021) because the situation of the Covid-19 pandemic had limited the environment for the children to play, and made it impossible for them to go to school and interact with their friends (Sirem & Baş, 2020). ...
... 1.1. Peer relationship quality (companionship, conflict, satisfaction, and intimacy) and psychological symptoms Peer relationship quality-often defined by the degree of positive and prosocial interactions amongst similar-aged individuals-has been found to be an important factor for adolescent psychological symptoms (Gasser-Hass et al., 2021;Marver et al., 2017;Schwartz-Mette et al., 2020;Shi et al., 2019). Several dimensions have been found to reflect the quality of peer relationships among youth, including companionship, conflict, satisfaction, and intimacy (Furman & Buhrmester, 1985). ...
... Children with adverse family experiences have already faced SED challenges with parental care missing (e.g. Gasser-Haas et al., 2021;Labella et al., 2019;Washington, 2018); it is reasonable to understand the developmental deficits of children cared for by surrogated grandparents. On the other hand, Chinese culture places importance on family responsibilities (Jean Yeung & Park, 2016;Lee & Ku, 2007). ...
Children from single‐parent families are at risk for problems related to social–emotional development (SED). This study investigated the associations between familial care types and single‐parent children's SED, and the possible pathways through the mediation of parent–child relationship. This study analysed 431 single‐parent children (50.0% girls) drawn from a local database with a total of 2507 children studying in Grades 4 to 8. We compared the SED of single‐parent children in multigenerational care and those in parental care. We then tested the possible mediating effect of parent–child relationship between familial care types and children's SED. The study found that there were no deficits in the SED of single‐parent children in multigenerational care compared with those in parental care. Multigenerational care had no direct relationship with the SED of single‐parent children after the mediator of the parent–child relationship was entered. The parent–child relationship mediated the associations between familial care types and four dimensions of the single‐parent children's SED. These findings provided support for multigenerational and parental care, and also directions for family care strategies and developing social service programmes to promote the SED of single‐parent children in China.
... They become irascible, obtain low emotional adjustment ability, and turn incapable to reasonably solve various problems in interpersonal communication. This can then predict the quality of peer relationships and friendships in adolescence (Gasser-Haas et al., 2021), and academic achievement in late childhood and early adolescence. Undoubtedly, this path that influences adolescents' emotional and behavioral problems through parent-child attachment also tends to be durable and stable over a period of time. ...
Background
Previous studies have demonstrated that destructive interparental conflict (IPC) is closely related to the emergence of emotional and behavioral problems in adolescents. In addition, in the family system, such conflict also affects the patent–child attachment relationship and emotional insecurity of adolescents.
Objectives
This study mainly explores the relationship between destructive interparental conflict and adolescents’ emotional and behavioral problems, focuses on the role of parent–child attachment and emotional insecurity, and analyzes whether this relationality plays multiple mediating roles in the influence of destructive interparental conflict on emotional and behavioral problems.
Methods
Data for the study were obtained through a questionnaire survey conducted on 524 Chinese adolescents from primary and junior high school.
Results
Structural equation modeling was conducted to test direct and indirect pathways between destructive interparental conflict and Chinese adolescents’ emotional and behavioral problems. Destructive IPC negatively predicted parent–child attachment and parent–child attachment negatively predicted emotional and behavioral problems. Destructive Interparental conflict positively predicted emotional insecurity and emotional insecurity positively predicted emotional and behavioral problems.
Discussion
The results show that: (1) Parent–child attachment negatively predicted emotional and behavioral problems, and emotional insecurity positively predicted the same. (2) Parent–child attachment and emotional insecurity act in a multiple mediating role between destructive IPC and adolescents’ emotional and behavioral problems. (3) Parent–child attachment and emotional insecurity constitute two indirect pathways between destructive IPC and adolescents’ emotional and behavioral problems, respectively.
Conclusion
Destructive IPC can adversely affect emotional and behavioral problems among adolescents; destructive IPC plays a damaging role in their emotional security and parent–child attachment, consequently effecting emotional and behavioral problems.
... A teacher participates in efforts to train human resources with growing potential. Some of the roles of the teacher are the teacher as an inspiration, where a teacher always teaches polite behaviour to their children, the teacher as a model, wherein the sense that the teacher is a role model and role model for children, the teacher as a motivator, where here the teacher always provides support for children to behave politely in speak well to parents, friends, and also teachers (Gasser-Haas et al., 2021;Wawrzynski et al., 2022). ...
Purpose – An attractive teacher’s strategy for getting children to speak kind words to friends, teachers and parents. TK Harapan Bunda Parak Laweh, children are accustomed to speaking kind words from an early age, so, in the future, children will get used to speaking kind words to the people around them. This research aims to describe teachers’ strategies, such as approaches and methods in getting children to speak words. good at TK Harapan Bunda Parak Laweh Padang.Design/methods/approach – This study uses a qualitative approach. This method uses descriptive qualitative. The informants of this study were the principal and teacher of TK Harapan Bunda Parak Laweh Padang. Data collection techniques, namely observation, interviews, and documentation. Data analysis techniques were carried out by collecting, reducing, presenting, and drawing conclusions. The data validation technique is a triangulation technique.Findings – The research results show that the teacher accustoms children to speaking good words by making the teacher a role model, and rules with children behaving at school, giving advice and punishment if children speak bad words. While the approach used by the teacher to instill a good speech attitude is to apply child-centered learning, the teacher gives the child space for children to think and explore, the teacher serves as a companion or facilitator for the child when the child makes a mistake in behaving and speaking, the teacher immediately scolds and gives directions to the child. So, it can be concluded that the strategy used by the teacher is the strategy of implementing role models. The teacher is an example for children and takes approaches and methods to accustom children to speaking well, such as telling stories and conversing and implementing learning strategies with student center learning methods where learning is child-centered.Research implications/limitations – This research only focuses on teachers’ strategies to get children to speak good words at Harapan Bunda Parak Laweh Padang.Practical implications – This research contributes knowledge and provides teachers with examples of strategies for getting children to speak well.Originality/value – Research can be used to find out the strategies used by teachers to familiarize children with good speech.Paper type: Research paper
... Another study by McCloskey & Stuewig (2001) found that children who get marital violence from the family will feel lonely and have no friends. Research by Laursen and Adams (in Gasser-haas et al., 2021) states that conflict with family members increases the risk of conflict with close friends and vice versa. Another study also found that adolescents who received rejection from their families would also experience rejection from their peers, which had the effect of lowering the quality of their friendships (London et al., 2007;Pedersen, Vitaro, Barker, & Borge, 2007). ...
Middle adolescents have characteristics and developmental tasks in their life, one of which is social life. The developmental task is a friendly relationship with peers. However, not all adolescent friendship relations run well because of individual conflicts and problems. This study aims to examine the role of family functioning on the quality of friendship in adolescents. The research method used is a quantitative method with a correlational design. The data collection tools used are the family functioning and friendship quality scales. The subject-taking technique used purposive sampling with the criteria for middle-aged adolescents (15-18 years) who had friends in Banjarmasin. The total number of subjects was 321. The data analysis used was simple linear regression analysis. The results showed that family functioning significantly predicts the quality of friendship in adolescents. The family function can predict friendship quality by 32.7% (R2=0,327; F(1, 319) = 155,123; sig <,000). Based on these results, the research hypothesis is accepted, namely that family functioning plays a role in the quality of friendship in adolescents.
Early language skills and prosocial behavior contribute to positive outcomes across the lifespan. Screening has improved the identification and early intervention (EI) for children with hearing loss, autism spectrum disorders, and genetically based disabilities. However, many children with significant functional impairments in language and behavior are not identified before school entry. These children have missed a critical window for EI that might have prevented or mitigated persistent developmental language impairment and challenging behaviors. The critical need for early identification of children with delays in both language and social-emotional development by proposing a preventive, universal screening approach. This approach to early screening aims to reduce the number of children on a trajectory of academic failure and social difficulties as a result of these early developmental delays.
