This study examined the relationship between trait emotional intelligence (EI) with children's socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 (n = 106) and 11 to 13 years (n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with…

Shyness may play a significant role in children's socio-emotional and cognitive competence in the classroom. This qualitative study investigated elementary school teachers' perceptions of the concept of shyness in their students. In particular, we explored teachers' perceptions regarding the role that gender plays in shy…

Responding to the psychosocial health needs of the vulnerable population has been considered as a significant public health issue that must be addressed through access to public health professionals. The study adopted a quasi-experimental design to evaluate the impact of a training program on nurses and teachers' knowledge of psychosocial…

Lifespan development involves setting and pursuing self-guided goals. This study examines how in the social domain, possible selves, a future-oriented self-concept, and self-regulation, including self-regulatory beliefs and intraindividual variability in self-regulatory behavior, relate to differences in overall daily social goal progress. An…

Recent efforts to identify non-cognitive predictors of academic achievement and school success have largely focused on self-constructs such as self-efficacy, self-concept and anxiety that are measured with respect to a specific domain (e.g. mathematics). We extend the measurement of the non-cognitive realm in education to incorporate both social…

Peer victimization is a well-established risk factor for children's adjustment, but it has rarely been studied as a feature of classroom climate. This study examines the consequences of classroom victimization for children's social and academic adjustment. Classroom victimization, social functioning, and academic adjustment were assessed…

The associations between self-perception and attachment orientations and three aspects of children's competence within friendships were examined: "Managing conflict", "seeking support", and "giving support". Questionnaires were completed by 260 4th- and 5th-grade students. Homeroom teachers reported on the…

There are three dimensions through which to measure university support for students' transition to university life: academic adjustment, social adjustment and psychological adjustment. Previous research studies show that there are relationships among those adjustments. However, less is known about gender differences in these relationships.…

Undergraduates (N = 2,823) at 6 universities were surveyed longitudinally to examine the relevance of student home setting on the transition to university. Preliminary results indicated that rural students seem less likely to attend large, ethnically diverse universities. Hierarchical linear models revealed that "proximal rural" students…

The purpose of the present study was to examine the moderating role of child-teacher relationship quality (i.e., closeness, conflict, and dependence) in the association between children's shyness and indices of socio-emotional adjustment and maladjustment. The participants were Italian preschool children (63 boys; 66 girls) and two lead…

Studies examining the link between parental socialization and child functioning in varying cultural contexts are scarce. Focusing on early adolescents in suburban middle-class families in India, the present study examined interrelations among reports of mothers' socialization goals, socialization behaviors in response to child emotion, child…

Goodness of fit has been a key theoretical construct for understanding caregiver-child relationships. We developed an interview method to assess goodness of fit as a relationship construct, and employed this method in a longitudinal study of child temperament, family context, and attachment relationship formation. Goodness of fit at 4 and 8 months…

Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 (SD = 3.0) months of age, from Trondheim, Norway were used to examine whether such negative effects, would…

Background: Children who have been exposed to intimate partner violence (IPV) experience a wide variety of short-term social adjustment and emotional difficulties, including externalizing behavioral problems such as aggression. While children are affected by IPV at all ages, little is known about the long-term consequences of IPV exposure at…

Background: While studies of ex-orphanage care show adverse effects on development, the longer-term impact on mid-life psychosocial functioning and physical health has not been established. Methods: Orphanage records provided baseline data on a sample of 100 Hong Kong Chinese girls who were subsequently adopted into the UK. A mid-life follow-up…