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Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese children

2019Journal article Restricted access
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dc.contributor.authorSantos, António J.
dc.contributor.authorDaniel, J. R.
dc.contributor.authorAntunes, Marta
dc.contributor.authorCoppola, Gabrielle
dc.contributor.authorTrudel, Marcel
dc.contributor.authorVaughn, Brian
dc.date.accessioned2019-11-07T14:36:26Z
dc.date.available2019-11-07T14:36:26Z
dc.date.issued2019
dc.description.abstractTo test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear changes in the other social competence indicators. Results were consistent with the hypothesis, insofar as both initial values and changes in social engagement significantly predicted initial values and changes in other social competence indicators. Additionally, the number of children's reciprocated friendships was also predicted by social engagement. These results are discussed from the perspectives of conceptual frameworks that consider individual differences in social competence during early childhood as a consequence of attachment histories and/or emotional competence.pt_PT
dc.description.sponsorshipFundação para a Ciência e a Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationSocial Development Doi.: 10.1111/sode.12411pt_PT
dc.identifier.doi10.1111/sode.12411pt_PT
dc.identifier.issn14679507
dc.identifier.urihttp://hdl.handle.net/10400.12/7207
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherJohn Wiley and Sonspt_PT
dc.relationWilliam James Center for Research
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectPreschoolpt_PT
dc.subjectSocial competencept_PT
dc.subjectSocial interactionpt_PT
dc.titleChanges in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese childrenpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleWilliam James Center for Research
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UID%2FPSI%2F04810%2F2019/PT
oaire.citation.conferencePlaceUnited Kingdompt_PT
oaire.citation.endPage20pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleSocial Developmentpt_PT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameDaniel
person.familyNameAntunes
person.familyNameCoppola
person.familyNameVaughn
person.givenNameJoão
person.givenNameMarta
person.givenNameGabrielle
person.givenNameBrian
person.identifier351005
person.identifier.ciencia-id4010-D191-AF71
person.identifier.ciencia-idD91A-1246-9EE2
person.identifier.ciencia-id5C13-72EE-5584
person.identifier.orcid0000-0001-6609-2014
person.identifier.orcid0000-0002-2163-0373
person.identifier.orcid0000-0003-0147-6142
person.identifier.orcid0000-0002-0035-2976
person.identifier.ridD-4068-2015
person.identifier.scopus-author-id24801983400
person.identifier.scopus-author-id14322915000
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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relation.isAuthorOfPublication49441294-8fa3-4d43-bf88-a2c7fd2615df
relation.isAuthorOfPublication6415605c-07d8-4a72-90ee-247c8c85af1d
relation.isAuthorOfPublicationab8c84b5-52f2-4fca-b0e1-0eedcfcf6dd6
relation.isAuthorOfPublication.latestForDiscovery3a175e01-f2cb-4561-a38c-76b1cb98612a
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