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Children's competent social-problem solving across the preschool-to-school transition: Developmental changes and links with early parenting

Publication ,  Journal Article
Su, S; Pettit, GS; Lansford, JE; Dodge, KA; Bates, JE
Published in: Social Development
August 1, 2020

What is the developmental course of competent social-problem solving (CSPS) across childhood? In this study, we sought to answer this question by tracing the development of multiple components of CSPS across 4 years spanning pre-kindergarten to early grade 3. We also examined whether early positive parenting and sociodemographic factors predicted initial level and growth in CSPS in a sample of 585 children (52% female, 26% lower socioeconomic status, and 17% ethnic minority) and their families. CSPS components (response generation, evaluation, and efficacy) were assessed the summers prior to kindergarten and grades 1, 2, and 3. Positive parenting (warmth, involvement, and guidance) was measured the summer before kindergarten. Multilevel growth models revealed significant linear increases for CSPS, and there was some evidence that these increases were modestly related to early positive parenting and sociodemographic factors. Results underscore the importance of examining CSPS within a developmental perspective.

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Published In

Social Development

DOI

EISSN

1467-9507

ISSN

0961-205X

Publication Date

August 1, 2020

Volume

29

Issue

3

Start / End Page

750 / 766

Related Subject Headings

  • Developmental & Child Psychology
  • 5205 Social and personality psychology
  • 5202 Biological psychology
  • 5201 Applied and developmental psychology
  • 1701 Psychology
 

Citation

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ICMJE
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Su, S., Pettit, G. S., Lansford, J. E., Dodge, K. A., & Bates, J. E. (2020). Children's competent social-problem solving across the preschool-to-school transition: Developmental changes and links with early parenting. Social Development, 29(3), 750–766. https://doi.org/10.1111/sode.12426
Su, S., G. S. Pettit, J. E. Lansford, K. A. Dodge, and J. E. Bates. “Children's competent social-problem solving across the preschool-to-school transition: Developmental changes and links with early parenting.” Social Development 29, no. 3 (August 1, 2020): 750–66. https://doi.org/10.1111/sode.12426.
Su S, Pettit GS, Lansford JE, Dodge KA, Bates JE. Children's competent social-problem solving across the preschool-to-school transition: Developmental changes and links with early parenting. Social Development. 2020 Aug 1;29(3):750–66.
Su, S., et al. “Children's competent social-problem solving across the preschool-to-school transition: Developmental changes and links with early parenting.” Social Development, vol. 29, no. 3, Aug. 2020, pp. 750–66. Scopus, doi:10.1111/sode.12426.
Su S, Pettit GS, Lansford JE, Dodge KA, Bates JE. Children's competent social-problem solving across the preschool-to-school transition: Developmental changes and links with early parenting. Social Development. 2020 Aug 1;29(3):750–766.
Journal cover image

Published In

Social Development

DOI

EISSN

1467-9507

ISSN

0961-205X

Publication Date

August 1, 2020

Volume

29

Issue

3

Start / End Page

750 / 766

Related Subject Headings

  • Developmental & Child Psychology
  • 5205 Social and personality psychology
  • 5202 Biological psychology
  • 5201 Applied and developmental psychology
  • 1701 Psychology