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Positive and negative affect as predictors of social functioning in Spanish children
The aim of this study was to analyze the relationship between affect in its two commonly used theoretical categories, positive affect (PA) and negative affect (NA), and social functioning dimensions (school performance, family relationships, peer relationships and home duties/self-care). The sample...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6072041/ https://www.ncbi.nlm.nih.gov/pubmed/30071086 http://dx.doi.org/10.1371/journal.pone.0201698 |
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author | Sanmartín, Ricardo Inglés, Cándido J. Vicent, María Gonzálvez, Carolina Díaz-Herrero, Ángela García-Fernández, José Manuel |
author_facet | Sanmartín, Ricardo Inglés, Cándido J. Vicent, María Gonzálvez, Carolina Díaz-Herrero, Ángela García-Fernández, José Manuel |
author_sort | Sanmartín, Ricardo |
collection | PubMed |
description | The aim of this study was to analyze the relationship between affect in its two commonly used theoretical categories, positive affect (PA) and negative affect (NA), and social functioning dimensions (school performance, family relationships, peer relationships and home duties/self-care). The sample comprised 390 students of primary education aged 8–11 years (M = 9.39; SD = 1.15). The short-form of the Positive and Negative Affect Schedule for children (PANAS-C-SF) and the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) were used. Student’s t tests indicated that those reporting high levels on all the social functioning dimensions also reported significantly higher levels of PA than peers who reported low levels; by contrast, students reporting high levels of social functioning reported significantly lower levels of NA than peers who reported low levels. Similarly, logistic regression analyses showed that an increase in PA increased probability of high levels of social functioning, and that an increase in NA decreased the probability of presenting high levels of social functioning dimensions, with the exception of school performance. These results expand the PA and NA relationship with social functioning reported in adults to Spanish children, which is potentially of interest in the fields of Education and Psychology. |
format | Online Article Text |
id | pubmed-6072041 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-60720412018-08-16 Positive and negative affect as predictors of social functioning in Spanish children Sanmartín, Ricardo Inglés, Cándido J. Vicent, María Gonzálvez, Carolina Díaz-Herrero, Ángela García-Fernández, José Manuel PLoS One Research Article The aim of this study was to analyze the relationship between affect in its two commonly used theoretical categories, positive affect (PA) and negative affect (NA), and social functioning dimensions (school performance, family relationships, peer relationships and home duties/self-care). The sample comprised 390 students of primary education aged 8–11 years (M = 9.39; SD = 1.15). The short-form of the Positive and Negative Affect Schedule for children (PANAS-C-SF) and the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) were used. Student’s t tests indicated that those reporting high levels on all the social functioning dimensions also reported significantly higher levels of PA than peers who reported low levels; by contrast, students reporting high levels of social functioning reported significantly lower levels of NA than peers who reported low levels. Similarly, logistic regression analyses showed that an increase in PA increased probability of high levels of social functioning, and that an increase in NA decreased the probability of presenting high levels of social functioning dimensions, with the exception of school performance. These results expand the PA and NA relationship with social functioning reported in adults to Spanish children, which is potentially of interest in the fields of Education and Psychology. Public Library of Science 2018-08-02 /pmc/articles/PMC6072041/ /pubmed/30071086 http://dx.doi.org/10.1371/journal.pone.0201698 Text en © 2018 Sanmartín et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Sanmartín, Ricardo Inglés, Cándido J. Vicent, María Gonzálvez, Carolina Díaz-Herrero, Ángela García-Fernández, José Manuel Positive and negative affect as predictors of social functioning in Spanish children |
title | Positive and negative affect as predictors of social functioning in Spanish children |
title_full | Positive and negative affect as predictors of social functioning in Spanish children |
title_fullStr | Positive and negative affect as predictors of social functioning in Spanish children |
title_full_unstemmed | Positive and negative affect as predictors of social functioning in Spanish children |
title_short | Positive and negative affect as predictors of social functioning in Spanish children |
title_sort | positive and negative affect as predictors of social functioning in spanish children |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6072041/ https://www.ncbi.nlm.nih.gov/pubmed/30071086 http://dx.doi.org/10.1371/journal.pone.0201698 |
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