Positive and negative affect as predictors of social functioning in Spanish children

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Title: Positive and negative affect as predictors of social functioning in Spanish children
Authors: Sanmartín, Ricardo | Inglés, Cándido J. | Vicent, María | Gonzálvez, Carolina | Díaz Herrero, Ángela | García-Fernández, José Manuel
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Positive and negative affect | Predictors | Social functioning | Children | Spain
Knowledge Area: Psicología Evolutiva y de la Educación | Didáctica y Organización Escolar
Issue Date: 2-Aug-2018
Publisher: Public Library of Science (PLoS)
Citation: Sanmartín R, Inglés CJ, Vicent M, Gonzálvez C, Díaz-Herrero Á, García-Fernández JM (2018) Positive and negative affect as predictors of social functioning in Spanish children. PLoS ONE 13(8): e0201698. https://doi.org/10.1371/journal.pone.0201698
Abstract: 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.
Sponsor: This research was financed by the Ministry of Economy and Industry and competitiveness (EDU2012-35124) (URL:http://www.mineco.gob.es/portal/site/mineco/) with the project awarded to the sixth author of this paper, the grant for predoctoral researchers from the University of Alicante awarded to the first and fourth authors, respectively (UA FPU, 2015-5995, URL: https://sgitt-otri.ua.es/es/proyectos-publicos/convocatorias-publicas-de-investigacion.html) (UA FPU, 2013-5795, URL: https://sgitt-otri.ua.es/es/proyectos-publicos/convocatorias-publicas-de-investigacion.html) and the VALi+d Program (ACIF/2014/368) (URL: http://aplicaciones.edu.gva.es/poci/es/14_ACIF.htm) grant awarded to the third author.
URI: http://hdl.handle.net/10045/78418
ISSN: 1932-6203
DOI: 10.1371/journal.pone.0201698
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2018 Sanmartín et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Peer Review: si
Publisher version: https://doi.org/10.1371/journal.pone.0201698
Appears in Collections:INV - SOCEDU - Artículos de Revistas

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