Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children
There is consensus that child socio-emotional development is influenced by various contexts, such as the family one. Research on influencing factors on child socio-emotional skills mainly investigated the effects of home learning environment, whereas the effects of out-of-home activities were often...
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| Veröffentlicht in: | Current psychology (New Brunswick, N.J.) N.J.), 2023-09, Vol.42 (27), p.23619-23633 |
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| creator | Volodina, Anna |
| description | There is consensus that child socio-emotional development is influenced by various contexts, such as the family one. Research on influencing factors on child socio-emotional skills mainly investigated the effects of home learning environment, whereas the effects of out-of-home activities were often analysed mainly in samples of adolescents. The present study aimed to shed light on effects of preschool home learning environment and out-of-home activities on two facets of socio-emotional skills at the beginning of primary school: Prosocial behaviour and peer relationships. The information on the child prosocial behaviour and peer relationships at preschool age was included with the aim to control for most of the differences across children. Using data from a large sample of children (
N
= 1,818;
M
age
= 7.08 years,
SD
= 0.15; 49.9% girls), results of regression analyses show significant effects of out-of-home activities on prosocial behaviour after controlling a range of child- and family-related influencing factors on prosocial behaviour as well as prosocial behaviour at preschool age. The effects of home learning environment were significant after controlling a range of child- and family-related influencing factors on both facets of socio-emotional skills but became nonsignificant after taking into account respective behaviour at preschool age. The results of the present study suggest that fostering participation in out-of-home activities might contribute to an increase of prosocial behaviour in primary school children. |
| doi_str_mv | 10.1007/s12144-022-03410-6 |
| format | Article |
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N
= 1,818;
M
age
= 7.08 years,
SD
= 0.15; 49.9% girls), results of regression analyses show significant effects of out-of-home activities on prosocial behaviour after controlling a range of child- and family-related influencing factors on prosocial behaviour as well as prosocial behaviour at preschool age. The effects of home learning environment were significant after controlling a range of child- and family-related influencing factors on both facets of socio-emotional skills but became nonsignificant after taking into account respective behaviour at preschool age. The results of the present study suggest that fostering participation in out-of-home activities might contribute to an increase of prosocial behaviour in primary school children.</description><identifier>ISSN: 1046-1310</identifier><identifier>EISSN: 1936-4733</identifier><identifier>DOI: 10.1007/s12144-022-03410-6</identifier><identifier>PMID: 35910239</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Behavioral Science and Psychology ; Children & youth ; Educational aspects ; Elementary school students ; Home ; Peer relationships ; Psychological aspects ; Psychology ; School environment ; Social aspects ; Social Sciences ; Student activities</subject><ispartof>Current psychology (New Brunswick, N.J.), 2023-09, Vol.42 (27), p.23619-23633</ispartof><rights>The Author(s) 2022</rights><rights>The Author(s) 2022.</rights><rights>COPYRIGHT 2023 Springer</rights><rights>The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c698t-9e68a9e35449dfdca1c77f27f2c407917643c569980bd1f863396fa37c3860d83</citedby><cites>FETCH-LOGICAL-c698t-9e68a9e35449dfdca1c77f27f2c407917643c569980bd1f863396fa37c3860d83</cites><orcidid>0000-0002-2611-2129</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12144-022-03410-6$$EPDF$$P50$$Gspringer$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12144-022-03410-6$$EHTML$$P50$$Gspringer$$Hfree_for_read</linktohtml><link.rule.ids>230,314,780,784,885,27924,27925,41488,42557,51319</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35910239$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Volodina, Anna</creatorcontrib><title>Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children</title><title>Current psychology (New Brunswick, N.J.)</title><addtitle>Curr Psychol</addtitle><addtitle>Curr Psychol</addtitle><description>There is consensus that child socio-emotional development is influenced by various contexts, such as the family one. Research on influencing factors on child socio-emotional skills mainly investigated the effects of home learning environment, whereas the effects of out-of-home activities were often analysed mainly in samples of adolescents. The present study aimed to shed light on effects of preschool home learning environment and out-of-home activities on two facets of socio-emotional skills at the beginning of primary school: Prosocial behaviour and peer relationships. The information on the child prosocial behaviour and peer relationships at preschool age was included with the aim to control for most of the differences across children. Using data from a large sample of children (
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M
age
= 7.08 years,
SD
= 0.15; 49.9% girls), results of regression analyses show significant effects of out-of-home activities on prosocial behaviour after controlling a range of child- and family-related influencing factors on prosocial behaviour as well as prosocial behaviour at preschool age. The effects of home learning environment were significant after controlling a range of child- and family-related influencing factors on both facets of socio-emotional skills but became nonsignificant after taking into account respective behaviour at preschool age. The results of the present study suggest that fostering participation in out-of-home activities might contribute to an increase of prosocial behaviour in primary school children.</description><subject>Behavioral Science and Psychology</subject><subject>Children & youth</subject><subject>Educational aspects</subject><subject>Elementary school students</subject><subject>Home</subject><subject>Peer relationships</subject><subject>Psychological aspects</subject><subject>Psychology</subject><subject>School environment</subject><subject>Social aspects</subject><subject>Social Sciences</subject><subject>Student activities</subject><issn>1046-1310</issn><issn>1936-4733</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>C6C</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9kl1rFDEUhgdRbK3-AS8kIIheTE0mmczEC6EUtYWC4Md1yGbOzKRkkjXJLPon_M1mP2x3ZZEEEpLnvDnn5C2K5wSfE4ybt5FUhLESV1WJKSO45A-KUyIoL1lD6cO8x4yXhBJ8UjyJ8RZj0nAhHhcntBYEV1ScFr-v_ATIggrOuAGBW5ng3QQuIeU65OdU-r4c15DSyaxMMhDfoTSCCSiAVcl4F1HyaBl89NooixYwqpXxc9hILAH2yNEsIzIu02ZS4ReKevTeIj0a2wVwT4tHvbIRnu3Ws-L7xw_fLq_Km8-fri8vbkrNRZtKAbxVAmjNmOj6Tiuim6av8tQMNyKXyaiuc60tXnSkbzmlgveKNpq2HHctPSveb3WX82KCTud6g7Jyl5X0ysjDG2dGOfiVFBSLilVZ4PVOIPgfM8QkJxM1WKsc-DnKiosGC1IzkdGX_6C3uTculyerNicqmGjqe2pQFqRxvc_v6rWovGh4XbWY03Xe5RFqAAc5Se-gN_n4gD8_wufRwWT00YA3BwGZSfAzDWqOUV5__XLIvtpjR1A2jdHbefPRh2C1BXX2SAzQ3zWaYLm2stxaWWYry42VJc9BL_a_6C7kr3czQLdAzFdugHDf1__I_gHtkf54</recordid><startdate>20230901</startdate><enddate>20230901</enddate><creator>Volodina, Anna</creator><general>Springer US</general><general>Springer</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>ISR</scope><scope>3V.</scope><scope>7XB</scope><scope>88G</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>M2M</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-2611-2129</orcidid></search><sort><creationdate>20230901</creationdate><title>Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children</title><author>Volodina, Anna</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c698t-9e68a9e35449dfdca1c77f27f2c407917643c569980bd1f863396fa37c3860d83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Behavioral Science and Psychology</topic><topic>Children & youth</topic><topic>Educational aspects</topic><topic>Elementary school students</topic><topic>Home</topic><topic>Peer relationships</topic><topic>Psychological aspects</topic><topic>Psychology</topic><topic>School environment</topic><topic>Social aspects</topic><topic>Social Sciences</topic><topic>Student activities</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Volodina, Anna</creatorcontrib><collection>Springer Nature OA Free Journals</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Gale In Context: Science</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Psychology Database (Alumni)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Psychology Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - 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N
= 1,818;
M
age
= 7.08 years,
SD
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| ispartof | Current psychology (New Brunswick, N.J.), 2023-09, Vol.42 (27), p.23619-23633 |
| issn | 1046-1310 1936-4733 |
| language | eng |
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| source | SpringerLink Journals - AutoHoldings |
| subjects | Behavioral Science and Psychology Children & youth Educational aspects Elementary school students Home Peer relationships Psychological aspects Psychology School environment Social aspects Social Sciences Student activities |
| title | Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children |
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