{"id":929,"date":"2013-02-28T10:49:39","date_gmt":"2013-02-28T09:49:39","guid":{"rendered":"https:\/\/antigua.revista.infad.eu\/?page_id=929"},"modified":"2014-01-16T15:27:07","modified_gmt":"2014-01-16T15:27:07","slug":"revista-infad-2012-no1-volumen-2-pp-95-104","status":"publish","type":"page","link":"https:\/\/antigua.revista.infad.eu\/index.php\/publicaciones\/revista-infad-2012\/revista-infad-2012-no1-volumen-2-pp-95-104\/","title":{"rendered":"Revista INFAD 2012 >> N\u00ba1 >> Volumen 2 >> pp. 95-104"},"content":{"rendered":"<table width=\"95%\" border=\"0\" cellspacing=\"0\" align=\"center\">\n<tbody>\n<tr>\n<td style=\"text-align: left;\" valign=\"center\" width=\"50%\" height=\"17\"><strong>Revista INFAD\u00a02012<\/strong><\/td>\n<td valign=\"center\" width=\"50%\" height=\"17\">\n<p style=\"text-align: right;\" align=\"right\"><strong>ISSN EDICI\u00d3N EN PAPEL:\u00a00214-9877<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" height=\"20\">N\u00ba1, Vol. 2, pp. 95-104<\/td>\n<td style=\"text-align: right;\" valign=\"center\" height=\"20\">doi: \u00a0en tr\u00e1mite<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table width=\"95%\" border=\"0\" cellspacing=\"0\" align=\"center\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"50%\" height=\"20\"><a title=\"Efeito do g\u00e9nero e da escolaridade no teste stroop: da inf\u00e2ncia \u00e0 adultez jovem. pp. 77-86\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_77-86.pdf\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" alt=\"pdf\" src=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/pdf.gif\" width=\"18\" height=\"17\" \/><\/a>\u00a0<a title=\"Efeito do g\u00e9nero e da escolaridade no teste stroop: da inf\u00e2ncia \u00e0 adultez jovem. pp. 77-86\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_77-86.pdf\" target=\"_blank\">\u00a0Ver PDF<\/a><\/td>\n<td style=\"text-align: right;\" valign=\"center\" width=\"50%\" height=\"20\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: center;\"><strong style=\"font-size: 1.5em; text-align: center;\"><em>Emotional development in late childhood: interaction between socio-relational and self-regulation factors in pupils of primary school<\/em><\/strong><\/p>\n<p style=\"text-align: right;\">Francesca G.M. Gastaldi \/ Claudio Longobardi<br \/>\n\/ Tiziana Pasta \/ Rocco Quaglia. pp. 95-104<\/p>\n<blockquote><p><strong>Abstract<\/strong><\/p>\n<p style=\"text-align: justify;\">Available data show the correlation between the ability to control and assess the outcomes of\u00a0one\u2019s behaviour and the possibility (Saarni, 1999, 2004; Thompson, 1988) of co-regulating it in\u00a0social interaction situations. The aim of this study is to analyse how self-regulation factors can mediate\u00a0variables of a socio-relational nature in school-age children, with reference to the way in which\u00a0they assess friendship and intimate friendship bonds. The study involved 94 participants (49 male,\u00a045 female); age group range: 8.03 \u2013 11.00 years; average: 8.9; sd: 0.7. The aim was to examine the\u00a0correlation between self-regulation variables, with reference to school behaviour, and socio-relational variables, with respect to the quality attributed to friendship bonds and to intimate friendship. The analysis of socio-relational components was conducted using the multi-dimensional self-assessment FQS (Bukowski &amp; al., 1994) and IFS (Sharabany, 1994); the self-regulation behavioural components were assessed using the observation check-list \u201cSocial aspects and self-regulation attitudes\u201d from the test battery Q1 VATA (De Beni R., et al., 2005). The results obtained show significant correlations (p &lt; .05; p &lt; .01) between specific components underlying self-regulation in school behaviour and specific dimensions of the intimate friendship bond.<br \/>\n<strong>Keywords:<\/strong> self-regulation, intimate friendship, social behaviour<\/p>\n<\/blockquote>\n<p><a title=\"Efeito do g\u00e9nero e da escolaridade no teste stroop: da inf\u00e2ncia \u00e0 adultez jovem. pp. 77-86\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_77-86.pdf\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" alt=\"pdf\" src=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/pdf.gif\" width=\"18\" height=\"17\" \/><\/a>\u00a0<a title=\"Efeito do g\u00e9nero e da escolaridade no teste stroop: da inf\u00e2ncia \u00e0 adultez jovem. pp. 77-86\" href=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/INFAD_010224_77-86.pdf\" target=\"_blank\">\u00a0Ver PDF<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Revista INFAD\u00a02012 ISSN EDICI\u00d3N EN PAPEL:\u00a00214-9877 N\u00ba1, Vol. 2, pp. 95-104 doi: \u00a0en tr\u00e1mite \u00a0\u00a0Ver PDF Emotional development in late [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":278,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-full.php","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center 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