González Salinas, Carmen

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González Salinas, Carmen

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González Salinas, Carmen

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Universidad de Murcia. Departamento de Psicología Evolutiva y de laEducación

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Cognitive empathy as a moderator in the relation between negative emotionality traits and schoolchildren’s aggressive behaviours
(Routledge, Taylor & Francis Group, 2021) Sánchez-Pérez, Noelia; González Salinas, Carmen; Psicología Evolutiva y de la Educación
Given the consequences of aggressive behaviours for children’s development, researchers have tried to ascertain which individual characteristics might act as risk factors. This study examined the potential association of negative emotionality traits and empathy abilities with children’s aggressive behaviours in the classroom. In undertaking this task, main and interaction effects between the dispositional variables were taken into account. The sample was composed of 141 children (M = 8.75; 78 boys). Parents reported on their children’s empathy and negative emotionality, and teachers reported aggressive behaviours exhibited by children at school. The analyses showed a main effect of cognitive empathy on aggressive behaviours, and interaction effects between children’s negative emotionality traits (anger, fear, and sadness), and cognitive empathy. No significant results were found for models including negative reactivity and affective empathy. These findings provide insights that could be helpful for the development of intervention programmes aiming at preventing the negative consequences of aggressive behaviours in childhood.
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Cultural values and parental psychology: a multilevel analysis from the Joint Effort Toddler Temperament Consortium
(American Psychological Association, 2024-07-25) Sehic, Ela; French, Brian F.; Majdandžic, Mirjana; Wang, Zhengyan; Beijers, Roseriet; Weerth, Carolina de; Park, Seong-Yeon; Huitron, Blanca; Ahmetoglu, Emine; Benga, Oana; Raikkonen, Katri; Heinonen, Kati; González Salinas, Carmen; Slobodskaya, Helena; Kozlova, Elena; Martins Linhares, Maria Beatriz; Lecannelier, Felipe; Casalin, Sara; Acar, Ibrahim; Tuovinen, Soile; Montirosso, Rosario; Giusti, Lorenzo; Han, Sae-Young; Lee, Eun Gyoung; Putnam, Samuel; Gartstein, Maria A.; Psicología Evolutiva y de la Educación
The present study aims to gain a greater understanding of the manner in which culture may impact parenting and, thus, child development by examining the relationship between cultural values, socialization goals (SGs), and parental ethnotheories (PEs). Specifically, this study examined links between cultural value dimensions (i.e., individualism/collectivism, power distance, masculinity/femininity, uncertainty avoidance, indulgence/restraint, and long-term/short-term orientation; Hofstede et al., 2010) and autonomous as well as relational SGs and PEs. We examined data collected from mothers of toddlers (N = 865) between 17 and 40 months of age (M = 26.88 months, SD = 5.65 months; 52% boys) from 14 nations represented in the Joint Effort Toddler Temperament Consortium. We hypothesized that: (a) Cultural values consistent with independent cultural ideals would be positively associated with SGs and PEs representative of greater autonomy and independence, and (b) Cultural values consistent with interdependent ideals would be positively associated with SGs and PEs representative of greater interrelatedness. Multilevel modeling was used to regress parental psychology on Hofstede’s cultural values. Support for these hypotheses was somewhat mixed; higher ratings of culture-level indulgence were associated with higher autonomous PEs, as well as with higher relational and autonomous SGs. Furthermore, higher ratings of culture-level masculinity were associated with lower relational PEs and with lower autonomous SGs. The results suggest differences in the effects for cultural values associated with parenting versus cultural values associated with child outcomes and highlight considerations related to dichotomous cultural frameworks. The findings help explain both individual- and country-level variations in aspects of parental psychology
Open Access
Temperament and behaviour problems in children: a multilevel analysis of cross-cultural differences
(Wiley, 2023-07-04) Campagna, Allegra X. ; Desmarais, Eric D. ; French, Brian; Underwood, Joshua J.; Majdandzic, Mirjana ; Beijers, Roseriet ; Weerth, Carolina de ; Lee, Eun Gyoung ; Huitron, Blanca ; Ahmetoglu, Emine ; Benga, Oana; Raikkonen, Katri ; Heinonen, Kati ; González Salinas, Carmen; Slobodskaya, Helena; Kozlova, Elena; Martins Linhares, Maria Betriz; Lecannelier, Felipe; Casalin, Sara; Acar, Ibrahim; Tuovinen, Soile; Wang, Zhengyan; Montirosso, Rosario; Giusti, Lorenzo; Park, Seong-Yeon; Han, Sae-Young; Putnam, Samuel; Gartstein, Maria A.; Psicología Evolutiva y de la Educación
Early temperament attributes have been linked to emerging behaviour problems and significant long-term consequences; however, these relations are rarely examined cross-culturally. The present study addresses this gap, employing multilevel modelling to explain within- and between-culture variances with respect to temperament predicting a spectrum of behaviour problems across 14 nations from the Joint Effort Toddler Temperament Consortium (JETTC). A total of 865 children between 17 and 40 months, with approximately equal age distribution across this developmental period and about equivalent representation of genders, were recruited from 14 nations. Greater negative emotionality was associated with more internalizing problems, whereas higher surgency and effortful control predicted fewer internalizing difficulties. Controlling for age and gender, temperament explained significant within- and between-culture variances in internalizing and externalizing problems (at the broad-band and fine-grained levels), as well as sleep problems. For internalizing difficulties, temperament accounted for more between-culture variance. In contrast, for externalizing difficulties, temperament accounted more for how individuals within the same culture differed from their same-culture counterparts. The within-culture findings suggest universal patterns of temperament-problem relations, informing cultural adaptation of interventions; between-culture findings enhance understanding of the implications of the cultural niche for normative behaviour and adjustment.
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Cultural contributors to negative emotionality: a multilevel analysis from the Joint Effort Toddler Temperament Consortium
(SAGE Publications, 2021) Desmarais, Eric E.; French, Brian F.; Ahmetoglu, Emine; Acar, Ibrahim; González Salinas, Carmen; Kozlova, Elena; Slobodskaya, Helena; Benga, Oana; Majdandzic, Mirjana; Beijers, Roseriet; Weerth, Carolina de; Huitron, Blanca; Lee, Eun Gyoung; Han, Sae-Young; Park, Seong-Yeon; Giusti, Lorenzo; Montirosso, Rosario; Tuovinen, Soile; Heinonen, Kati; Raikkonen, Katri; Wang, Zhengyan; Lecannelier, Felipe; Martins Linhares, Maria Beatriz; Casalin, Sara; Putnam, Samuel P.; Gartstein, Maria A.; Psicología Evolutiva y de la Educación
This study advances the cross-cultural temperament literature by comparing temperament ratings of toddlers from 14 nations. Multilevel modeling (MLM) procedures were utilized to regress negative emotionality (NE) and component subscales on Hofstede’s cultural value dimensions while controlling for age and gender. More individualistic values were associated with lower NE, and component discomfort, fear, motor activity, perceptual sensitivity, and soothability scales. The discomfort subscale was negatively associated with power distance and positively associated with masculine cultural values. Higher ratings of shyness were related to a more long-term cultural orientation. Results illustrate the feasibility of an MLM approach to cross-cultural research and provide a new perspective on the intersection of culture and temperament development. Limitations and future implications are discussed.
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ADHD and ODD Symptoms in toddlers: common and specific associations with temperament dimensions
(Springer, 2020) Sánchez Pérez, Noelia; Putnam, Samuel P.; Gartstein, Maria A.; González Salinas, Carmen; Psicología Evolutiva y de la Educación
The aim of this work was to study the relationship between temperament and signs of psychopathology in typically developing toddlers. More specifically, Attentional Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) symptoms were analyzed in connection with fine-grained temperament dimensions. The sample was composed of 65 toddlers aged between 18 and 35 months. Bivariate correlations showed that higher levels of negative emotionality and approach tendencies, and lower levels of inhibitory control, were related to more ADHD and ODD manifestations. Bivariate correlations also indicated unique associations: lower levels of soothability were associated with higher ODD symptoms, whereas lower attentional focusing and low-intensity pleasure were related with higher ADHD symptoms. Additionally, regression and path analysis models indicated that ADHD was predominantly associated with attentional focusing and motor activation whereas ODD was most closely related to frustration. Our findings highlight the relevance of studying early correlates of psychopathological manifestations to identify children who could benefit from prevention and early intervention programs.
Open Access
Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA)
(Public Library of Science, 2021-08-05) Sánchez Pérez, Noelia; Fuentes Melero, Luis José; González Salinas, Carmen; Psicología Básica y Metodología
Math anxiety (MA) affects students of all age groups. Because of its effects on children’s academic development, the need to recognize its early manifestations has been highlighted. We designed a European-Spanish version of the Scale for Early Mathematics Anxiety (SEMA; Wu et al. (2012)), and assessed its psychometric properties in a sample of children aged 7 to 12 years. The participants (967 typically developing children) were elementary school students recruited from ten schools. Children reported their general and math anxiety levels in an individual session and performed nonverbal IQ and math abilities subtests in a group session. Teachers reported the final math grades. The psychometric indices obtained, and the resulting factor structure revealed that the European-Spanish version of the SEMA developed in this study is a reliable and valid measure to evaluate MA in children from 3rd to 6th grade. Moreover, we explored gender differences, that resulted in small effect sizes, which disappeared when controlling for trait anxiety. Differences across grades were found for both global MA and the numerical processing anxiety factor but not for the situational and performance anxiety factor. Finally, MA was negatively associated with students’ math achievement, although the strength of the associations varied with the MA measure selected, the kind of math achievement analyzed, and the school stage considered. Our findings highlight the relevance of MA in elementary school and highlight the need for an early identification of students at risk of suffering MA to palliate the negative consequences of MA in children’s cognitive and academic development.
Open Access
Relations between bedtime parenting behaviors and temperament across 14 cultures
(Frontiers Media, 2022-11-24) Pham, Christie; Desmarais, Eric; Jones. Victoria; French, Brian F. ; Wang, Zhengyan ; Putnam, Sam; Casalin, Sara; Martins Linhares, Maria Beatriz ; Lecannelier, Felipe; Tuovinen, Soile; Heinonen, Kati; Montirosso, Rosario; Giusti, Lorenzo; Park, Seong-Yeon; Han, Sae-Young; Lee, Eun Gyoung; Huitron, Blanca; Weerth, Carolina de ; Beijers, Roseriet; Majdandzić, Mirjana ; González Salinas, Carmen; Acar, Ibrahim; Slobodskaya, Helena; Kozlova, Elena; Ahmetoglu, Emine; Benga, Oana; Gartstein, Maria A.; Psicología Evolutiva y de la Educación
Objectives: The present study examined parental sleep-supporting practices during toddlerhood in relation to temperament across 14 cultures. We hypothesized that passive sleep-supporting techniques (e.g., talking, cuddling), but not active techniques (e.g., walking, doing an activity together), would be associated with less challenging temperament profiles: higher Surgency (SUR) and Effortful Control (EC) and lower Negative Emotionality (NE), with fine-grained dimensions exhibiting relationships consistent with their overarching factors (e.g., parallel passive sleep-supporting approach effects for dimensions of NE). Methods: Caregivers (N = 841) across 14 cultures (M= 61 families per site) reported toddler (between 17 and 40months of age; 52% male) temperament and sleepsupporting activities. Utilizing linear multilevel regression models and groupmean centering procedures, we assessed the role of between- and withincultural variance in sleep-supporting practices in relation to temperament. Results: Both within-and between-culture differences in passive sleepsupporting techniques were associated with temperament attributes, (e.g., lower NE at the between-culture level; higher within-culture EC). For active techniques only within-culture effects were significant (e.g., demonstrating a positive association with NE). Adding sleep-supporting behaviors to the regression models accounted for significantly more between-culture temperament ariance than child age and gender alone. Conclusion: Hypotheses were largely supported. Findings suggest parental sleep practices could be potential targets for interventions to mitigate risk posed by challenging temperament profiles (e.g., reducing active techniques that are associated with greater distress proneness and NE).