Department of Developmental Psychology and Didactics, University of Alicante, San Vicente del Raspeig, Alicante, Spain.
Department of Health Psychology, Miguel Hernandez University of Elche, Elche, Alicante, Spain.
PLoS One. 2018 Aug 2;13(8):e0201698. doi: 10.1371/journal.pone.0201698. eCollection 2018.
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.
本研究旨在分析两种常用理论范畴的情感（积极情感和消极情感）与社会功能维度（学业表现、家庭关系、同伴关系和家务/自我照顾）之间的关系。样本包括 390 名 8-11 岁的小学生（M=9.39，SD=1.15）。采用儿童正性负性情绪量表（PANAS-C-SF）和儿童青少年社会适应功能量表（CASAFS）的短式。学生 t 检验表明，在所有社会功能维度上报告高分的学生比报告低分的学生报告的 PA 水平显著更高；相比之下，报告高分社会功能的学生报告的 NA 水平显著低于报告低分的学生。同样，逻辑回归分析表明，PA 的增加增加了高社会功能水平的可能性，而 NA 的增加降低了呈现高社会功能维度的可能性，除了学业表现。这些结果将成人中 PA 和 NA 与社会功能的关系扩展到西班牙儿童，这在教育和心理学领域可能具有重要意义。
