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Health Spiritual Med Ethics 2021, 8(2): 77-84 |
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Sefidgari Goli M, Namvar H, Jomehri F. The Relationship Between Children’s Social-Emotional Competence, Spiritual Health, and Maternal MetaEmotion Structure Attachment Style. Health Spiritual Med Ethics 2021; 8 (2) :77-84
URL: http://jhsme.muq.ac.ir/article-1-401-en.html
URL: http://jhsme.muq.ac.ir/article-1-401-en.html
1- Department of Psychology, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran, Tehran
2- Department of Psychology, Faculty of Humanities, Islamic Azad University, Saveh Branch, Saveh, Iran, Tehran ,hnamvar@iau-saveh.ac.ir
3- Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
2- Department of Psychology, Faculty of Humanities, Islamic Azad University, Saveh Branch, Saveh, Iran, Tehran ,
3- Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
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June 2021. Volume 8. Number 2
June 2021. Volume 8. Number 2
June 2021. Volume 8. Number 2
June 2021. Volume 8. Number 2
Maternal positive metacognition 0.25 0.15 0.47 0.31
Maternal spiritual health 0.94 0.15 0.31 0.31
Children’s attachment style 0.53 0.15 -0.89 0.31
June 2021. Volume 8. Number 2
June 2021. Volume 8. Number 2
June 2021. Volume 8. Number 2
June 2021. Volume 8. Number 2
Full-Text: (841 Views)
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| Masoumeh Sefidgari Goli1 , Hooman Namvar1* , Farhad Jomehri2 1. Department of Psychology, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran. 2. Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran. *Corresponding Author: Hooman Namvar, PhD. Address: Department of Psychology, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran. Phone: +98 (912) 7760710 E-mail: hnamvar@iau-saveh.ac.ir Research Paper: The Relationship Between Children’s Social-Emotional Competence, Spiritual Health, and Maternal Meta Emotion Structure Attachment Style Background and Objectives: Understanding the influences of parents on children in the process of psychosocial and personality development of children and adolescents has been the focus of psychologists and sociologists. This study aimed to predict the emotional and social competence of the child based on spiritual health and maternal emotional structure according to the mediating role of children’s attachment style. Methods: The statistical population of this correlational descriptive was female primary school students and their mothers in Tehran City, Iran. Of them, 250 individuals were selected by purposive and voluntary sampling method using Klein’s method. The research instruments included Zhu and Ji’s (2012) Emotional and Social Competency Inventory, Polutzin and Ellison’s Spiritual Well-Being Scale (SWBS), and Kern’s Attachment Style Classification QuestionnaireAttachment style. The collected data were analyzed using AMOS. Results: The obtained results suggested that the structure of maternal metacognition was directly related to children’s attachment style (-0.33); maternal spiritual health and children’s attachment style (0.37); the structure of maternal metacognition and the emotional-social competence of the child (-0.26); mothers’ spiritual health and child’s emotional and social competence (0.18), and the child’s attachment style and the child’s emotional and social competence (0.49). The structure of maternal emotional well-being and the emotional-social competence of the child (-0.16) as well as the spiritual health of the mother and the emotional-social competence of the child (0.18) were indirectly related. Conclusion: Considering the importance of the child’s emotional and social competence, the emphasis on the influential factors of the present study can be promoted in developing this skill among children. Maternal spiritual health and emotional structure were related to the child’s emotional and social competence through the attachment style of the child; the strongest relationship concerned the relationship between attachment style and emotional and social competence. A B S T R A C T Keywords: Children, Spiritual, Emotion, Meta-emotion Please cite this article as Sefidgari Goli M, Namvar H, Jomehri F. The Relationship Between Children’s Social-Emo tional Competence, Spiritual Health, and Maternal Meta-Emotion Structure Attachment Style. Health, Spirituality and Medical Ethics Journal. 2021; 8(2):77-84. http://dx.doi.org/10.32598/hsmej.8.2.2 :http://dx.doi.org/10.32598/hsmej.8.2.2 Use your device to scan and read the article online Article info: Received: 10 Jan 2021 Accepted: 13 Mar 2021 Publish: 01 Jun 2021 |
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| Introduction hildhood is a critical time. This is because it is a unique period of growth with emo tional and social development. Social Emotional empowerment is the ability of an individual to effectively cope with the demands and challenges of everyday life. Besides, it in cludes the individual’s ability to maintain well-being and manifest this ability in positive and adaptive behaviors in interaction with others, culture, and environment [1]. Social and emotional competencies are the ability to un derstand, manage, and express the social and emotional aspects of one’s life. Accordingly, this skill includes the successful management of life tasks, such as learning, communicating, solving everyday problems, and adapt ing to complex developmental needs. These capabilities include self-awareness, impulse control, cooperation, and self-care [2]. In this regard, recognizing how par ents affect children and examining the role of each in the process of psychosocial and personality development of children and adolescents has always been the focus of psychologists and sociologists. Policy design is essential for children’s social and emo tional development; a wide range of emotional, cogni tive, and social relationships regulate skills. These skills are important in regulating the child’s academic tasks and performance. This is because studies indicated that empowerment and emotion regulation are the main sup pressors of behavioral and emotional disorders, i.e., even considered to be cognitive. Social empowerment refers to an individual’s ability to organize and maintain indi vidual environmental resources [3]. In this regard, the parental metacognition perspective was first introduced by Gottman, Katz, Hooven [4]. They argued that parents’ views on their own and their children’s emotions significantly impact their children. Metacognition is excitement about excitement. Katz [5] believes that metacognition, as a protective factor in children, refers to the harmful effects of intolerable situ ations (including anxious situations), leading to better relationships between peers [6]. Additionally, one of the 4 types of health is spiritual health. Over the decades, health has been analyzed con cerning specific dimensions (physical health, mental health, & social health). Spirituality is among the ca pabilities of individuals that provide coping styles and problem-solving strategies to individuals. Moreover, as a source of social support, in the face of confusion and tragedy, spirituality creates a sense of meaning in individuals’ lives. Accordingly, they feel indirect control over events; ultimately, it leads to reduced isolation and loneliness in individuals [7]. Attachment style refers to a stable and secure bond or emotional knot between two subjects. Accordingly, one of the parties attempts to maintain closeness or proxim ity to the face of secure attachment and acts to ensure that the relationship continues. Attachment styles are among the factors associated with social skills. Attach ment addresses establishing a deep and emotional bond with certain individuals. Besides, it effectively affects the development of various dimensions of personality. How attachment styles are formed depends on the type of mother-child relationship in the early years of life; the extent of access to the mother or caregiver; their level of support in times of danger to the child; their degree of sensitivity, and the child’s safety [8]. Behrad [9] and various studies signified the effects of the Promoting Alternative Thinking Strategies (PATHS) program on children’s social and emotional empower ment. Ahmadpour Torki et al. [10] stated that social emotional empowerment training effectively declined aggression and enhanced optimism, leading to solving adolescents’ social problems. Ghorbanian et al. [11] doc umented that attachment style directly influenced social skills. Thus, children with a secure attachment style can generate strong social skills. In other words, by multiple and successful experiences and gaining peace and secu rity from a sensitive and responsive caregiver, the child achieves a secure attachment style; therefore, they can regulate emotions and develop social skills. Cowan et al. [12] revealed that the paternal secure at tachment style and negative parenting scores significant ly explain maternal behavioral problems on assessing in ternalization and externalizing problems in children. In mothers, only improved attachment style played a role in reducing family conflicts and anxious/violent parent ing styles. Moreover, Blalock et al. [13] reported that the parents of children participating in the Child-Centered Individual Play Therapy (CCIPT) and Child-Centered Group Play Therapy (CCGPT) generated more signifi cant improvements in their children’s overall socio-emo tional abilities, compared to the control group. Huber et al. [14] revealed that, according to teachers and parents, the signs of externalizing problems are negatively re lated to positive social behaviors. Besides, according to teachers, these characteristics were positively related to the social initiative. C |
| 79 Sefidgari Goli M, et al. The Relationship Between Children’s Social-emotional Competence. Health Spiritual Med Ethics J. 2021; 8(2):77-84. |
| According to Miller‐Slough et al. [15], cluster analy sis signified 3 family patterns, as follows: supportive, non-supportive, and patriarchal. The supporting families had children with higher social empowerment and more signs of internalization; however, the patriarchal fami lies had children with lower social empowerment and fewer signs of internalization. The supporting families had children with moderate social ability and fewer signs of internalization. Special attention is paid to the social and emotional competence of school children and the structure of moth ers’ metacognition and spiritual health. This is because highlighting their key role can be useful in the primary prevention of psychological trauma and abuse in child hood and school years. These injuries include children’s morbid dependencies on families as a result of unnecessary care; children ‘s expected behaviors that cause failure in a healthy so ciety; children’s lack of necessary social skills, such as problem-solving and empathy; the formation of im mature emotions in children; also the formation of im mature emotions in children that adversely impact their adulthood relationships. These could be attributed to the inefficient achievements of families, especially mothers, Therefore, this study aimed to predict emotional-social capability in children based on spiritual health and ma ternal metacognition structure with the mediating role of children’s attachment styles. Methods The statistical population of this correlational-de scriptive study included primary school girls (age: 7-12 years) and their mothers (age: 35-50 years) in Tehran City, Iran. Moreover, considering the coronavirus pan demic conditions and the closure of schools and class rooms, the study subjects virtually completed the study questionnaire battery. The research sample included 250 subjects; this rate was computed based on Klein’s for mula [16]. The study participants were selected using purposive and voluntary sampling methods in a non random manner. The researcher performed an example role-play by virtually interacting with the teachers. The questionnaire battery was uploaded in Google Forms and provided to the mothers of students who met the fol lowing inclusion criteria: The biopsychological health of the children and their mother (self-report); the age of children to range between 7 and 12 years and the age of mothers to range between 35 and 50 years; the child to live with both parents; the absence of specific diseases in a family member, including siblings. The questionnaires were completed by children and mothers as relevant. The data collection tools consisted of the following: The Social-Emotional Competence Questionnaire (SECQ): This scale was developed by Zhou and Ee has and covers 25 questions and 5 components of self awareness, social awareness, self-management, relation ship management, and responsible decision-making [17]. This tool was approved by the University of Singapore for high school students with a high score of 0.7. This ques tionnaire can discriminate against students with high and low emotional and social competence levels. This ques tionnaire is scored based on a Likert-type scale, ranging from strongly disagree to strongly agree. This question naire was used for the first time in Iran. The original text was first translated by the researcher into Persian. Three leading experts in psychology and English approved the final translation of this scale. Finally, its face and content validity were confirmed. Before the main performance, the questionnaire was presented to different groups of stu dents to complete. This measure is aimed at checking the clarity of the questions. The validity of this questionnaire was calculated in the present study using Cronbach’s al pha coefficient, i.e., equal to 0.873. The Spiritual Well-Being Scale (SWBS): The Spiri tual Well-Being Scale (SWBS) was designed by Polut zin and Ellison [18]. This scale has 20 questions; 10 of which measure existential health and 10 questions ad dress religious health. The questions are answered on a 6-point scale, ranging from strongly disagree to strongly agree. This questionnaire was administered to 283 nurs ing students in Iran, in 2005. Furthermore, a Cronbach’s alpha coefficient of 0.82 was reported for this question naire. Preliminary studies reported the internal reliability by the test-retest method as 0.99 to 0.73; its validity as computed to range from 0.94 to 0.78. The internal reli ability coefficients for the whole scale, religious health, and existential health dimensions were calculated to be 0.89, 0.88, and 0.81, respectively. The validity of this questionnaire was calculated in the present study using Cronbach’s alpha coefficient as 0.788. Metacognition Questionnaire-30 (MCQ-30): It has 28 items, i.e., answered on a 6-point Likert-type scale. The scale includes the following 6 components: anger, shame, anger management, and depression (negative metacognitions), as well as compassion and interest (positive metacognitions). The reliability of this test was measured by Cronbach’s alpha coefficient for the posi tive metacognitions dimension to be 0.91 and for the negative metacognitions as 0.85. The Cronbach’s alpha coefficient of this questionnaire was computed as 0.88 |
| 80 Sefidgari Goli M, et al. The Relationship Between Children’s Social-emotional Competence. Health Spiritual Med Ethics J. 2021; 8(2):77-84. |
| [19]. Rezaei et al. [6] reported the scale’s Cronbach’s alpha coefficient in Iran as 0.78; the results of factor analysis con firmed the two main dimensions of positive and negative metacognitions. These researchers examined its simultane ous validity with the emotional intelligence questionnaire; in particular, they reported a positive correlation between positive metacognition and emotional intelligence compo nents. The validity of this questionnaire was calculated in the present study by Cronbach’s alpha coefficient, i.e., equal to 0.915. Attachment style Questionnaire (ASQ): The ASQ was developed to estimate the level of children’s secure attach ment respecting child-parent relationships in mid-childhood and early adulthood [20]. The ASQ options include the fol lowing: The degree to which child-specific attachment style is available and responsive; the child’s willingness to rely on attachment style when encountering stress; the child’s report of comfort and interest respecting the ASQ. This tool consists of 15 options, i.e., classified based on a 4-point scale, as per Harter’s (1982) format. In a sample of middle school students, the scores of the ASQ indicated sufficient limits and internal stability. The validity of this question naire in the present study was calculated using Cronbach’s alpha coefficient to be 0.781. To observe the ethical considerations, mothers and their children participated in the study with consent. Besides, the study participants’ information remained strictly confiden tial. Accordingly, other ethical issues were observed per the Helsinki Declaration. Finally, the obtained data were ana lyzed using the path analysis approach in AMOS. Results Of the explore 250 individuals, 43(17.2%) were in the age group of 9 years, 68(27.2%) in the age group of 10 years, 48(19.2%) in the age group of 11 years, 49(19%) were 12 years old, and 42(16.8%) subjects were 13 years old. Moreover, 114(45.6%) study samples were males and 136(54.4%) were females. Among students’ mothers, 54(21.6%) had a diploma, 94(19%) had a BA, 72(28.8%) had an MA, and 30(12%) had a PhD. The Mahalanobis Distance (MD) based on the predictor variable was reported as follows: minimum value: 2.326, maximum value: 16.844, average: 7.58, and standard de viation: 3.188. The presented maximum value signified that the maximum value in the data file did not exceed the criti cal value range for degree 4 (equivalent to the number of predictor variables) and the information about any of the study participants does not form multivariate arrays. The skewness and kurtosis indices of each applied scale are listed in Table 1. The skewness and kurtosis indices of the scales were examined; thus, if the scales presented high skewness and kurtosis, data conversion methods were applied to adjust them. As per Table 1, all scales in the present study presented skewness and kurtosis of <2. This finding indicated that the employed scales were non-problematic concerning skewness and kurtosis in the study sample; thus, the dis tribution of the research variables was normal. As illustrated in Figure 1, the strongest relationship was observed between attachment style and children’s emotional and social competence (0.49). Besides, the weakest relationship was detected in the mothers’ spiri tual health and children’s emotional and social compe tence (0.18), followed by the relationship between ma ternal positive metacognition and attachment style. In structural equation modeling, model estimates are valid when the model presents sufficient fit. The fit indices of the research model are listed in Table 2. Table 1. Descriptive statistics of variables of research Variable Skewness Standard Skewness Error Kurtosis Standard Kurtosis Error Maternal negative metacognition 0.11 0.15 -0.55 0.31 Children’s emotional and social competence -0.49 0.15 0.20 0.31 |
Maternal positive metacognition 0.25 0.15 0.47 0.31
Maternal spiritual health 0.94 0.15 0.31 0.31
Children’s attachment style 0.53 0.15 -0.89 0.31
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| Based on Table 2, considering RMSEA1=0.000 equaled <0.05, the model fit can be considered very desirable. Additionally, in other indicators (e.g. NFI2, NNFI3, CFI4, GFI5, & AGFI6), the results were measured to be >0.90, indicating an acceptable and appropriate fit of the model [21]. As per Table 2, all indicators presented a suitable fit 1. Root Mean Square Error of Approximation 2. Normed Fit Index 3. Non-Normed Fit Index 4. Comparative Fit Index 5. Goodness of Fit Index 6. Adjusted goodness of fit index of the model for predicting the child’s social-emotional ability based on spiritual health and maternal metacog nition structure per the mediating role of the explored children’s attachment style. Discussion Social-Emotional competence plays an essential role in social interactions and functions in children with disabil ities. Moreover, a lack of emotional empowerment skills can lead to psychological trauma, weakness in interact- شکل شماره 1 شکل شماره 2 Figure 1. The final structural model of the research in the standard estimation mode شکل شماره 1 شکل شماره 2 Figure 2. The final significant structural equation model of the research Also, the significance level of the relationships between the variables is manifested in this figure Since all coefficients were not <1.96, all relationships were confirmed. The relationship between maternal spiritual health and the emotional and social competence of children (2.04), maternal positive metacognition, and the emotional and social compe tence of children (2.45) were significant at the level of 0.95; the rest of the relationships were significant according to P<0.01, i.e., were approved at a 99% Confidence Interval (CI) level. |
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| ing with others, and damage to children’s educational and occupational domains in the future [22]. In the present study, the obtained data indicated the ex istence of a significant effect of maternal metacognition structure on the child’s social-emotional competence. Moreover, the maternal metacognition variable was de fined in the following components: positive metacogni tion and negative metacognition; both of which provided a significant effect in this respect. Concerning effective ness, positive metacognition manifested a stronger impact than negative metacognition components. These results were consistent with those of Gottman et al. [4], Rezaei et al. [6], Behrad [9], Cowan et al. [12], Ahmadpour Torki et al. [10], as well as Ghorbanian and colleagues [11]. Metacognition is the emotion generated in response to other emotions. Accordingly, recognizing how parents affect children and examining the role of each in the process of psychosocial and personality development of children and adolescents remains the focus of psycholo gists and sociologists. Depending on the parents’ metacognitive philosophy, they might either help their children express and regu late their emotions; such measures ultimately lead to the child’s growth in regulating healthy emotions and developing effective social skills, or they suppress their children’s emotional expression and emotion regulation and prevent them from regulating their emotions [23]. According to the achieved results, the significant indirect effect of the mother’s spiritual health on the child’s emo tional and social competence was confirmed. These re sults were consistent with those of Katz et al. [5], Sheikh Attar et al. [24], and Bahrami [25]. The necessity to ad dress the social and emotional needs of children and ado lescents was clarified even before the unveiling of social and emotional learning programs to take advantage of their potential to prevent future problems in future life stages. Such skills will reduce the odds of developing abnormal patterns of thinking, feeling, and acting. The existence of biopsychological health is of great impor tance. This is because the mother can be considered a pillar of the family. When parents adopt a positive meta cognition approach in which ideas about leadership and acceptance are at a high level, they value emotions. In other words, they accept them and share their emotions with their children, indicating considering emotions as a natural part of life. As per Dabirian et al. [26], mothers with a spiritual perspective seek transcendental values in their lives. They also foster a positive and open-minded attitude and present flexibility. The present study findings addressed positive and negative emotions and the spiritual states of mental health. Therefore, improving the spiritual health of mothers and children creates biopsychological health in them; thus, they perform maternal roles more calmly, and the relationship between mothers and children is im proved. As a result, a secure attachment style is generated in children. Therefore, the attachment style can be con sidered among the major psychological factors for the child’s psychological dimension development, in which creating a strong and meaningful emotional connection with those around him and his caregivers is defined. The present study limitations were as follows: the study sample was restricted to 7- to 12-year-old females; thus, caution should be considered when generalizing these data to other communities; the time constraints and the impossibility of examining the issue in larger com munities and comparing the results with each other was another study limitation. Therefore, according to the re search findings and the observed effective significance, exploring the role of variables, and especially the medi ating variable is suggested. This research should be stud ied in different populations from various socioeconomic and cultural characteristics; therefore, future studies are suggested to explore different educational levels, also future researches are recommended to study other psy chosocial characteristics. Table 2. The fitness of the final model Indicators X2/df GFI AGFI RMSEA NFI NNFI CFI Statistics 0.00 1.00 0.99 0.000 1.00 0.99 1.00 Acceptance limit < 3 >0.95 >0.95 >0.05 >0.95 >0.95 >0.95 RMSEA: Root Mean Square Error of Approximation; NFI: Normed Fit Index; NNFI: Non-Normed Fit Index; CFI: Compara tive Fit Index; GFI: Goodness of Fit Index; AGFI: Adjusted Goodness of Fit Index. |
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| Conclusion Parents, especially mothers, need to be aware of this concept and the potential harms associated with children. This can be achieved by inviting psychologists to schools and inviting their parents to educate and raise awareness. Additionally, to better understand emotional competence, emotional repression must be well understood. By holding parent-competence workshops and classes for students, we can improve their insight into this variable and plan for the growth of this characteristic in themselves. Ethical Considerations Compliance with ethical guidelines This study was approved by the Ethics Committee of the University of Saveh, Iran. Funding The paper was extracted from the PhD. dissertation of the Frist author at the Department of Psychology, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh. Authors' contributions Supervisor of studies and projects, project management, accreditation, writing - preparing the original draft, writ ing and reviewing the final version, visualization: Hooman Namvar; Data collection and writing - preparation of the main draft: Masoumeh Sefidgari Goli; Consulting advisor, methodology, data analysis, writing - review and editing: Farhad Jomehri. Conflict of interest The authors stated no conflicts of interest. Acknowledgments The authors are grateful to the parents of primary school students in Tehran and the Directors of Education in the dis tricts of Tehran who collaborated in this research. References [1] World Health Organization. Child growth standards [Internet]. 2006 [Updated 27 Apr 2006]. Available from: https://www.who. int/tools/child-growth-standards [2] Elias MJ, Zins JE, Weissberg RP, Frey KS, Greenberg MT, Haynes NM, et al. Promoting social and emotional learning: Guidelines for educators. 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| 84 Sefidgari Goli M, et al. The Relationship Between Children’s Social-emotional Competence. Health Spiritual Med Ethics J. 2021; 8(2):77-84. |
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Type of Study: Original Article |
Subject:
General
Received: 2020/09/17 | Accepted: 2021/06/28 | Published: 2021/11/10
Received: 2020/09/17 | Accepted: 2021/06/28 | Published: 2021/11/10
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