| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 6844231 | Learning and Individual Differences | 2018 | 10 Pages |
Abstract
Working memory performance, important for children's learning, can be influenced by social interactions. The current study investigates whether parent and teacher support buffer the negative effect of peer rejection on working memory performance, using an experimental approach. Children from third to sixth grade (aged 8-14; nâ¯=â¯412) filled out questionnaires and completed an experiment. Working memory performance (Corsi Task Backwards) was measured at the beginning of the experiment. Next, peer rejection was manipulated (Cyberball Task), followed by a manipulation of parent and teacher support (audio message) and a posttest measure of working memory. There was no main effect of peer rejection and parent or teacher support. Social acceptance did moderate the buffering effect of teacher support for working memory performance. Teachers should be aware of the role of their relational support for children's cognition and learning.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Loren Vandenbroucke, Jantine L. Spilt, Karine Verschueren, Dieter Baeyens,