ArticlePloS one2018
Positive and negative affect as predictors of social functioning in Spanish children.
Article in PloS one, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Predicting the impact of stuttering in the school years.Frontiers in psychology · 2026Article
- Psychometric validation of the school health assessment tool for primary schools in Southeast Nigeria.BMC public health · 2025Article
- Measurement invariance and differential item functioning of the positive and negative affect schedule: a psychometric study in Ecuadorian young adults.Frontiers in psychology · 2025Article
- Validation of the parents' version of the KINDLHealth and quality of life outcomes · 2024Article
- Mental health, gender, and higher education attainment.Zeitschrift fur Erziehungswissenschaft : ZfE · 2024Article
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- Predictive models for social functioning in healthy young adults: A machine learning study integrating neuroanatomical, cognitive, and behavioral data.Social neuroscience · 2022Article
- Affect and Cognitive Closure in Students-A Step to Personalised Education of Clinical Assessment in Psychology with the Use of Simulated and Virtual Patients.Healthcare (Basel, Switzerland) · 2022Article
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- Social functioning in schizotypy: How affect influences social behavior in daily life.Journal of clinical psychology · 2020Article
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- The study of Positive and Negative Affect in children and adolescents: New advances in a Spanish version of the PANAS.PloS one · 2019Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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