出版社：Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines
摘要：El análisis de los factores que propician el de -sa rrollo de habilidades sociales en la niñez cons-tituye un reto de gran relevancia para la psicolo-gía actual. El objetivo del estudio realizado fueanalizar si la empatía y la experiencia de emocio-nes positivasimpactan significativamente sobre laejecución de habilidades sociales en la niñez me-dia, y en qué medida lo hace cada una. Se selec-cionó una muestra no aleatoria de 406 niños (227niñas y 179 varones), comprendidos mayor menteentre los 10 y 12 años de edad, quienes comple-taron los siguientes instrumentos, previo consen-timiento de sus padres: (a) la Subescala de Habi-lidades Sociales Adecuadas (Matson, Rotatori &Helsel, 1983), validada a la Argentina por Schulz(2008), (b) la Escala Multidimensional de Empa-tía para niños argentinos (Richaud de Minzi, Le-mos & Oros, 2013) y (c) el Cuestionario Infantilde Emociones Positivas (Oros, 2014). Para anali-zar la acción conjunta de las emociones positivasy la empatía sobre las habilidades sociales apro-piadas, se ejecutó un ANOVA factorial con un di-seño 3 (alta, moderada y baja emocionalidad po-sitiva) x 3 (alta, moderada y baja empatía). Lavariable dependiente estuvo constituida por los va-lores brutos de la Subescala de Habilidades So-ciales Adecuadas. Los resultados indicaron que lasemociones positivas y la empatía facilitan el des-pliegue de conductas socialmente habilidosas,siendo mayor el impacto de las emociones positi-vas en comparación a la empatía. Es tos resultadosson importantes a la hora de comprender la diná-mica de los procesos implicados y de diseñar pro-gramas de intervención para promover habilidadessociales en la niñez.
其他摘要：The implementation of social skills, such asmaintaining eye contact with another person dur -ing a conversation, giving and receiving com pli- ments, helping others, sharing something, givingthanks, asking for permission, apologizing, askingfor favors, etc. enables the suitable expression offeelings, desires or opinions, promotes successfulmanagement of criticism, and minimizes the probability of interpersonal conflict, allowing people to relate to others in an effective and mutually satisfactory way. As social skills are learned and have radical consequences on the social-emotional health of children and adoles - cents, psychological research has devoted consid- erable effort to study what factors may facilitate their development and consolidation, as well as other dimensions of social competence such as assertiveness and prosociality. Reviewing the available literature, it can be seen that empathy has been one of the most largely studied personal precursor in relation to child and adolescent social functioning. Empirical research has shown that this variable acts as a strong motivator of prosocial behavior, social responsibility, cooperative conflict resolution, altruistic behavior and general help; while it negatively correlates with social inade - quacy, antisocial behavior, aggression and isolat- ion of children and adolescents. Probably for this reason, it is argued that empathy can also be the basis for the establishment of the social skills, and a requirement to properly master these interaction skills. However, although there exists ample evidence of the relationship between empathy and some negative aspects of social skills, such as aggression, there are very few studies that have specifically explored the dynamics between em - pathy and appropriate social skills. On the other hand, although the predominance of empathy on social functioning is undeniable and its study has been favored by many researchers, some evidence suggets that positive emotions may have a similar powerful influence on the development of certain skills and social skills. Specifically, in the stages of childhood and adolescence, it has been found that joy and sympathy prevent peer rejection; that sympathy and serenity ease assertive and prosocial responses, while decreasing aggressive behaviors; that gratitude is also negatively related to aggres - sion, and that together with personal satisfaction and serenity, it predicts a successful management of interpersonal conflicts. However, while the motivational role of empathy has been widely discussed, the influence of positive emotions on social skills, and specifically on the social skills has not yet reached the attention it deserves. The aim of this study was to include both variables in a model of analysis of variance to investigate the statistical weight that each of them has, and their possible interaction on the appropriate social skills in childhood. A empirical comparative and cross study was developed. This work included 406 Argentine children (227 females and 179 males), mainly between the ages of 10 and 12 years old ( M = 11.11; DE = 1.04), who completed the Appropriate Social Skills Subscale of The Matson Evaluation of Social Skills of Youngsters (MES SY) of Matson, Rotatori and Helsel (1983), adapt- ed in Argentinean population by Schulz (2008); The Multidimensional Scale of Empathy for Argentine children, developed by Richaud de Minzi, Lemos & Oros (2013); and the Child Questionnaire of positive emotions, created by Oros (2014). To analyze the joint action of positive emotions and empathy on the appropriate social skills, 3 (high, moderate and low positive emotion - ality) x 3 (high, moderate and low empathy) Anal- ysis of Variance (ANOVA) factorial designs were used.
