The effect of social support, and peer rejection on working memory performance in middle school

Publish Year: 1398
نوع سند: مقاله کنفرانسی
زبان: English
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NSCMED08_349

تاریخ نمایه سازی: 15 دی 1398

Abstract:

Background and Aim : Evidence is accumulating that working memory performance and development, which is important for children s learning, does not only influence social experiences, but also can be altered and influenced by social experiences. Specifically, positive social interactions with peers, teachers and parents may promote working memory, while negative interactions with these important social actors may hinder working memory. The current study, by using an experimental approach, investigates whether parent and teacher support buffer the negative effect of peer rejection on working memory performance.Methods : Children from seventh to ninth grade (aged 11–15, n=151) filled out questionnaires and completed an experiment. Working memory performance (Spatial Span (SSP)) was measured at the beginning of the experiment. Next, peer rejection was manipulated (Cyberball Task), followed by a manipulation of parent and teacher support (video / audio message) and a posttest measure of working memory.Results : Our results demonstrated no main effect of peer rejection and parent or teacher support (F=1.15, p=.284). Social acceptance did moderate the buffering effect of teacher support for working memory performance (F=7.44, p=.007). Meaning, for children who score at the high end of the perceived social acceptance scale, teacher support seems to have a positive effect, while working memory performance is stable in the control conditions.Conclusion : Although experiences of social rejection may have negative impacts on children s social and emotional functioning, results of the current study suggest that in general there is no difference in working memory performance before and after a single experience of social exclusion by an unknown peer. Results do indicate that for children who feel socially accepted a supportive teacher can promote working memory performance. So teachers should be aware of the role of their relational support for children s cognition and learning. As such, schools should be aware of the importance of social factors for children s cognitive functioning and learning and incorporate actions to assure a positive social environment within the school and classroom contexts.

Authors

Mahdi Moazzen

Islamic Azad University, Tabriz, Iran

Fereshteh Yaghooti

Psychology Department, Islamic Azad University, Tehran, Iran