Former recent research has shown a worrying trend in current reading skills of Dutch youth, indicating that more young people are leaving school with low literacy. Differences in literary skills...Show moreFormer recent research has shown a worrying trend in current reading skills of Dutch youth, indicating that more young people are leaving school with low literacy. Differences in literary skills exist and increase at early ages. It is important to close the gap early so that every child gets an equal opportunity to develop their literary skills. This research evaluates the effectiveness of digital readingaloud programs aimed at developing early literary skills, such as broad and deep vocabulary which form the basis for later reading comprehension. The role of active attention is studied, as differences in active attention during the reading-aloud programs might cause differences in effectiveness of the program on developing reading skills. Different reading-aloud programs are used in pre-school classrooms (groups 1 and 2 in the Dutch education system) during several weeks. A total of 88 toddlers, of which 53 girls, have participated. Participants’ levels of broad and deep vocabulary are measured prior to following the programs and each time after following one of the programs. Active attention is measured using observations. Results indicated a strong effect for the development of broad vocabulary over the programs, where a program with instructions focused on semantics had the strongest effects. Students with higher degrees of active attention showed greater increases in broad vocabulary. Deep vocabulary develops to a lesser extent and additional instructions from the teacher did not show stronger effects. Toddlers with different degrees of active attention seemed to develop their deep vocabulary similarly. Active attention might play a smaller role in the development of broad and deep vocabulary than previously thought. Follow-up research should be aimed at the development of programs that are effective for every child, especially for those at risk of falling behind.Show less
Over the past forty years, there has been a significant increase in the number of referrals to gender identity clinics in the Netherlands. The children referred to these clinics experience distress...Show moreOver the past forty years, there has been a significant increase in the number of referrals to gender identity clinics in the Netherlands. The children referred to these clinics experience distress due to a discrepancy between their assigned gender at birth and their experienced gender. This study aims to gain insight into parents' attitudes and thoughts regarding gender-related topics and how they convey these gender-related messages to their children. The research question formulated for this study is: Is there a relationship between the attitudes parents convey regarding gender nonconforming and the gender identity of adolescents, and is this relationship influenced by the adolescents' self-confidence? To answer the research question, fathers, mothers, and their eldest child within Dutch families participated in the study (N = 100). The eldest children completed questionnaires to measure self-confidence and gender identity. Fathers and mothers completed a questionnaire to measure attitudes towards gender nonconforming. The results indicated that fathers scored higher on gender nonconforming statements than mothers, and there was a relationship between the attitudes conveyed by fathers regarding gender nonconforming and the gender identity of the eldest children. The study also found that the relationship between the attitudes conveyed by parents regarding gender nonconforming and the gender identity of the eldest children was not influenced by the self-confidence of the eldest children. Based on the results, it is important for parents, particularly fathers, to become aware of the gender-related messages they (consciously or unconsciously) transmit to their children. By supporting fathers in this aspect, mental health professionals can improve mental health outcomes within the entire family.Show less
Bevordering van tijd en energie in hechtingsrelaties tussen ouder en kind, wordt gezien als een belangrijk element in de vroege ontwikkelingsperspectieven van het kind (Korteweg & Spiering,...Show moreBevordering van tijd en energie in hechtingsrelaties tussen ouder en kind, wordt gezien als een belangrijk element in de vroege ontwikkelingsperspectieven van het kind (Korteweg & Spiering, 2022). Duhn (2010) stelt dat fysieke aanraking bijdraagt aan bescherming en steun, waarin onderzoek van Hermans (2022) veronderstelt dat aanraking tijdens een dansles zorgt voor een positieve connectie. Binnen dit adviesrapport wordt door middel van literatuuronderzoek en empirisch onderzoek onderzocht of samen dansen bijdraagt aan een positieve gehechtheid tussen ouder en kind. De hoofdvraag luidde: Wat is de relatie tussen ouder-kind dansbeweging en hun gehechtheid en welke adviezen voor de danstoolkit in ontwikkeling vloeien hieruit voort? Deze vraag is opgedeeld in twee deelvragen: (1) Wat is in de literatuur bekend over relaties van ouder-kind dans/bewegingen op de gehechtheid tussen ouder en kind? En (2) In hoeverre is er een relatie tussen veilige gehechtheid tussen ouder en kind en de movement interaction quality?Show less
In the last few years there has been an increase of divorces and blended families. It is estimated that in about two-thirds of these blended families, the relationship between the new partners ends...Show moreIn the last few years there has been an increase of divorces and blended families. It is estimated that in about two-thirds of these blended families, the relationship between the new partners ends in separation. Improving the relationships between siblings is crucial to improve the stability and the dynamics in these families. Biological siblings seem to have better relationships than step- and halfsiblings, possibly due to the number of shared experiences in their childhood. This study examines the connection between shared experiences in childhood and the quality of the sibling relationship and examines whether this connection differs between different types of siblings. To investigate this, young adults between the age of 18 and 25 years old were asked to complete a questionnaire about the quality of the relationship with their siblings, the Lifespan Sibling Relationship Scale, and other related aspects. The sample consisted of 112 participants that were recruited through online ads through social media, through flyers at Leiden University, and through SONA. The results show a significant association between the number of shared experiences in childhood and the quality of the brother-sister relationship. The experiences that were significant for the quality of the sibling relationship were ‘having the same hobbies or interests’ and ‘played together’. This association did not differ between the different types of siblings, this highlights the universal relevance of shared experiences between siblings. These findings underscore the importance of stimulating shared experiences between siblings. Especially within blended families, where sibling relationships play an important role in family cohesion. Future research should further explore approaches to enhance sibling relationships to improve the development of children and the family itself.Show less
Math is a skill that is relevant throughout life. Therefore, a good mastery of math is crucial for a successful education and career. Previous research indicates that training spatial skills...Show moreMath is a skill that is relevant throughout life. Therefore, a good mastery of math is crucial for a successful education and career. Previous research indicates that training spatial skills improves both math and spatial skills in students. Spatial anxiety might influence the effectiveness of the training. This study aims to determine which spatial training condition works best to improve students' math and spatial skills and what role the spatial anxiety has on this effect. The training in the current research consists of mental rotation tasks. Four training conditions are compared in the current study: concrete, digital, video and control. In the concrete condition, the students can hold a physical figure identical to the task. In the digital condition, the students can turn the figure on their laptop screen. In the video condition, the students can watch a video of the figure turning. In the control condition, the students were not provided with any tools. After correcting for missing values, 189 students from group 7 and 8 of primary schools in the West of The Netherlands participated in the current study. Math and spatial skills were measured through tests. Spatial anxiety was determined using a questionnaire. The results showed that students improved their spatial skills between the pretest and the posttest across all conditions. However, no significant differences were found between the conditions. Math skills improved among students in the control, digital and concrete condition. Spatial anxiety was not found to affect gains in math and spatial skills. These findings were partially aligned with previous research. The differences could possibly be explained by differences in research design or limitations of the current study. Based on this study, several suggestions are made for future research, such as adding an additional control group that does not undergo training.Show less
This study explores the relationship between teacher-student connectedness and teachers' efforts to adopt students' perspectives, considering the potential moderating role of emotional exhaustion....Show moreThis study explores the relationship between teacher-student connectedness and teachers' efforts to adopt students' perspectives, considering the potential moderating role of emotional exhaustion. Data were collected from 65 pre-service teachers who completed measures of connectedness, perspective-taking difficulty, and emotional exhaustion. Correlation analysis revealed weak, non-significant relationships among the variables and regression analyses indicated that connectedness was not a significant predictor of perspective-taking efforts. Additionally, emotional exhaustion did not moderate the relationship between connectedness and perspective-taking. The findings highlight the need for professional development programs aimed at enhancing teacher-student relationships and equipping teachers with strategies to manage emotional exhaustion and strengthen perspective-taking, contributing to a more positive and effective educational environment.Show less
The diagnosis of Sex Chromosome Trisomy (SCT) is increasing rapidly worldwide. About 1 in 650-1000 children are born with an extra X or Y chromosome. These common chromosomal abnormalities,...Show moreThe diagnosis of Sex Chromosome Trisomy (SCT) is increasing rapidly worldwide. About 1 in 650-1000 children are born with an extra X or Y chromosome. These common chromosomal abnormalities, including XXY/Klinefelter syndrome, XXX/Trisomy X and XYY syndrome, affect both physical development and behaviour. There is an increased risk of behavioural problems, including autism spectrum disorder (ASD) symptoms, in children with SCT (Rijn, 2019; Tartaglia et al., 2010; Urbanus, 2022). Despite these findings, there has been limited research on the variations in ASD characteristics in children with SCT and possible protective and risk factors. Therefore, this study aims to better understand the characteristics of ASD in children with SCT, identify possible protective and risk factors related to parenting skills for this group, and ultimately optimise support measures, early detection and appropriate interventions for this specific genetic population. For this purpose, the following research question was formulated; Is there a difference in the level of ASD characteristics in children with SCT 3-7 years compared to peers? And to what extent do the parenting skills (mentalisation and sensitivity) of parents with children aged 3-7 years with SCT correlate with the level of autism spectrum disorder (ASD) characteristics of this specific population? Data for this study is selected from a larger quantitative study conducted by Leiden University and the TRIXY Centre of Expertise. Children with SCT and their parents were recruited through support groups and clinical genetics departments in hospitals in the Netherlands, Belgium and the US. The control group was recruited from nurseries, public locations and primary schools. The study includes 145 children aged between 3 and 7 years, with 71 participants in control group and 74 participants in the SCT group. This study showed that a significant difference was found in the level of autism traits between children with SCT and children without SCT. Children with SCT scored significantly higher on every autism trait that was tested. In addition, no correlation was found between parenting skills; sensitivity and mentalisation and the level of autism traits in children with SCT. Based on this, a dimensional approach, rather than a binary criterion, is recommended as this could help detect subtle variations and gradations in ASD symptoms earlier, enabling early diagnosis. In addition, this research outcome implies that other factors such as biological, neurological and other environmental factors may have a greater influence on the level of ASD characteristics in children with SCT. More research needs to be done on this to say this with great certainty. This study is limited by no distinguish between different types of sex chromosome trisomy, which may limit the generalisability of the results. In addition, the study included children aged 3-7 years, but at this stage children develop rapidly, and ASD traits may manifest differently depending on age, which may limit the generalisability of the results to any age between 3 and 7 years. Besides these limitations, the study also has many strengths, such as contributing to increasing scientific knowledge about ASD traits in children with SCT, early detection of these and possible risk and protective factors.Show less
In Europe, more than half of adults are obese (WHO, 2022). Enhancing the self-regulation of energy intake, the ability to respond to one's own hunger or satiety signals, can reduce the risk of...Show moreIn Europe, more than half of adults are obese (WHO, 2022). Enhancing the self-regulation of energy intake, the ability to respond to one's own hunger or satiety signals, can reduce the risk of obesity (DiSantis et al., 2011). Promoting the self-regulation of energy intake as early as possible in development is therefore crucial. The present study examined the relation between maternal sensitivity in different contexts (during free play and during meals) at 18 months and the child's self-regulation of energy intake at 24 months. The sample consisted of 103 mother-child dyads (41.7% boys), obtained from the longitudinal study "Baby's first bites” (Van der Veek et al., 2019). Maternal sensitivity was measured using “the Ainsworth Maternal Sensitivity Scale” (Ainsworth et al., 1974). The self- regulation of energy intake was assessed using an “Eating in Absence of Hunger” paradigm (Schultink et al., 2021). First, no significant relation was found between maternal sensitivity during free play at 18 months and self-regulation of energy intake at 24 months. Second, maternal sensitivity during mealtime at 18 months was not related to self-regulation of energy intake at 24 months. Finally, maternal sensitivity during free play and during mealtime at 18 months did not make a unique contribution to the child's self-regulation of energy intake at 24 months. This study contributed to the emerging research area of parenting practices and the self-regulation of energy intake. Based on the current research, it cannot be stated that maternal sensitivity contributes to the child's self-regulation of energy intake. Therefore, it is not yet clear how parents can best contribute to good self-regulation of energy intake. Follow-up research is needed.Show less
Primary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the...Show morePrimary education teachers can feel incompetent in responding to the needs and behaviors of their pupils, especially those showing disruptive behaviors. By taking the student’s perspective, the teacher should be able to understand the student better and react more responsively. Through this the teacher experiences more positive interactions with the student which contribute to developing and maintaining a positive student-teacher relationship. It is suggested that teachers’ sense of self- efficacy could play a role in the relationship between student-perspective taking and the student- teacher relationship. Therefore, the current study researches the relationship that is described above, and the potential role the teacher’s self-efficacy plays within this. The sample consisted of 133 Dutch regular primary school teachers. Results showed a significant relationship between student-perspective taking and the student-teacher relationship when teachers take the student’s perspective on the level of articulation. The relationship with taking the student’s perspective on the level of positioning, is non-significant. Regarding the role of teachers’ self-efficacy within this relationship, the results show that there is no mediating role. Meanwhile, a significant, positive relationship has been found between the teacher’s self-efficacy and the student-teacher relationship. The findings of this study can be used in developing and shaping interventions for teachers for developing, improving and maintaining positive student-teacher relationships.Show less
This study examines the relationship between picky eating, parental encouragement, and the frequency of family meals at the table on children's vegetable intake. Understanding the factors that...Show moreThis study examines the relationship between picky eating, parental encouragement, and the frequency of family meals at the table on children's vegetable intake. Understanding the factors that influence vegetable intake is vital for promoting healthy development in children, as unhealthy eating habits can increase the risk of diseases like cardiovascular conditions, cancer, and diabetes. A cross-sectional study was conducted with a sample of 256 mother-child dyads (age children M = 4,68, SD = 0,42). Participants were recruited through email lists and child health centers in four Dutch provinces, targeting mothers about to introduce solid foods to their 4-6 month-old infants The data in this study was collected from the same sample of children, but when they were 24 months old. Information about the variables was gathered using multiple questionnaires: Compl-Eat, Meals in Our Household, CFPQ, and CEBQ-T. Results show that less picky children consume significantly more vegetables on average than picky children, with an average difference of 38.64 grams. However, no significant effects were found for parental encouragement or the frequency of family meals at the table on vegetable intake. Possible explanations for the lack of significant results include the skewed data distribution and potential social desirability bias in parental reporting. Future research should aim to precisely define and measure 'encouragement' and 'meals at the table', considering factors like frequency, method, and context. This will lead to the development of more precise measurement tools, improving the accuracy and reliability of findings. These insights are crucial for developing effective interventions to promote vegetable consumption in children and improve their overall health.Show less
Selective mutism is an anxiety disorder in which children do not speak in certain social situations, while they do speak in others. Selective mutism shares similarities with social anxiety disorder...Show moreSelective mutism is an anxiety disorder in which children do not speak in certain social situations, while they do speak in others. Selective mutism shares similarities with social anxiety disorder. The cause of selective mutism is unknown, although several factors appear to be involved. The current study examined whether children with selective mutism have deficits in their inhibition and mental flexibility. Using parent questionnaires and a neurocognitive task for the children, inhibition in daily life, inhibition on a cognitive task, flexibility in daily life, flexibility on a cognitive task, and the social anxiety of both silent and non-silent children were assessed. A total of 33 children between four and six years old participated in the study, including 16 silent and 17 non-silent children. The results imply that inhibition and flexibility as behavioral characteristics are not the same constructs as inhibition and flexibility as cognitive functions but should be used to complement each other. Silent children were found to have more difficulty suppressing their responses on a cognitive task compared to the non-silent group. This difference was not observed for inhibition measured in daily life. It is suggested that silent children may struggle to suppress cognitive reactions for instance anxious thoughts in new situations while being capable of controlling impulses at a behavioral level. Additionally, silent children did not differ in their cognitive task-based mental flexibility from non-silent children, but they did differ in their mental flexibility in daily life. One explanation for this difference may be that environmental influences, such as stress, may prevent a child from effectively applying certain skills. Furthermore, in the present study of young children mental flexibility skills in daily life explained about a significant portion of the variance in social anxiety.Show less
Introduction: There is a concerning rise in childhood overweight rates. Higher intake of vegetables appears to aid in preventing overweight. Since food preferences form before the age of 2,...Show moreIntroduction: There is a concerning rise in childhood overweight rates. Higher intake of vegetables appears to aid in preventing overweight. Since food preferences form before the age of 2, understanding factors influencing children's vegetable intake is crucial. Parental vegetable intake predicts children's vegetable intake, but research on the mother-child relationship in this context is limited, especially regarding young children under the age of 2. This study examines the relationship between maternal and child vegetable intake among children aged 11 to 14 months, exploring the potential moderating roles of maternal body mass index (BMI) and exclusive breastfeeding. Method: Data were drawn from the "Baby's First Bites" study, involving 240 mother-child pairs from the Netherlands, with 121 pairs included in this analysis. Children's vegetable intake was measured using Compl-eat, while mothers' vegetable intake was measured using the Food Frequency Questionnaires (FFQ). One multiple regression and two moderation analyses were conducted, with the mother's education level included as control variable. Results: Results indicated no significant association between maternal and child vegetable intake. Moderation analyses revealed that neither maternal BMI nor exclusive breastfeeding moderated this relationship. Even after accounting for the mothers' educational levels, the results remained unchanged. Discussion: These results are contrary to the hypotheses. Possible explanations for these findings include the young age of the children in this study, which may prevent them from applying modeling as a possible working mechanism between maternal and child vegetable intake. Also, methodological limitations such as the use of Compl-eat and the limited duration of exclusive breastfeeding could explain the lack of an observed association. Future research could investigate whether altering methodologies reveals a previously unnoticed association between mothers' and children's vegetable intake, and explore the underlying mechanisms of this relationship to clarify the effectiveness of increasing mothers' vegetable intake as a preventive measure against childhood overweight.Show less
Bij het naleven van gedragsdoelen is een vorm van zelfregulatie van belang. Als deze zelfregulatie niet tot stand komt, spreken we van zelfregulatie falen. Hierbij hoort ook het ervaren van een...Show moreBij het naleven van gedragsdoelen is een vorm van zelfregulatie van belang. Als deze zelfregulatie niet tot stand komt, spreken we van zelfregulatie falen. Hierbij hoort ook het ervaren van een setback, een terugval in het naleven van een gedragsdoel. Om de kans op setbacks zo klein mogelijk te maken, moeten we begrijpen hoe individuen reageren op deze setbacks. In deze thesis wordt onderzoek gedaan naar het belang van gedragsdoelen en welke psychologische constructen invloed hebben of worden beïnvloed door het ervaren van een setback. Deze thesis onderzoekt daarnaast het verschil tussen approach-oriented en avoidoriented doelen in relatie tot subjectief succes bij gedragsverandering. Vanuit de literatuur werd verwacht dat doelen met betrekking tot fysieke gezondheid de belangrijkste gedragsdoelen waren. Daarnaast werd als hypothese gesteld dat approach-oriented doelen meer subjectief succes opleveren dan avoid-oriented doelen. Methoden. Met een steekproef van 167 participanten werden verschillende statistische analyses toegepast om antwoord te geven op de drie onderzoeksvragen. De resultaten duiden op een significant onderscheid tussen beide typen doelen, waarbij approach-oriented doelen aanzienlijk hogere gemiddelde scores op subjectief succes vertonen dan avoid-oriented doelen. In de context van de eerste onderzoeksvraag blijkt dat het verhogen of reguleren van wekelijkse sportactiviteiten het meest voorkomende doel is, terwijl het verhogen of reguleren van gezonde voeding het daaropvolgende meest gangbare doel is. De tweede onderzoeksvraag wijst op een algemene positieve perceptie van doelbereiking onder deelnemers, waarbij approach-oriented doelen, zoals het verhogen van gezonde voeding, meer succesvol lijken dan avoid-oriented doelen, zoals het reduceren van alcoholinname. Echter tonen de resultaten aan dat deelnemers die zich richten op het verhogen of reguleren van sportactiviteiten zich over het algemeen niet significant succesvoller voelen dan degenen die zich concentreren op het verhogen of reguleren van gezonde voeding, Conclusie. De bevindingen suggereren dat het streven naar gewenste resultaten een verhoogd gevoel van succes teweegbrengt in vergelijking met het vermijden van ongewenste resultaten. Dit impliceert praktische implicaties voor interventies gericht op gedragsverandering, waarbij een nadruk op approach-oriented doelen een effectieve strategie lijkt te zijn. Echter wijst dit onderzoek op enkele beperkingen, zoals een beperkte steekproefomvang en de mogelijkheid van vertekening door zelfrapportage. Toekomstig onderzoek zou baat hebben bij een representatievere steekproef en longitudinale ontwerpen om een dieper inzicht te verschaffen in deze dynamiek.Show less
Eerdere studies hebben aangetoond dat er een relatie is tussen kritiek van ouders op het kind en externaliserend gedrag bij het kind. Om de negatieve gevolgen van externaliserend gedrag te...Show moreEerdere studies hebben aangetoond dat er een relatie is tussen kritiek van ouders op het kind en externaliserend gedrag bij het kind. Om de negatieve gevolgen van externaliserend gedrag te voorkomen, is het belangrijk om de mechanismen erachter beter te begrijpen. Het doel van dit onderzoek is om te kijken of deze relatie daadwerkelijk bestaat en of een laag zelfbeeld deze relatie versterkt. In een cross-sectioneel onderzoek met 80 kinderen en hun ouder(s), werden ouderlijke kritiek, het externaliseren van de kinderen en het zelfbeeld van de kinderen gemeten aan de hand van vragenlijsten en een interactietaak. De resultaten toonden dat er geen relatie is tussen kritiek van de ouders en externaliserend gedrag van het kind. Ook versterkte een laag zelfbeeld deze relatie niet. Het blijft echter nog de vraag op welke manier deze drie variabelen met elkaar in verband staan en of factoren zoals het geslacht van het kind of verschillen tussen de ouders hier iets mee te maken hebben. Onderzoek hiernaar zou meer duidelijkheid geven rondom dit vraagstuk.Show less
This study aims to investigate whether parental sensitivity is related to the level of correspondence within parent-child dyads in terms of the strategies that they use while monitoring animations...Show moreThis study aims to investigate whether parental sensitivity is related to the level of correspondence within parent-child dyads in terms of the strategies that they use while monitoring animations of social interactions. Higher levels of synchrony, or the level of correspondence in behavior between parents and their children, is related to better social and emotional developmental outcomes for the children. In total, 69 parents and their 12-months-old baby’s participated in an eye-tracking study, in which an animation was shown that depicted a situation, wherein a “baby figure” shows distress after it is separated from a “parent figure”. This so-called separation segment of the animation was followed by the so-called response segment, wherein either a reunion or further separation of the two characters was shown. Both the parental sensitivity during free-play and the relative fixation duration to the “parent figure” in regards to the “baby figure” were measured. Within this study, no relationship between parental sensitivity and the level of correspondence in monitoring strategies has been found. Moreover, there was no proof for the statement that overall the monitoring strategies of parents and their children correspond with each other while watching animations that depict a social interaction. The baby’s tend to look more at the “parent figure” than their parents do. The focus on the “parent figure” increased from the separation segment to the response segment, for both the parents and their baby’s, although this increase in fixation is bigger for the parents than for their baby’s. These results imply that further research into the possible precursors or influences on the correspondence of behaviors within parent-child dyads is necessary.Show less
Background: Selective mutism (SM) is a rare, heterogenous disorder classified as an anxiety disorder in the DSM-5 (APA. 2014). Due to a lack of research and the complexity of the disorder, much...Show moreBackground: Selective mutism (SM) is a rare, heterogenous disorder classified as an anxiety disorder in the DSM-5 (APA. 2014). Due to a lack of research and the complexity of the disorder, much remains unclear about the etiology and contributing risk factors of SM. More knowledge about the risk factors can contribute to early identification of children that are prone to developing SM. This may lead to better treatment outcomes, as earlier treatment is preferred. Methods: This quantitative, cross-sectional case-control study investigates if there is a relationship between facial emotion recognition and social anxiety in 4- and 5-year-olds that are exceptionally quiet in social situations. Additionally, this study tried to identify whether parental behavior has a moderating effect. This was done by performing independents samples t-tests and multiple regression analyses. 16 silent children (M = 5.1 years, SD = 0.64) and 17 healthy controls from the same group (M = 4.8 years, SD = 0.52) participated in this study. The children performed an affect recognition subtest and parents filled in online questionnaire about their child. Results: Results showed that the quiet children had higher levels of social anxiety compared to the controls, with a medium, negative effect (r = -.4). Additionally, parents of quiet children were found to show less positive parenting compared to the controls. No group differences were found in facial emotion recognition. Regression analysis showed a negative, but non-significant, relation between emotion recognition and social anxiety, in both the quiet children and the control group. Positive parenting was negatively correlated with social anxiety but did not show a moderating effect on the relation between social anxiety and emotion recognition. Discussion: According to this study, emotion recognition cannot be seen as a risk factor for social anxiety. Positive parenting is associated with lower social anxiety in the child. However, the direction of this relation remains unclear. Replication of this study with a clinical population is advised, as well as further research on the causal relation between social anxiety and parenting behavior.Show less
