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Viewing Teens as Responsible in Family: Implications for Chinese Youth's Academic and Social Adjustment. 青少年家庭责任观：对中国青少年学业与社会适应的启示。
IF 3.8 1区 心理学
Child development Pub Date : 2025-10-02 DOI: 10.1111/cdev.70013
Beiming Yang, Zexi Zhou, Varun Devakonda, Bin-Bin Chen, Yang Qu
{"title":"Viewing Teens as Responsible in Family: Implications for Chinese Youth's Academic and Social Adjustment.","authors":"Beiming Yang, Zexi Zhou, Varun Devakonda, Bin-Bin Chen, Yang Qu","doi":"10.1111/cdev.70013","DOIUrl":"https://doi.org/10.1111/cdev.70013","url":null,"abstract":"<p><p>Using three-wave longitudinal data of 554 Chinese youth (mean age = 13.35 years; 50% girls; T1 = July 2020, T2 = January 2021, T3 = July 2021), this study examined how youth's views of teens regarding family obligation predict their academic functioning and relationship with parents, with attention to the mediating role of youth's sense of responsibility to parents. Results showed that views of teens regarding family obligation predicted youth's greater academic delay of gratification, motivational response to academic failure, and attachment security to mother and father over time. Importantly, youth's sense of responsibility to parents mediated the longitudinal associations between views of teens and their academic and social adjustment. Taken together, the findings elucidate why and how views of teens matter for positive youth development in a culturally sensitive manner.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145205637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Children's Understanding of How Past Experience Shapes Future Expectations. 儿童对过去经验如何塑造未来期望的理解。
IF 4.6 1区 心理学
Child development Pub Date : 2025-09-05 DOI: 10.1111/cdev.70032
Rosie Aboody,Caiqin Zhou,Julian Jara-Ettinger
{"title":"Children's Understanding of How Past Experience Shapes Future Expectations.","authors":"Rosie Aboody,Caiqin Zhou,Julian Jara-Ettinger","doi":"10.1111/cdev.70032","DOIUrl":"https://doi.org/10.1111/cdev.70032","url":null,"abstract":"As adults, we do not expect ignorant agents to behave randomly or always get things wrong. Instead, we expect them to act reasonably, guided by past experiences. We test whether 4-to-6-year-olds share this intuition and use it to infer others' knowledge, or whether they rely on a simple \"ignorance = error\" heuristic identified in past work. Across three pre-registered experiments (n = 264 4-to-6-year-olds recruited in the US between 2018-2022; demographic data not collected), we find that 4-year-olds expect agents to draw on past experiences when acting in new situations. However, only 6-year-olds reliably use this expectation to infer others' knowledge from behavior. These findings suggest that by age 6, children use a causal model of how ignorance shapes behavior, and not just a cue-based understanding of epistemic states.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"65 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144995665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Re-Examination of the Reciprocal Relation Between Intrinsic Motivation and Competence Beliefs in Math Using the Random-Intercept Cross-Lagged Panel Framework. 用随机截距交叉滞后面板框架重新审视数学内在动机与能力信念的互反关系。
IF 4.6 1区 心理学
Child development Pub Date : 2025-09-04 DOI: 10.1111/cdev.70028
Patrick Paschke,Ricarda Steinmayr,Alica Mertens,Andreas B Neubauer,Birgit Spinath
{"title":"Re-Examination of the Reciprocal Relation Between Intrinsic Motivation and Competence Beliefs in Math Using the Random-Intercept Cross-Lagged Panel Framework.","authors":"Patrick Paschke,Ricarda Steinmayr,Alica Mertens,Andreas B Neubauer,Birgit Spinath","doi":"10.1111/cdev.70028","DOIUrl":"https://doi.org/10.1111/cdev.70028","url":null,"abstract":"Previous studies employing cross-lagged panel models (CLPMs) found mixed results regarding reciprocal relations between competence beliefs and intrinsic motivation. CLPMs have been criticized for leading to erroneous causal inference in certain situations. Two datasets were analyzed regarding reciprocal relations between competence beliefs and intrinsic motivation with the alternative random-intercept cross-laged panel models (RI-CLPMs). One dataset contained 670 2nd to 3rd grade students (M = 8.80 years old, 98% white, 55.7% female) and the second dataset contained 542 2nd to 4th grade students (M = 7.96 years old, 76.7% native German speakers, no information on ethnicity, 50.2% female) in Germany. The results revealed little to no evidence for reciprocal relations between the constructs.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"15 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144962718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Dynamics of Perception in Caregiving: How Infants Change the Way We See the World 照料中的感知动态：婴儿如何改变我们看待世界的方式
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-26 DOI: 10.1111/cdev.70026
Emma Murrugarra, Michael Goldstein
{"title":"The Dynamics of Perception in Caregiving: How Infants Change the Way We See the World","authors":"Emma Murrugarra, Michael Goldstein","doi":"10.1111/cdev.70026","DOIUrl":"https://doi.org/10.1111/cdev.70026","url":null,"abstract":"How do caregivers perceive the world around their infants? A virtual task was created to assess how the perception of potential threats is influenced by parental experience and an infant's capacity to explore. Sixty‐five parents (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 35.52, %female = 61.54, %White = 84.62) and 31 non‐parents (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 19.52, %female = 74.19, %White = 32.26) were recruited from Ithaca, NY, a mid‐sized city in the northeastern region of the United States. All data were collected between October 2021 and October 2023. Participants completed a computer‐based task in which infants of varying locomotor maturity explored near a roadside (Study 1). To assess the potency of infantile cues, 16 parents (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 34.56, %female = 68.75, %White = 81.25) and 21 non‐parents (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 19.10, %female = 71.43, %White = 19.05) completed the task with a virtual robot and dog instead (Study 2). Adults were quicker to detect traffic and rated it as moving faster in the presence of a locomoting infant, suggesting that infantile appearance and locomotor behavior shape adults' perceptual experiences.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"28 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144905871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Influence of a Short‐Term Attention Intervention on the Attentional Skills of Toddlers With Suspected or Confirmed Autism Spectrum Disorder 短期注意干预对疑似或确诊自闭症谱系障碍幼儿注意技能的影响
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-22 DOI: 10.1111/cdev.70033
Lori‐Ann R. Sacrey, Lonnie Zwaigenbaum, Isabel M. Smith, Jessica A. Brian, Sam Wass, Emily J. H. Jones, Mark H. Johnson
{"title":"Influence of a Short‐Term Attention Intervention on the Attentional Skills of Toddlers With Suspected or Confirmed Autism Spectrum Disorder","authors":"Lori‐Ann R. Sacrey, Lonnie Zwaigenbaum, Isabel M. Smith, Jessica A. Brian, Sam Wass, Emily J. H. Jones, Mark H. Johnson","doi":"10.1111/cdev.70033","DOIUrl":"https://doi.org/10.1111/cdev.70033","url":null,"abstract":"Examination of the effectiveness of an attention intervention using a randomized controlled trial for toddlers with suspected or confirmed autism spectrum disorder (ASD). Data was collected from Alberta, Ontario, and Nova Scotia, Canada between February 2018 and February 2020 (halted due to COVID‐19 pandemic). Participants were 35 toddlers randomized to the attention condition (age at start: 25.49 + 3.91 months; 29 boys; mother’s ethnicity: 65% white) and 34 toddlers randomized to a control condition. (age at start: 26.32 + 3.55 months; 24 boys; mother’s ethnicity: 29% white). The results suggest that the attentional skills can be improved by a computer‐based attention intervention, which in turn affects behavior observed in a real‐world setting.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"22 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144899596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Popularity and Academic Adjustment in the United States and China: A Meta-Analytic Study. 美国和中国的流行度与学术适应：一项元分析研究。
IF 3.8 1区 心理学
Child development Pub Date : 2025-08-22 DOI: 10.1111/cdev.70034
Minci Zhang, David Schwartz, Jinsol Chung, Leslie M Taylor
{"title":"Popularity and Academic Adjustment in the United States and China: A Meta-Analytic Study.","authors":"Minci Zhang, David Schwartz, Jinsol Chung, Leslie M Taylor","doi":"10.1111/cdev.70034","DOIUrl":"https://doi.org/10.1111/cdev.70034","url":null,"abstract":"<p><p>This meta-analysis examined main effects and heterogeneity in associations between popularity and academic adjustment in the U.S. and China across 41 studies. The aggregated sample included 22,151 children and adolescents (10,934 boys; 11,217 girls) from both countries, with U.S. students from various ethnic backgrounds. Results in the U.S. were characterized by developmental differences, with popularity positively linked to academic functioning only in childhood (r = 0.26) but not adolescence (r = 0.01). Conversely, popularity was consistently related to academic adjustment in China across developmental stages (overall r = 0.36). Patterns in both nations were unaffected by other demographic meta-moderators but shifted after social acceptance was partialled out. Observed cross-national differences should be interpreted with caution, and potential caveats were discussed.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144945000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Longitudinal Mediating Role of Dynamic Vagal Regulation in the Link Between Childhood Abuse and Neglect and Psychopathological Symptoms Among Adolescents. 迷走神经动态调节在儿童期虐待和忽视与青少年精神病理症状关系中的纵向中介作用。
IF 3.8 1区 心理学
Child development Pub Date : 2025-08-21 DOI: 10.1111/cdev.70027
Yefei Huang, Wei Lü
{"title":"Longitudinal Mediating Role of Dynamic Vagal Regulation in the Link Between Childhood Abuse and Neglect and Psychopathological Symptoms Among Adolescents.","authors":"Yefei Huang, Wei Lü","doi":"10.1111/cdev.70027","DOIUrl":"https://doi.org/10.1111/cdev.70027","url":null,"abstract":"<p><p>This three-wave longitudinal study used a time course approach to explore the RSA change trajectory during stress. It examined the mediating role of dynamic vagal regulation in the link between childhood abuse and neglect and psychopathological symptoms among adolescents. Physiological and questionnaire data were collected from 151 Chinese adolescents (74 females; M<sub>age</sub> = 12.93, SD<sub>age</sub> = 0.83) between November 2021 and May 2024. Results revealed a quadratic RSA change trajectory during a speech task (first decreased and then increased), and childhood abuse (rather than childhood neglect) was associated with increased risks of internalizing and externalizing symptoms via dynamic vagal dysregulation. These findings suggest that dynamic vagal regulation could serve as a potential mechanism linking childhood abuse with adolescent psychopathological symptoms.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144945069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Children's Evaluations and Expectations of Forgiveness Following Second‐ and Third‐Party Interventions 第二和第三方干预后儿童对宽恕的评价和期望
IF 4.6 1区 心理学
Child development Pub Date : 2025-08-21 DOI: 10.1111/cdev.70030
Abby McLaughlin, Julia Marshall, Isabela Gonzalez‐Rubio Saab, Katherine McAuliffe
{"title":"Children's Evaluations and Expectations of Forgiveness Following Second‐ and Third‐Party Interventions","authors":"Abby McLaughlin, Julia Marshall, Isabela Gonzalez‐Rubio Saab, Katherine McAuliffe","doi":"10.1111/cdev.70030","DOIUrl":"https://doi.org/10.1111/cdev.70030","url":null,"abstract":"Following a transgression, forgiveness can restore power imbalances and repair damaged bonds, helping maintain important relationships. Yet, we know little about which kinds of responses to transgression best foster forgiveness. Across two studies, with 5‐ to 9‐year‐olds in the United States (<jats:italic>N</jats:italic> = 302; 159 female, 64.2% White, tested in 2022 and 2023), we explore children's evaluations of intervention strategies and their expectations of forgiveness by victims. Our key manipulations were intervention type (compensation, punishment, pardoning, or doing nothing) and intervener role (authority figure, peer, or victim responder; Study 2 only). Our findings show that children's expectations of forgiveness and evaluations depend on <jats:italic>who</jats:italic> intervenes and <jats:italic>how</jats:italic>, shedding new light on the relationship between justice‐oriented interventions and forgiveness in childhood.","PeriodicalId":10109,"journal":{"name":"Child development","volume":"6 11 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144899597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Navigating Trade-Offs in Early Math: How Informational Priming Influences Parent-Child Interaction. 在早期数学中导航权衡：信息启动如何影响亲子互动。
IF 3.8 1区 心理学
Child development Pub Date : 2025-08-21 DOI: 10.1111/cdev.70031
Linxi Lu, Marina Vasilyeva, Elida V Laski
{"title":"Navigating Trade-Offs in Early Math: How Informational Priming Influences Parent-Child Interaction.","authors":"Linxi Lu, Marina Vasilyeva, Elida V Laski","doi":"10.1111/cdev.70031","DOIUrl":"https://doi.org/10.1111/cdev.70031","url":null,"abstract":"<p><p>Home math interventions often incorporate informational priming-explicit prompts emphasizing parental math input. While effective in increasing math talk, its impact on child outcome is mixed. This study examined how informational priming shapes the content and dynamic of math interactions. In year 2023, 122 Chinese parent-child dyads ( <math> <semantics> <mrow><msub><mi>M</mi> <mrow><mtext>ChildAge</mtext> <mo>_</mo> <mtext>Years</mtext></mrow> </msub> </mrow> <annotation>$$ {M}_{ChildAge_ Years} $$</annotation></semantics> </math>  = 5.25, 52% girls) participated in a business-as-usual play session, followed 2 weeks later by another session after parents were briefed on math talk importance. Parents increased math talk quantity and diversity but provided less autonomy support and exerted more control (large effects). Meanwhile, children were more frequently disengaged (medium effect). The findings reveal trade-offs, highlighting the need to balance increased math input with motivational support to foster children's math development.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144945045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Foster Care Entry and Later Academic Achievement Among Infants Involved With Child Protective Services. 参与儿童保护服务的婴儿的寄养进入和后来的学习成绩。
IF 3.8 1区 心理学
Child development Pub Date : 2025-08-20 DOI: 10.1111/cdev.70008
Kierra Sattler, Sarah Font, Carlomango Panlilio
{"title":"Foster Care Entry and Later Academic Achievement Among Infants Involved With Child Protective Services.","authors":"Kierra Sattler, Sarah Font, Carlomango Panlilio","doi":"10.1111/cdev.70008","DOIUrl":"10.1111/cdev.70008","url":null,"abstract":"<p><p>Timing of foster care placement, especially early in life, may have important implications for children's later academic functioning. Given racial disparities in placement decisions, examining associations between age at foster care entry and school outcomes by race is warranted. To address this gap, linked, longitudinal administrative data were used for a cohort of infants involved with child protective services by age one (n = 8795; 47% White, 21% Black, 16% Hispanic, 16% other race/ethnicity; 52% male). Results suggest foster care placement in the first 6 months is related to higher odds of basic reading test scores and lower odds of absenteeism, with associations stronger for Black children. These results have significant implications for the child welfare system.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12370278/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144882219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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