International Journal of Behavioral Development最新文献_第10页

The mediating role of loneliness on relations between face-to-face and virtual interactions and psychological well-being across age: A 21-day diary study 孤独感对不同年龄段面对面和虚拟互动与心理健康关系的中介作用：一项为期21天的日记研究

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-10-20 DOI: 10.1177/01650254221132775

V. Tsang, Dwight C. K. Tse, L. Chu, H. Fung, C. Mai, Hanyu Zhang

{"title":"The mediating role of loneliness on relations between face-to-face and virtual interactions and psychological well-being across age: A 21-day diary study","authors":"V. Tsang, Dwight C. K. Tse, L. Chu, H. Fung, C. Mai, Hanyu Zhang","doi":"10.1177/01650254221132775","DOIUrl":"https://doi.org/10.1177/01650254221132775","url":null,"abstract":"Lack of social interaction is associated with a heightened sense of loneliness and, in turn, poorer psychological well-being. Despite the prevalence of communicating with others virtually even when physically alone, whether the social interaction–loneliness–well-being relationship is different between face-to-face and virtual interactions and between younger and older adults is relatively understudied. This 21-day diary study examined this question among younger (n = 91; Mage = 22.87) and older (n = 107; Mage = 64.53) Hong Kong participants during the early stage of the COVID-19 pandemic (March–May 2020). We found significant indirect effects of shorter face-to-face interaction time on poorer psychological well-being via a heightened sense of loneliness at the within-person level only among younger adults and at the between-person level only among older adults. Independent of loneliness, spending more time with others on virtual interactions was associated with better psychological well-being only among older adults. Taken together, while the mechanisms may be different across age groups, face-to-face interaction remains an effective way to reduce loneliness and enhance psychological well-being even at times when it is discouraged (e.g., pandemic). Although virtual interaction does not reduce loneliness, its positive impact on older adults’ well-being sheds light on the utility of promoting technological acceptance in late adulthood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"46 1","pages":"500 - 509"},"PeriodicalIF":3.7,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43999787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 1

A lifespan psychological perspective on solitude 孤独的终身心理学视角

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-10-13 DOI: 10.1177/01650254221130279

C. Hoppmann, Theresa Pauly

引用次数: 2

What do I want to be? Predictors of communal occupational aspirations in early to middle childhood 我想成为什么样的人?儿童早期至中期共同职业抱负的预测因素

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-09-07 DOI: 10.1177/01650254221121842

Marte Olsen, M. Olsson, E. Parks‐Stamm, M. Kvalø, K. Thorsteinsen, M. Steffens, S. Martiny

引用次数: 2

Confirmatory composite analysis in human development research 人类发展研究中的验证性综合分析

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-08-30 DOI: 10.1177/01650254221117506

Tamara Schamberger, Florian Schuberth, J. Henseler

引用次数: 3

Linking fine motor skills with theory of mind in school-age children 学龄儿童精细运动技能与心智理论的联系

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-08-24 DOI: 10.1177/01650254221116863

R. Obeid, Danielle DeNigris, P. J. Brooks

引用次数: 2

Psychometric properties of the Social Behavior Questionnaire (SBQ) in a longitudinal population-based sample 社会行为问卷（SBQ）在基于人群的纵向样本中的心理测量特性

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-08-19 DOI: 10.1177/01650254221113472

Ophélie Collet, M. Orri, R. Tremblay, M. Boivin, S. Côté

{"title":"Psychometric properties of the Social Behavior Questionnaire (SBQ) in a longitudinal population-based sample","authors":"Ophélie Collet, M. Orri, R. Tremblay, M. Boivin, S. Côté","doi":"10.1177/01650254221113472","DOIUrl":"https://doi.org/10.1177/01650254221113472","url":null,"abstract":"We assessed the psychometric properties of the Social Behavior Questionnaire (SBQ), a 30-item questionnaire evaluating social (e.g., disruptive behaviors, bullying) and emotional problems (e.g., anxiety, depression) among children aged 3.5–12 years. Children (n = 1,950, 50.21% boys) were drawn from the Quebec Longitudinal Study of Child Development. Mothers reported the frequency with which children presented social and emotional behaviors from 3.5 to 8 years of age, and teachers from 6 to 12 years. We assessed internal structure using Confirmatory Factor Analysis, reliability using Cronbach’s alpha, and convergent and discriminant validity using a multitrait-multimethod (MTMM) approach. The six-factor (emotional distress, withdrawal, impulsive/hyperactive/inattentive, disruptive behaviors, prosocial behaviors, and peer relationships difficulties) structure of the SBQ showed good fit from ages 3.5 to 12 years. Reliability estimates were good to excellent (alphas > .7), and MTMM showed good convergent and discriminant validity. Overall, the SBQ presented good psychometric properties with a large population-based sample aged 3.5–12 years. Further studies should assess its screening potential by investigating its convergent validity with diagnostic information.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"180 - 189"},"PeriodicalIF":3.7,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48174784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 6

Prediction from early childhood vocabulary to academic achievement at the end of compulsory schooling in Denmark 丹麦义务教育结束时幼儿词汇对学业成绩的预测

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-08-16 DOI: 10.1177/01650254221116878

P. Dale, Alexander Paul, M. Rosholm, Dorthe Bleses

{"title":"Prediction from early childhood vocabulary to academic achievement at the end of compulsory schooling in Denmark","authors":"P. Dale, Alexander Paul, M. Rosholm, Dorthe Bleses","doi":"10.1177/01650254221116878","DOIUrl":"https://doi.org/10.1177/01650254221116878","url":null,"abstract":"Prediction from early development to later achievement has the potential to improve clinical and educational service delivery as well as to inform developmental theory. In this longitudinal study, we asked how well can educational achievement measured in the final year (Grade 9, age 15) of compulsory education—both overall and for outcomes in the lowest 20%—be predicted from information available in the first 3 years of life, particularly early expressive vocabulary? Measures for 2,767 children (1,345 males, 1,422 females) aged 16 to 30 months on early expressive vocabulary, along with family socioeconomic status (parental education, occupation, and household income), other demographic information (gender, birth order, parental age, social benefits, etc.), timing and nature of early child care, and early home literacy experience, were used to predict performance on Danish Upper Secondary School Leaving Exam (USSLE) in Danish, English, Math, and Science. A cross-validated combination of Lasso (Least absolute shrinkage and selection operator) and ordinary least squares regression was the primary analysis for continuous outcomes and cross-validated Lasso and logistic regression for categorical outcomes. With respect to continuous outcome measures, the patterns of prediction varied with specific domain; R2 ranged from 9.4% to 21.4%. With respect to low USSLE performance, area under the curve statistics ranged from 64.1% to 72.2%. In all domains, early childhood expressive vocabulary made a significant unique contribution to the outcome when measured over the full range. The prediction was also significant for vocabulary to low Danish and English scores although not for Math and Science. Although the predictions were not strong enough for clinical diagnosis on their own, they demonstrate that low early vocabulary is an important and measurable risk condition that can direct early intervention and thus contribute to later educational attainment.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"123 - 134"},"PeriodicalIF":3.7,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 5

Setting societal engagement goals during adolescence amplifies the impacts of political interest on political activities during young adulthood 在青少年时期设定社会参与目标，会放大政治兴趣对青年时期政治活动的影响

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-08-10 DOI: 10.1177/01650254221113465

H. Stattin, Erik Amnå, S. Russo

{"title":"Setting societal engagement goals during adolescence amplifies the impacts of political interest on political activities during young adulthood","authors":"H. Stattin, Erik Amnå, S. Russo","doi":"10.1177/01650254221113465","DOIUrl":"https://doi.org/10.1177/01650254221113465","url":null,"abstract":"This study examines whether youth’s goals for their future societal engagement affect their future political activities. We hypothesized, first, that youth’s political interest would be a central predictor of their future political activities and, second, that their goals for future societal engagement would moderate their political interest. The greatest future political activity would be among youth who were both politically interested and had set high goals. A community sample of about 400 16-year-olds (Mage=16.62, SD=0.71, 50.8% females) was followed over four years. The theory of planned behavior was applied. Different types of political action were predicted: offline political activities, online political activities, membership of a political/civic organization, and taking a stance in public for a party pre and post voting in a national election. Age-16 political interest significantly predicted all age-20 political activities, except for being a member of political/civic organizations and actual voting. In line with the second hypothesis, significant interactions were found between political interest and setting societal goals for all the future political activities except voting. It was concluded that youth’s early-developed agency in setting goals for their societal engagement has widespread predictive utility for their political activities over a lengthy period.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"135 - 145"},"PeriodicalIF":3.7,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 3

Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change? 通过游戏辅导培养孩子的社交假装游戏能力和社交技能：变化的机制是什么？

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-07-13 DOI: 10.1177/01650254221108163

Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, F. Sticca, S. Perren

{"title":"Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?","authors":"Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, F. Sticca, S. Perren","doi":"10.1177/01650254221108163","DOIUrl":"https://doi.org/10.1177/01650254221108163","url":null,"abstract":"Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups (N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention group (play tutoring), the material group (half-dose), and the control group (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, and a follow-up were made. Playgroup educators reported on children’s pretend play competence and social skills using a questionnaire. Children’s pretend play quality during treatment sessions was assessed by standardized behavioral observations. Using latent change models with indirect effects, we investigated whether the intervention effects of play tutoring on children’s pretend play competence and social skills are mediated by their social pretend play quality shown during the intervention sessions. The results indicate mediating effects of social pretend play quality on children’s change in social pretend play competence and self-oriented social skills (sociability and setting limits). The study supports social pretend play as a beneficial ground to promote social development but also indicates a more complex interplay of different change mechanisms.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"46 1","pages":"461 - 471"},"PeriodicalIF":3.7,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46541346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 1

A mediation analysis to disentangle relations between maternal education and early child development 母亲教育与儿童早期发展关系的中介分析

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2022-07-07 DOI: 10.1177/01650254221108143

Amanda Telias, Marigen Narea, Alejandra Abufhele

引用次数: 1