International Journal of Behavioral Development最新文献

{"title":"Political Violence Exposure and Youth Aggression in the Context of the Social Ecological Systems and Family Stress Models: A 4-Wave Prospective Study of Israeli and Palestinian Youth.","authors":"Eric F Dubow, Paul Boxer, Meagan Docherty, L Rowell Huesmann, Simha F Landau, Khalil Shikaki","doi":"10.1177/01650254251377760","DOIUrl":"10.1177/01650254251377760","url":null,"abstract":"<p><p>Based on the social ecological systems framework and the family stress model, we examine a model in which the family's exposure to ethnic-political violence in the Middle East predicts negative family functioning, which in turn predicts subsequent harsh physical punishment toward one's children, and in turn, children's aggression by late adolescence/early adulthood. Beginning in 2007, we collected four waves of data from Israeli Jewish (N=451 at Wave 1) and Palestinian (N=600 at Wave 1) youths (three age cohorts: 8, 11, and 14 years old) and their parents. We found that exposure to ethnic-political violence increases harsh parenting and, subsequently, child aggression, via processes emanating from the family context (interparental aggression) in line with theorizing from the family stress and ecological systems frameworks. These results highlight the usefulness of applying the family stress model to families exposed to ethnic-political violence, and the need for multi-level interventions for these families.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12530005/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145329072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trajectories of intimacy and conflict with mothers and fathers from adolescence to adulthood.","authors":"Chloé Charest-St-Onge, François Poulin","doi":"10.1177/01650254251364822","DOIUrl":"10.1177/01650254251364822","url":null,"abstract":"<p><p>The quality of mother-child and father-child relationships evolves during emerging adulthood. Given the diverse life paths of young adults, the positive (intimacy) and negative (conflict) dimensions underpinning these relationships may change heterogeneously. This study aimed to identify trajectories of intimacy and conflict with mothers and fathers from ages 16 to 30, explore the overlap between mothers' and fathers' trajectories, and examine whether child characteristics and family characteristics predict membership in these trajectories. Data were drawn from a longitudinal study initiated with 390 participants recruited from sixth-grade classes (58% girls). Intimacy and conflicts were measured at ages 16, 17, 18, 19, 20, 21, 22, 25, and 30, and antecedents were measured at ages 12, 13, and 15. Latent class growth analyses revealed three trajectories of intimacy for mothers: (1) low-stable (30%), (2) moderate-quadratic (40%), and (3) high-quadratic (30%); and for fathers: (1) low-stable (44%), (2) moderate-quadratic (44%), and (3) high-quadratic (12%). Two conflict trajectories were identified for mothers: (1) high-linear (18%) and (2) low-quadratic (82%), and for fathers: (1) high-stable (15%) and (2) low-quadratic (85%). Child gender and socioeconomic status predicted mother-intimacy trajectories, while family cohesion and children's depressive symptoms predicted intimacy and conflict trajectories with both parents, respectively.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"50 5","pages":"619-631"},"PeriodicalIF":2.2,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13561413/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148944254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to the special section on predictors and outcomes of peer victimization.","authors":"Claire F Garandeau, Sarah T Malamut, Lydia Laninga-Wijnen","doi":"10.1177/01650254251361351","DOIUrl":"10.1177/01650254251361351","url":null,"abstract":"<p><p>The eight longitudinal studies published in this special section rely on data from five countries and on rigorous methodologies (such as genetically sensitive, multilevel, or experimental designs) to shed light on predictors and outcomes of peer victimization at school. This introduction highlights the main questions addressed by the current set of studies. First, we present studies which sought to identify the factors that a) put children and youth at higher risk of victimization by peers and b) exacerbate the effects of these vulnerability factors, as well as to determine whether genes account for some of these effects. Second, we present studies focusing on the links between peer victimization and later biological, psychological and social adjustment and on the possible moderators and mediators of these associations. Together, these studies help us better understand the maladaptive cycle of peer victimization, which can inform the development of school-based and targeted interventions.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"49 6","pages":"523-527"},"PeriodicalIF":2.2,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12664670/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145648447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Romantic Attachment Styles, Harsh Parenting Behavior, and Children's Emotional Reactivity: A Process Model.","authors":"Cory R Platts, Melissa L Sturge-Apple, Zhi Li, Patrick T Davies","doi":"10.1177/01650254241298893","DOIUrl":"10.1177/01650254241298893","url":null,"abstract":"<p><p>This study examined whether parenting behavior serves as an intervening mechanism in accounting for associations between romantic attachment styles and children's emotional reactivity (i.e., anger and distress reactivity). Participants included 235 mothers (62% White) and a preschool-aged child (M_age = 2.97; 55% female) recruited from a moderate-sized city in the northeastern United States. Families visited the laboratory at two measurement occasions spaced approximately one year apart. At the first measurement occasion, mothers provided self-reports of their romantic attachment style and participated in three different parent-child interaction tasks. Ratings of harsh parenting were coded from each of the three tasks. From these ratings, a coefficient of variation score was used to assess the mother's inconsistent harsh parenting across the three tasks, and we also computed the mean of harsh parenting across the three tasks. Observational ratings of children's anger and distress reactivity were coded from two tasks designed to elicit children's negative emotion. Results of structural equation model analyses revealed that romantic attachment anxiety was associated with inconsistent harsh parenting across the three parenting tasks. In turn, inconsistent harsh parenting was associated with increases in children's anger reactivity one year later. Romantic attachment avoidance was associated with higher average levels of harsh parenting across the parenting tasks. However, average levels of harsh parenting were not associated with children's emotional reactivity. Findings provide partial evidence that parenting behavior serves as an intervening mechanism in explaining associations between romantic attachment styles and children's emotional reactivity.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"49 4","pages":"338-347"},"PeriodicalIF":2.7,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12405984/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145000549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children's Reasoning about Challenging Social Exclusion of Peers with Learning Difficulties.","authors":"Carmen Barth, Melanie Killen, Jeanine Grütter","doi":"10.1177/01650254251348216","DOIUrl":"10.1177/01650254251348216","url":null,"abstract":"<p><p>Inclusive classrooms aim to promote the social participation of children with learning difficulties (LD). Research shows that children without LD view it as fair to include their peers with LD into the classroom community. Still, children with LD often face social exclusion. This study addressed this gap by investigating how children reason about challenging LD-based exclusion. One objective was to document the distinction between children's personal goals and their expectations of their peers' goals when confronting exclusionary behavior towards a peer with LD. Swiss elementary school children (<i>N</i> = 349, 7-13 years, 48% female) were introduced to a scenario about a classmate with LD who was excluded from a group task. They reasoned whether and why they would intervene and what reactions they expected from the group and the perpetrator. The results showed that the vast majority of children <i>personally</i> intended to intervene, primarily for moral reasons. However, children's expectations about their peers were different. They expected a wide range of responses, including negative group dynamics and LD-stereotypes. Higher perceptions of inclusive classroom norms were related to fewer expectations of negative group dynamics. Moreover, older children's reasoning was more differentiated and included multiple concerns simultaneously. These findings inform strategies for creating inclusive classrooms.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12383483/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144953090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting Juvenile Delinquency and Criminal Behavior in Adulthood Using Machine Learning.","authors":"Ulrich Schroeders, Antonia Mariss, Julia Sauter, Kristin Jankowsky","doi":"10.1177/01650254251339392","DOIUrl":"10.1177/01650254251339392","url":null,"abstract":"<p><p>By violating social norms, deviant behavior is an important issue that affects society as a whole and has serious consequences for its individuals. Different scientific disciplines have proposed theories of deviant behavior that often fall short of predicting actual behavior. In this registered report, we used data from the longitudinal National Study of Adolescent to Adult Health (Add Health) to examine the predictability of juvenile delinquency (Wave I) and adult criminal behavior (Wave V), distinguishing between drug, property, and violent offenses. Comparing the predictive accuracy of traditional regression models with different machine learning algorithms (elastic net regression and gradient boosting machines), we found the elastic net regressions with item-level data performed best. The prediction of juvenile delinquency was relatively accurate for drug offenses (<i>R</i> ² = .57), violent offenses (<i>R</i> ² = .44), and property offenses (<i>R</i> ² = .39), while the performance declined significantly for adult delinquency, with <i>R</i> ² values ranging from .16 to .13. Key predictors of juvenile delinquency versus adult criminal behavior were clearly different from each other. Early risk factors for adult criminal behavior included prior juvenile delinquency, particularly drug-related offenses, sex, and school-related issues such as suspension or expulsion. We discuss the findings in the context of relevant theories on the causes and development of criminal behavior and explore potential approaches for prevention and early intervention, particularly within the framework of the \"Central Eight\".</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12448129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145113164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does context shape differences and changes in caregivers' engagement in psychosocial stimulation over time? Evidence from a cross-national study.","authors":"Olivia D Chang, Julie Ma, Kaitlin P Ward, Dana C McCoy, Elizabeth H Boyle, Andrew Grogan-Kaylor","doi":"10.1177/01650254251346689","DOIUrl":"10.1177/01650254251346689","url":null,"abstract":"<p><p>As few as 34% of 3- and 4-year-olds in low- and middle-income countries (LMICs) receive adequate psychosocial stimulation from their caregivers (e.g., reading books, telling stories, playing). While previous research suggests that structural conditions within LMICs meaningfully influence caregivers' capacities to engage in psychosocial stimulation of children, it remains unclear how such conditions may underlie both within-household and between-person changes in psychosocial stimulation over time. To address these gaps, the present study utilized longitudinal, repeated-measures data from two LMICs in the Multiple Indicator Cluster Surveys Plus, namely, Georgia and Mongolia. Household demographics and structural conditions were examined as predictors of caregivers' engagement in psychosocial stimulation over time using longitudinal multilevel modeling (<i>N</i> = 745). Results indicated that over time, caregivers' engagement in psychosocial stimulation had a small, but significant decline. In addition, various household demographic factors (i.e., male child, larger household size) and structural conditions (i.e., living in a rural community, having fewer material resources, experiencing a recent decline in income, residing in Mongolia [compared to Georgia]) were associated with lower levels of caregiver psychosocial stimulation. These findings highlight how interventions to improve psychosocial stimulation in LMICs may be most effective if they are predicated on the multilevel contextual needs of families.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13038265/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147591980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental shifts in irritable behaviors from preschool to school age: Longitudinal network analysis of heterotypic and homotypic continuity.","authors":"Qiongru Yu, Erin O Peterson, Alyssa J Parker, Margaret J Briggs-Gowan, Lauren S Wakschlag, Jillian Lee Wiggins","doi":"10.1177/01650254251344595","DOIUrl":"10.1177/01650254251344595","url":null,"abstract":"<p><strong>Background: </strong>Irritability comprises a set of behaviors that span normal:abnormal proneness to anger. When dysregulated and developmentally atypical, irritability indicates neurodevelopmental vulnerability for mental health problems. Yet, mental health risk indicators such as irritability likely present differently during specific developmental stages, especially across the crucial transition from preschool to early school age, when the presence of sustained elevated irritability predicts psychiatric disorders, increased impairment, and service use in school-age children. The goal of this study is to chart how behavioral manifestations of irritability unfold and shift across the developmental transition from preschool to early school age and identify key irritability behaviors that are most strongly predictive of other irritability behaviors in the next developmental stage.</p><p><strong>Methods: </strong>The sample was drawn from the Multidimensional Assessment of Preschoolers Study (MAPS, N=382), a diverse early childhood sample enriched for psychopathology via oversampling for disruptive behavior and family violence exposure. Objective frequency of normative to severe irritability captured as tantrum features and irritable mood across contexts were longitudinally measured at preschool- (M_age=4.49 years, SD=0.83) and early school-age (M_age=7.08, SD=0.94) using the developmentally specified Multidimensional Assessment Profile Scales-Temper Loss. A cross-lagged panel network was estimated to depict the longitudinal predictive connections between individual irritability items from preschool to early school age.</p><p><strong>Results: </strong>The strongest cross-lagged association was hit/bit/kick during a tantrum at preschool predicting tantrums in normative contexts at early school age. Severe tantrum behaviors (e.g., hit/bite/kick) and difficulty recovering from anger/tantrums at preschool age are key irritability behaviors that predict the development of widespread irritability features in early school age, including severity and length of tantrums, tantrums across contexts, and irritable mood expressions. As development unfolds, severe and violent irritable behaviors in preschool age influence a wide range of less dysregulated irritable behaviors, yet expressed at developmentally abnormally high frequencies, during early school age.</p><p><strong>Conclusions: </strong>Highlighting the central behavioral indicators of irritability and how expressions change over the crucial transition from preschool to early school age can inform pragmatic clinical screening measures to identify children who experience high levels of key irritability behaviors (i.e., severe tantrums or difficulty recovering from anger or tantrums in preschool-age) and novel interventions to target these behaviors and interrupt the clinical cascade toward entrenched psychiatric disorders.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12383911/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144953132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does the classroom context moderate the effects of internalizing problems and peer status on peer victimization? Testing a vulnerability-by-context model.","authors":"Claire F Garandeau, Sarah T Malamut, Lydia Laninga-Wijnen, Christina Salmivalli","doi":"10.1177/01650254251333684","DOIUrl":"10.1177/01650254251333684","url":null,"abstract":"<p><p>This two-wave study investigated whether the concurrent and prospective effects of internalizing symptoms and peer status (being liked/disliked) on peer-reported and self-reported victimization were moderated by the classroom prevalence of internalizing symptoms and peer status, respectively, and by classroom size. Multilevel regression analyses were conducted with data collected from 2,641 Finnish secondary school students (<i>M</i> _age = 13.71; 48.8% girls) at the beginning (September 2022) and in the middle of the school year (January 2023). Concurrently, higher levels of internalizing problems and lower status were associated with higher peer-reported and self-reported victimization, but these associations were not moderated by the classroom prevalence of these individual characteristics nor by classroom size. Longitudinally, higher levels of internalizing problems and lower status predicted more self-reported victimization 5 months later, but only lower status predicted higher peer-reported victimization over time. No moderating effect of the classroom features of interest were found.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"49 6","pages":"594-604"},"PeriodicalIF":2.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12664671/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145648458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The adolescent dysregulation profile and its association with educational, occupational, and substance use outcomes in emerging adulthood.","authors":"Tara R Cooper, Paweena Sukhawathanakul","doi":"10.1177/01650254241308468","DOIUrl":"https://doi.org/10.1177/01650254241308468","url":null,"abstract":"<p><p>The dysregulation profile (DP) in youth is characterized by severe emotional, cognitive, and behavioral dysregulation and is associated with an increased risk for psychiatric disorders. Adolescent self-regulation has important implications for adulthood outcomes, yet this association is understudied in the context of the DP in emerging adults. Using a Canadian adolescent sample (<i>N</i> = 662; <i>M</i> _age = 15.52), a dimensional approach to the DP was taken and associations between adolescent DP scores and educational, occupational and substance use outcomes in emerging adulthood (<i>M</i> _age = 25.77) were examined. Latent profile analysis revealed: a highly problematic group with elevated DP scores (<i>n</i> = 59; 8.9%); an average problems group with average DP scores (<i>n</i> = 285; 43.1%); and a low problems group with below average DP scores (<i>n</i> = 318; 48%). The highly problematic group reported the lowest occupational statuses, and the highest prevalence of unemployment and substance dependencies. These results demonstrate the impact of subthreshold adolescent DP scores on emerging adulthood outcomes.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"49 3","pages":"277-287"},"PeriodicalIF":2.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143994392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}