International Journal of Behavioral Development最新文献_第3页

Discrimination and sense of purpose: Taking an intergenerational lens 歧视与目标感：从代际角度看问题

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-03-21 DOI: 10.1177/01650254241239960

Megan W. Wolk, Ryan Bogdan, Thomas F. Oltmanns, Patrick L. Hill

{"title":"Discrimination and sense of purpose: Taking an intergenerational lens","authors":"Megan W. Wolk, Ryan Bogdan, Thomas F. Oltmanns, Patrick L. Hill","doi":"10.1177/01650254241239960","DOIUrl":"https://doi.org/10.1177/01650254241239960","url":null,"abstract":"Given the developmental benefits associated with higher sense of purpose, past work has aimed to understand how experiences of adversity relate to sense of purpose. With a specific focus on experiences of adversity that may impact individuals from marginalized groups, past work has found that discrimination is related to lower sense of purpose in life, but that these effects are weaker for Black adults relative to White adults. The current research aims to extend past work by examining how and for whom discrimination is related to sense of purpose in life. Moreover, the current work also aimed to understand the extent to which sense of purpose spans across generations and whether there are generational differences in the relationship between discrimination and sense of purpose. Using data from the St. Louis Personality and Aging Network study, 822 parents (G1 participants) and 654 children (G2 participants) completed measures for sense of purpose, major experiences of discrimination, and personality traits. Results found mixed evidence for a relationship between discrimination and sense of purpose, with little evidence for consistent moderators. In addition, while the current work found no evidence of intergenerational associations for sense of purpose, results showed that discrimination was positively associated across generations, suggesting a potential for an intergenerational cycle of marginalization.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"3 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140198718","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: 0

The role of mothers’ child-based self-worth in their parenting practices 母亲基于子女的自我价值在其育儿实践中的作用

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-03-19 DOI: 10.1177/01650254241236459

Yena Kyeong, Cecilia Cheung

{"title":"The role of mothers’ child-based self-worth in their parenting practices","authors":"Yena Kyeong, Cecilia Cheung","doi":"10.1177/01650254241236459","DOIUrl":"https://doi.org/10.1177/01650254241236459","url":null,"abstract":"This study examined mothers’ tendency to base their self-esteem on their children’s accomplishments (i.e., child-based worth) and its potential implications for their parenting practices. Child-based worth was assessed in three domains of development: virtue, academic competence, and physical appearance. Participants were 302 mothers (age range: 21–69) of early to middle adolescents (age range: 10–17; 59% girls) in the United States. Mothers completed a survey about their child-based self-worth and use of autonomy-supportive and controlling practices. Results showed that mothers of adolescents tended to base their self-worth on children’s academic competence to a greater extent, compared to virtue and physical appearance. Child-based worth in virtue and physical appearance were associated with heightened psychological control, after adjusting for covariates. In addition, mothers who based their self-worth on their children’s physical appearance tended to show dampened autonomy support. Findings suggest that the implications of mothers’ child-based worth for their parenting practices may vary depending on the domain of children’s development.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"34 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140169857","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: 0

Reliability and validity of the responsive care tool for children 0–3 years old in a rural, South Asian setting 南亚农村地区 0-3 岁儿童响应式护理工具的可靠性和有效性

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-03-18 DOI: 10.1177/01650254241236366

Elizabeth Hentschel, Saima Siyal, Dana C. McCoy, Henning Tiemeier, Aisha K. Yousafzai

{"title":"Reliability and validity of the responsive care tool for children 0–3 years old in a rural, South Asian setting","authors":"Elizabeth Hentschel, Saima Siyal, Dana C. McCoy, Henning Tiemeier, Aisha K. Yousafzai","doi":"10.1177/01650254241236366","DOIUrl":"https://doi.org/10.1177/01650254241236366","url":null,"abstract":"Research has shown the importance of responsive caregiving for fostering positive development early in life; however, tools measuring these interactions are often impractical for larger scale intervention trials and in settings with resource constraints. The present study provides reliability and validity evidence from Sindh, Pakistan for a tool developed to quantify responsive caregiving. Data were collected from 200 randomly selected households on responsive caregiving, sociodemographic characteristics, early learning, and early child development. The results indicated that the responsive care tool can be feasibly administered in less than 5 min in a low-resource setting. An exploratory factor analysis found that the tool’s indicators reliably loaded onto two distinct factors, responsive interactions and caregiver-initiated interactions, accounting for 96.01% of the underlying variation in scores. A confirmatory factor analysis reflecting input from modification indices showed satisfactory fit statistics and adequate factor loadings (all above .70). Internal consistencies of the two factors were also high, with alphas of .93 and .83, respectively. Convergent validity of the responsive interactions factor was demonstrated by a strong and positive correlation with measures of psychosocial stimulation, early learning, maternal education, and household wealth. Predictive validity of the responsive interactions factor was demonstrated by a strong and positive association with child development. The caregiver-initiated interactions factor was significantly and negatively associated with psychosocial stimulation and child development. The resulting evidence provides programs with an open access, observational, reliable, and valid measure to quantify responsive caregiving at the program level in low-resource settings.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"116 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140169846","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: 0

Parents’ cultural beliefs about maladaptive behavior in young children: A comparison of across two cultures 父母对幼儿不良行为的文化观念：两种文化的比较

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-03-18 DOI: 10.1177/01650254241236460

Diego I. Barcala-Delgado, Katherine P. Blumstein, Jose Luis Galiana, Sheryl L. Olson

{"title":"Parents’ cultural beliefs about maladaptive behavior in young children: A comparison of across two cultures","authors":"Diego I. Barcala-Delgado, Katherine P. Blumstein, Jose Luis Galiana, Sheryl L. Olson","doi":"10.1177/01650254241236460","DOIUrl":"https://doi.org/10.1177/01650254241236460","url":null,"abstract":"Parents’ cultural beliefs are associated with their children’s socialization and development. Researchers have examined these associations through the lens of parents’ ethnotheories, which refer to parents’ implicit beliefs about children’s developmentally appropriate behavior. In contrast to prior work focused on parents’ ethnotheories of desirable behaviors and qualities, there has been a considerable lack of research examining ethnotheories about children’s maladaptive behavior. In this article, we address this gap in knowledge by examining cultural differences and similarities in Spanish and American parents’ beliefs about the causes of children’s maladaptive behaviors. A semi-structured interview was used to assess parents’ causal attributions of children’s internalizing and externalizing behaviors in a sample of 50 parents from the United States and 51 parents from Spain. Results revealed that US parents made more attributions to children’s internal states, social learning, and power motives than Spanish parents for externalizing behaviors. Conversely, Spanish parents made more attributions to attention seeking and material gains than US parents for the same behaviors. There were no cross-cultural differences in attributions for internalizing behaviors. Parents had strikingly different theories of children’s disruptive behaviors than they did for children’s internalizing behaviors. Differences in parents’ explanatory styles may reflect and maintain broader cultural differences between Spain and the United States. This study lends evidence to the growing literature on the relevance of parents’ ethnotheories in the context of child development and extends it to the topic of parental attributions regarding maladaptive child behaviors.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"19 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140169850","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: 0

Bidirectional relationships between emotion understanding and executive functions in young children: A latent change score modeling study 幼儿情绪理解与执行功能之间的双向关系：潜在变化评分模型研究

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-03-13 DOI: 10.1177/01650254241236200

Xueke Wang, Tingyong Feng

{"title":"Bidirectional relationships between emotion understanding and executive functions in young children: A latent change score modeling study","authors":"Xueke Wang, Tingyong Feng","doi":"10.1177/01650254241236200","DOIUrl":"https://doi.org/10.1177/01650254241236200","url":null,"abstract":"An overarching framework in the field of developmental psychology highlights the close linkage of cognition with emotion; however, the extent to which this framework supports the relationship between executive functions and emotion understanding in young children remains unclear. Hence, we employ a longitudinal tracking study to investigate the bidirectional relationship between emotion understanding and executive functions. A total of 112 children ( M = 48.01 months, 68 boys) were recruited to perform tests at three time points within 2 years. Results from our cross-lagged model analysis indicated that early executive functions significantly predicted the development of emotion understanding at Time 2 and Time 3, while emotion understanding at Time 2 significantly predicted the subsequent development of executive functions in Time 3, controlling for age, gender, and family socioeconomic status (SES). Moreover, the latent change score model analysis further revealed the developmental trends and interrelations of executive functions and emotion understanding over time. Specifically, children with higher initial level of executive functions exhibited faster growth in emotion understanding over time, and then this improved emotion understanding predicted the changes in later executive functions. Overall, these findings elucidate significant developmental progressions for how emotion understanding and executive functions interact with each other during early childhood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"88 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147225","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: 0

Development of the forgiveness schema among young children and adolescents: A multinational comparison 幼儿和青少年宽恕模式的发展：多国比较

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-03-11 DOI: 10.1177/01650254241233531

Germano Vera Cruz, Lonzozou Kpanake, Guadalupe Elizabeth Morales-Martínez, Etienne Mullet

{"title":"Development of the forgiveness schema among young children and adolescents: A multinational comparison","authors":"Germano Vera Cruz, Lonzozou Kpanake, Guadalupe Elizabeth Morales-Martínez, Etienne Mullet","doi":"10.1177/01650254241233531","DOIUrl":"https://doi.org/10.1177/01650254241233531","url":null,"abstract":"Few studies on the development of forgiveness involved young children and adolescents, and very few involved samples from non-western countries. This study focused on the development of willingness to forgive a particular transgression in participants aged 4 to 12 years and from two different cultures: a South African culture (Mozambique) and a Western European culture (France). Overall, 153 pupils from Mozambique and 107 pupils from France were presented with eight vignettes depicting a situation where a young child, intentionally or accidentally, dropped a small radio that they borrowed from another young child. These vignettes were composed by applying an orthogonal Intent × Consequences × Apologies, 2 × 2 × 2, design. Participants expressed what their willingness to forgive would be in each case on a continuous response scale. Through cluster analysis, four main positions were identified. They were labeled: Almost never forgive (11% of participants), Depends mainly on consequences (22%), Depends mainly on intent and apologies (57%), and Almost always forgive (2%). The first two positions were typical of 4–7-year olds, and the third one was typical of 8–12-year olds. No significant differences in cluster composition were found between the Mozambican and French participants. Up to the age of four, most children probably do not have access to the notion of forgiveness. From the age of four to seven, this notion begins to appear, in particular through a gradual taking into account of circumstantial factors other than the severity of consequences of a transgression. This development is quite rapid—probably during the 7-year period, from 0 to 7 years. From the age of eight onwards, a forgiveness schema similar to that observed in adults is operational. This developmental trajectory is probably very general. It seems to depend little on the type of culture in which it develops.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"70 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107249","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: 0

Facial emotion recognition and social-emotional problems in middle childhood: Assessment of directional effects 儿童中期的面部情绪识别和社交情绪问题：定向效应评估

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-03-01 DOI: 10.1177/01650254241233522

Petra Laamanen, Noona Kiuru, Olli Kiviruusu, Jallu Lindblom

引用次数: 0

Impact of language familiarity on abstract pattern recognition in 9- to 12-month-old infants 语言熟悉程度对 9 至 12 个月大婴儿抽象模式识别的影响

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-02-23 DOI: 10.1177/01650254241230643

Althéa Fratacci, Olivier Clerc, Mathilde Fort, Olivier Pascalis

{"title":"Impact of language familiarity on abstract pattern recognition in 9- to 12-month-old infants","authors":"Althéa Fratacci, Olivier Clerc, Mathilde Fort, Olivier Pascalis","doi":"10.1177/01650254241230643","DOIUrl":"https://doi.org/10.1177/01650254241230643","url":null,"abstract":"Previous studies found an impact of language familiarity on face recognition in 9- and 12-month-olds. Own race faces are better recognized when associated with native language, whereas for other race faces, it is with non-native language. The aim of this study is to investigate if language familiarity can also influence abstract pattern recognition. We tested 9- to 12-month-old monolingual infants with a visual paired-comparison task. During a 30-s familiarization phase, infants were shown an image of abstract patterns associated with an auditory soundtrack of a speaker reciting a story either in their native (French) or in a non-native language (German). After the familiarization, the familiar and a new abstract pattern were displayed side by side for the recognition test. We found a significant preference for the novel object in the native language condition but not in the non-native condition. These results suggest that language familiarity effects on infant memory are not specific to faces but also influence, on a larger scale, how infants process their immediate visual environment.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"5 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956597","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: 0

Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships 学龄前儿童的心智理论、情绪理解和积极同伴关系之间的纵向联系

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2024-02-16 DOI: 10.1177/01650254241230642

Linda Johansen, Gabriella Óturai, Ann-Kathrin Jaggy, Sonja Perren

{"title":"Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships","authors":"Linda Johansen, Gabriella Óturai, Ann-Kathrin Jaggy, Sonja Perren","doi":"10.1177/01650254241230642","DOIUrl":"https://doi.org/10.1177/01650254241230642","url":null,"abstract":"The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: MT1 = 43.2, SDT1 = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"110 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948485","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: 0

IF 3.7 2区心理学

International Journal of Behavioral Development Pub Date : 2023-12-30 DOI: 10.1177/01650254231217465

Catalina Rey-Guerra, Aisha K. Yousafzai, Eric Dearing

{"title":"Gender similarities and differences in early childhood development in low- and middle-income countries","authors":"Catalina Rey-Guerra, Aisha K. Yousafzai, Eric Dearing","doi":"10.1177/01650254231217465","DOIUrl":"https://doi.org/10.1177/01650254231217465","url":null,"abstract":"Gender differences in early childhood development are under-researched in low- and middle-income countries (LMICs) where almost 90% of the world’s young children live. This study examines the direction, magnitude, and variation of gender similarities and differences in 3- and 4-year-olds’ early childhood development in 71 low- and middle-income countries (LMICs). Moreover, we explore whether country-level gender inequality correlates with gender differences in early development. We analyzed Early Childhood Development Index (ECDI) data from UNICEF’s Multiple Indicators Cluster Surveys and the Demographic and Health Surveys between 2010 and 2019 ( n = 226,980). Using logistic regression, we estimated children’s odds of being developmentally on track in literacy-numeracy, approaches to learning, social-emotional, and physical domains. We also used meta-analytic regression to examine associations between early childhood development and country-level indicators of gender inequality. In approximately one-half of LMICs, odds of being developmentally on track did not significantly differ for girls and boys; in countries with significant differences, girls were more likely to be on track than boys (odds ratio [OR] = 1.21, 95% confidence interval [CI] = [1.18–1.24], p < .001). Differences favoring girls were largest in the social-emotional domain (OR = 1.27, 95% CI = [1.24–1.30], p < .001). Country-level gender development index explained a substantial amount of variation in gender differences across countries. Overall, findings suggest that when gender differences exist, girls are more likely than boys to be developmentally on track, particularly in the social-emotional domain and in countries with greater gender equality.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":" 3","pages":""},"PeriodicalIF":3.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141524","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: 0