Lindsey M Green, Breana G Genaro, Kizzann Ashana Ratcliff, Pamela M Cole, Nilam Ram
{"title":"Investigating the developmental timing of self-regulation in early childhood.","authors":"Lindsey M Green, Breana G Genaro, Kizzann Ashana Ratcliff, Pamela M Cole, Nilam Ram","doi":"10.1177/01650254221111788","DOIUrl":"10.1177/01650254221111788","url":null,"abstract":"<p><p>Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward. However, little direct empirical evidence addresses the timing of an age-related increase in executive processes and a decrease in age-related prepotent responses over the course of early childhood. To address this gap, we examined children's individual trajectories of change in prepotent responses and executive processes over time. At four age points (24 months, 36 months, 48 months, and 5 years), we observed children (46% female) during a procedure in which mothers were busy with work and told their children they had to wait to open a gift. Prepotent responses included children's interest in and desire for the gift and their anger about the wait. Executive processes included children's use of focused distraction, which is the strategy considered optimal for self-regulation in a waiting task. We examined individual differences in the timing of age-related changes in the proportion of time spent expressing a prepotent response and engaging executive processes using a series of nonlinear (generalized logistic) growth models. As hypothesized, the average proportion of time children expressed prepotent responses decreased with age, and the average proportion of time engaged in executive processes increased with age. Individual differences in the developmental timing of changes in prepotent responses and executive process were correlated <i>r</i> = .35 such that the timing of decrease in proportion of time expressing prepotent responses was coupled with the timing of increase in proportion of time engaging executive processes.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 2","pages":"101-110"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9974174/pdf/nihms-1817852.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10814988","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}
Sophia W Magro, Marissa D Nivison, Michelle M Englund, Glenn I Roisman
{"title":"The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement.","authors":"Sophia W Magro, Marissa D Nivison, Michelle M Englund, Glenn I Roisman","doi":"10.1177/01650254221137511","DOIUrl":"https://doi.org/10.1177/01650254221137511","url":null,"abstract":"<p><p>Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving; and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between the quality of teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (<i>N</i> = 169; 45% female; 70% White/non-Hispanic; 38% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children's relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 2","pages":"158-168"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9983819/pdf/nihms-1844565.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9100223","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 changes in classroom aggression status norms: The role of teachers’ normative beliefs and students’ perceived support","authors":"Ana M. Velásquez, L. Saldarriaga, W. Bukowski","doi":"10.1177/01650254231152423","DOIUrl":"https://doi.org/10.1177/01650254231152423","url":null,"abstract":"This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers’ aggression beliefs and students’ perceptions of teachers’ support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonlinear trajectory with an increase that peaks at the end of the school year. Also, we found that teachers’ aggression beliefs were concurrently associated with aggression popularity norms across time, and that teachers’ support prevented the increase in these norms. These findings are discussed considering their practical implications for preventing aggression in the school context.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"275 - 281"},"PeriodicalIF":3.7,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41397726","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}
{"title":"Perceived stress trajectories from age 25 to 50 years","authors":"Matthew D. Johnson, H. Krahn, N. Galambos","doi":"10.1177/01650254221150887","DOIUrl":"https://doi.org/10.1177/01650254221150887","url":null,"abstract":"Trajectories of perceived stress from the transition to adulthood (age 25), during young adulthood (age 32), and into midlife (ages 43 and 50) were examined with four waves of longitudinal survey data (N = 688; 49% female, 37% with a university degree, 86% White). We explored how between- and within-person variation in perceived stress was associated with age 50 psychological well-being (life satisfaction and eudaimonic well-being), self-reported physical health, career satisfaction, and intimate partnership satisfaction. Growth curve analyses revealed stress followed a linear decreasing trajectory from the transition to adulthood into midlife with substantial variability underlying the average pattern. Between- and within-person variation in perceived stress was associated with midlife functioning. Those with lower initial levels of and more decline in perceived stress reported better psychological and physical health and higher relationship satisfaction at age 50 compared to those with initially higher perceived stress and less decline over time. Higher than one’s own average perceived stress at ages 25, 32, 43, and 50 years was associated with lower psychological and physical health and intimate partnership satisfaction at age 50. These results support key contentions of developmental theory and may prove useful when designing interventions aimed at promoting well-being in midlife.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"233 - 242"},"PeriodicalIF":3.7,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44412948","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}
Tian-xiao Yang, Shikun Zhang, Ya Wang, Xiao-Min Su, Chen-Wei Yuan, S. Lui, R. Chan
{"title":"The effect of implementation intentions on event-, time-, and activity-based prospective memory in typically developing children","authors":"Tian-xiao Yang, Shikun Zhang, Ya Wang, Xiao-Min Su, Chen-Wei Yuan, S. Lui, R. Chan","doi":"10.1177/01650254221146420","DOIUrl":"https://doi.org/10.1177/01650254221146420","url":null,"abstract":"Prospective memory (PM) refers to the ability to remember and complete planned tasks in the future, which relies on working memory (WM) for encoding and maintaining the intention. Implementation intention is a useful strategy for improving PM function in adults. Yet the effect of implementation intentions in children, and whether factors such as age, gender, and WM capacity could modulate its effect remains unclear. In this study, we examined the effect of implementation intentions on PM in 154 children at 7–11 years of age. The standard group received standard instructions on PM task, whereas the implementation intention group received additional PM instruction, which comprised the “if . . . then . . .” format and guided visual imagery of the PM scenario. Participants completed the computer-based PM tasks (tapping into focal event-, time-, and activity-based PM) and the WM tests. The results showed that the two groups exhibited similar focal event-, time-, and activity-based PM performance. Although age and gender did not modulate the effect of implementation intentions on PM, WM capacity moderated the implementation intention effect on time-based PM. Specifically, higher WM capacity predicted higher implementation intention benefit. These findings suggest that children with higher WM capacity may have higher chance to benefit from the implementation intention strategy.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"146 - 157"},"PeriodicalIF":3.7,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42465613","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}
S. Shulman, Refael Yonatan-Leus, Ornella Silberberg
{"title":"Understanding stability and change in depressive symptom trajectories across young adulthood through the lens of career development: A mixed-methods study","authors":"S. Shulman, Refael Yonatan-Leus, Ornella Silberberg","doi":"10.1177/01650254221146416","DOIUrl":"https://doi.org/10.1177/01650254221146416","url":null,"abstract":"Research has documented both stable and nonstable trajectories of depressive symptoms across young adulthood, but has not explored the mechanisms that might explain change in level of depressive affect over time. To explore this question, the current study draws on data from an Israeli longitudinal study of 205 young adults who reported their depressed symptoms four times from ages 23 to 35 years. Employing a latent profile analysis (LPA), three distinct trajectories of depressive symptoms were identified: stable low, moderate and decreasing, and stable high. To understand how stability and change in the course of depressive symptoms across time aligns with career development, 60 participants (20 from each profile), who had completed in-depth career development history interviews at age 29, were randomly selected. Subjecting the interviews to qualitative analysis showed that participants belonging to the stable low depressive symptoms trajectory were more likely to be intrinsically motivated, having the capacity to learn from their experiences, which resulted in a more successful career pursuit. In contrast, participants who consistently exhibited a high level of depressive affect were more likely to lack motivation, tended to feel at a loss, and were less likely to know what they want to do with their lives. Participants who were identified as belonging to the moderate and decreasing trajectory were more likely to describe the lack of a clear view of their future career plans. However, due to encouragement from significant others, they eventually found their niche. Conceptually, findings underscore the importance of understanding career factors that could covary with stability or change in the level of depressive symptoms during young adulthood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"169 - 179"},"PeriodicalIF":3.7,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173179","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}
Sally B Palmer, Seçil Gönültaş, Ayşe Şule Yüksel, Eirini K Argyri, Luke McGuire, Melanie Killen, Adam Rutland
{"title":"Challenging the Exclusion of Immigrant Peers.","authors":"Sally B Palmer, Seçil Gönültaş, Ayşe Şule Yüksel, Eirini K Argyri, Luke McGuire, Melanie Killen, Adam Rutland","doi":"10.1177/01650254221128275","DOIUrl":"https://doi.org/10.1177/01650254221128275","url":null,"abstract":"<p><p>The present study examined age-related differences in bystander reactions within the context of peer exclusion of national ingroup (British) and immigrant outgroup (Australian or Turkish) peers. The immigrant peers were from nations that varied in terms of their perceived intergroup status in Britain. Participants were British children (<i>n</i> = 110, 8-11 years) and adolescents (<i>n</i> = 193, 13-16 years) who were presented with one of three scenarios in which either a British national, Australian immigrant or Turkish immigrant peer was excluded by a British peer group. Participants indicated their bystander responses. Perceived similarity and bystander self-efficacy were examined as possible correlates of bystander reactions. Findings revealed that children were more likely to directly challenge the social exclusion when the excluded peer was British or Australian compared to when they were Turkish. In contrast, adolescents did not differentiate in their response - they were equally likely to directly challenge the exclusion regardless of the excluded peer's nationality. Importantly, when the excluded peer was Turkish, moderated mediation analysis showed that, with age, there was higher bystander self-efficacy for challenging the exclusions. In turn, higher bystander self-efficacy was related to higher direct challenging. These novel findings demonstrate the importance of intergroup relations, perceived similarity and bystander self-efficacy in the emergence of age-related differences in bystander reactions to the exclusion of immigrant peers [219 words].</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"9-20"},"PeriodicalIF":3.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10104514/pdf/nihms-1835130.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9321874","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}
Ayelet Lahat, Michal Perlman, Nina Howe, Holly E Recchia, William M Bukowski, Jonathan B Santo, Zhangjing Luo, Hildy Ross
{"title":"Change over time in interactions between unfamiliar toddlers.","authors":"Ayelet Lahat, Michal Perlman, Nina Howe, Holly E Recchia, William M Bukowski, Jonathan B Santo, Zhangjing Luo, Hildy Ross","doi":"10.1177/01650254221121854","DOIUrl":"https://doi.org/10.1177/01650254221121854","url":null,"abstract":"<p><p>The frequency and length of games, conflicts, and contingency sequences that took place between toddlers as they got to know one another were studied using archival data. The sample consisted of 28 unfamiliar 20- and 30-month-old toddlers (predominantly White, 16 males) who met separately with each of two other toddlers for 18 play dates. The frequency of games increased over time, while the frequency of conflict and contingency sequences decreased. The length of games increased over time while the length of conflicts and contingency sequences were stable. Age and language ability predicted changes in frequency and length of the different types of sequences. Thus, toddlers engage in less structured interactions when they first meet; their interactions become increasingly more organized and positive as the relationship evolves.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"21-34"},"PeriodicalIF":3.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9791325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10821640","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}
Monica S Lu, Laura Hennefield, Rebecca Tillman, Lori Markson
{"title":"Optimistic Children Engage in More Constructive Risk-Taking Behaviors.","authors":"Monica S Lu, Laura Hennefield, Rebecca Tillman, Lori Markson","doi":"10.1177/01650254221132766","DOIUrl":"10.1177/01650254221132766","url":null,"abstract":"","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"72-81"},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10079273/pdf/nihms-1839586.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9641667","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":"Adolescents suppress emotional expression more with peers compared to parents and less when they feel close to others.","authors":"Megan S Wylie, Kalee De France, Tom Hollenstein","doi":"10.1177/01650254221132777","DOIUrl":"https://doi.org/10.1177/01650254221132777","url":null,"abstract":"<p><p>Adolescence is characterized by frequent emotional challenges, intense emotions, and higher levels of expressive suppression use than found in older populations. While evidence suggests that contingent expressive suppression use based on context is the most functional, it remains unclear whether adolescents use expressive suppression differentially based on social context. Because the peer relationship is highly salient in adolescence, the current study was designed to assess whether adolescents use expressive suppression differentially based on their social context. Adolescents (<i>N</i> = 179, <i>M<sub>age</sub></i> = 13.94, 49.2% female) reported emotional events using experience sampling via a smartphone application for 14 days. Multilevel modeling revealed that adolescents used less expressive suppression when they were alone compared with when they were with people, and used more expressive suppression when they were with their peers compared with when they were with family. In addition, more closeness with family predicted less overall expressive suppression use, while closeness with peers did not influence the level of expressive suppression use within the peer context. We discuss the importance of peer relations in adolescence and the relationship between closeness and emotional expression.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"47 1","pages":"1-8"},"PeriodicalIF":3.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9791326/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10821641","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}