International Journal of Behavioral Development最新文献

{"title":"Co-occurrence of internalizing difficulties and aggression in early childhood and risk of mental health problems in middle childhood","authors":"S. Tsotsi, S. Goh, R. Coplan, E. Bølstad, N. Czajkowski, Dinka Smajlagić, Mona Bekkhus","doi":"10.1177/01650254231187902","DOIUrl":"https://doi.org/10.1177/01650254231187902","url":null,"abstract":"The goal of this prospective longitudinal study was to explore whether co-occurrent internalizing difficulties and aggression in early childhood convey increased risk for later mental health problems in middle childhood. Participants were mothers from the Norwegian Mother, Father and Child Cohort Study (MoBa), who provided assessments of child internalizing difficulties and aggression at ages 3 years (n = 54,644; 26,750 girls) and 5 years (n = 38,177; 18,794 girls), as measures of child depressive, anxiety, conduct-related, and oppositional defiant (OD) symptoms at age 8 years. Using latent profile analyses (LPA) of internalizing difficulties and aggression, four profiles were identified: low-symptom/normative; primarily internalizing; primarily aggressive; and co-occurrent. Among the other results, the co-occurrent group exhibited the highest levels of depressive, anxiety, and oppositional defiant symptoms at 8 years. Most children (78%) remained stable in their profile between ages 3 and 5 years. Among the transition patterns that emerged, transitions were observed both from the normative to a risk profile and vice versa. Children who remained stable within the co-occurrent profile or who transitioned from the co-occurrent profile to one of the other two risk profiles also exhibited more depressive, anxiety, and OD symptoms at 8 years of age, when compared with children who transitioned from the co-occurrent to the normative profile. The heterogeneity between early manifestation of internalizing difficulties and aggression, and specific type of later mental health symptoms not only supports a shared etiology between internalizing and externalizing difficulties but also points toward the need for person-centered monitoring in early childhood with further implications for early identification of difficulties and preventive measures.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49343046","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":"Civic science education for youth-driven water security: A behavioral development approach to strengthening climate resilience","authors":"C. Trott, Andrea E. Weinberg, Susan M. Frame, Peterson Jean-Pierre, T. Even","doi":"10.1177/01650254231188661","DOIUrl":"https://doi.org/10.1177/01650254231188661","url":null,"abstract":"Haiti is among the most climate-vulnerable nations in the world, and Haitian youth face disproportionate risks to their health and well-being. Yet, to date, few studies have partnered with young people to position them as agents of change addressing climate change impacts in their communities, particularly in Global South contexts. As a step toward addressing this important gap, the present study used in-depth interviews ( N  = 6) to explore the multi-faceted behavioral developmental impacts on Haitian students (ages 20–30 years) who took part in a participatory environmental education program focused on access to clean water in Jacmel, a coastal city in Southern Haiti. The program combined hydrology and ecosystem education with youth-led water quality testing, community surveys, and data mapping—enabling students to collect, analyze, and visualize locally-meaningful data with real-world significance. Thematic analysis (TA) of post-program interviews conducted with program staff ( n = 2) and students ( n = 4) resulted in three major themes describing program-based developmental impacts equipping youth to address climate-driven threats in their community: (1) learning and skills development: Youth gained a deeper knowledge of hydrological and ecological systems, as well as research, digital, and technology skills; (2) health and environmental behaviors: Youth were experiencing and advocating behavioral shifts associated with preventing waterborne illnesses and protecting local ecosystems; and (3) civic engagement: Youth were developing a critical mindset regarding power relations and social change and were simultaneously motivated to disseminate local data to raise community awareness and engage with local authorities to improve environmental conditions. Findings shed light on the transformative potential of environmental and civic science education to engage young people as key actors in building adaptive capacity and reducing climate vulnerability. Implications for developmental science are discussed.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45160861","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":"Dynamics of parenting and children’s coping: Bidirectional effects between parent motivational support and children’s academic coping during late childhood and early adolescence","authors":"Kristy Raine, E. Skinner","doi":"10.1177/01650254231187905","DOIUrl":"https://doi.org/10.1177/01650254231187905","url":null,"abstract":"The present study examined the interconnections between parental motivational support and children’s academic coping as a bidirectional system, with each social partner shaping changes in the other, using a two-wave sample of 1,020 students in grades three through six, aged 8–13, measured at the beginning and end of one school year in a school district in the northeastern United States. Using a motivational model of academic coping that specified both core ways of coping and a set of interpersonal motivational resources that parents can offer their children, cross-lagged panel path models examined whether initial levels of parent support (a combination of involvement, structure, and autonomy support) predicted changes in both children’s total coping profile and their individual adaptive and maladaptive ways of coping, while simultaneously investigating whether children’s coping profile and individual ways predicted changes in parenting. Results for children’s total coping profile and individual adaptive ways supported hypotheses about reciprocal effects, whereas findings for individual maladaptive ways of coping were more differentiated: Parenting predicted changes in coping for all maladaptive ways except rumination, but only concealment, self-pity, and projection predicted changes in parenting. Results did not differ by grade or gender. Potential avenues for future research, limitations, and implications for parenting practice were discussed.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42037166","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":"Prospective associations of prosocial behavior and aggression with social preference: Moderation by classroom levels of peer-perceived liking and disliking by the teacher","authors":"Jingu Kim, A. Cillessen","doi":"10.1177/01650254231186327","DOIUrl":"https://doi.org/10.1177/01650254231186327","url":null,"abstract":"The goal of this study was to examine the prospective associations of prosocial behavior and aggression with social preference in classrooms and whether these associations were moderated by classroom levels of peer-perceived liking and disliking by the teacher. Participants were 2900 fourth-to sixth-grade students in South Korea (Mage = 10.02 years, SD = 0.84, 48.6% girls) who completed peer nominations at the beginning (Time 1) and end (Time 2) of their school year. The peer nominations included who they liked most and liked least in their classroom, who they saw as prosocial and aggressive, and who they thought was liked and disliked by their teacher. Nominations received were calculated for all individual students. To indicate the classroom levels of peer-perceived liking and disliking by the teacher, we calculated the total number of nominations given in the classroom and divided it by the maximum possible nominations. Multilevel analyses were conducted. At the level of the individual, social preference at Time 2 was positively predicted by prosocial behavior and negatively by aggression at Time 1, controlling for social preference at Time 1. These associations were moderated by the peer reputation as liked and disliked by the teacher. At the level of the classroom, social preference at Time 2 tended to increase over time in classrooms with high levels of peer-perceived liking by the teacher but decreased in classrooms with high levels of peer-perceived disliking by the teacher. Classroom levels of peer-perceived liking by the teacher moderated the positive association of prosocial behavior at Time 1 with preference at Time 2: this association was stronger in classrooms with higher levels of peer-perceived liking by the teacher. Thus, classroom levels of peer-perceived liking by the teacher had positive effects for individual students and the classroom as a whole. Future studies should address how teacher–student relationships can contribute to a positive classroom context that facilitates students’ well-being, learning, and development.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47168133","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":"Children’s peer rejection trajectories and Internet gaming addiction: A five-wave growth mixture model","authors":"Mengmeng Feng, Guangdong Zhou","doi":"10.1177/01650254231182966","DOIUrl":"https://doi.org/10.1177/01650254231182966","url":null,"abstract":"This study investigated the longitudinal trajectories of peer rejection and their predictive effects on Internet gaming addiction among Chinese children. The sample comprised 818 students from Grades 1 to 3 (M = 8.30, SD = 1.11, 51.3% boys). Peer rejection was assessed using peer nominations in five waves over a period of 2.5 years, and Internet gaming addiction was measured using the Internet Gaming Disorder Scale–Short Form in the fifth wave. We used a growth mixture model to explore the developmental trajectory of peer rejection and identified four heterogeneous developmental trajectories: low-drop, moderate-drop, moderate-rise, and high-rise rejection. The trajectory categories of peer rejection significantly predicted Internet gaming addiction. In particular, the prediction in the moderate-rise rejection group was higher than that in the low-drop rejection group. This study indicates that exploring the prediction of trajectory categories on Internet gaming addiction is necessary and that it is essential for families and schools to help children establish good interpersonal relationships and to reduce the development of addictive behaviors associated with Internet gaming.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44751025","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":"Birth Family Contact from Childhood to Adulthood: Adjustment and Adoption Outcomes in Adopted Young Adults.","authors":"Albert Y H Lo, Harold D Grotevant, Gretchen M Wrobel","doi":"10.1177/01650254231165839","DOIUrl":"10.1177/01650254231165839","url":null,"abstract":"<p><p>Experiences of contact between adopted persons and birth family members have implications for psychological adjustment of adopted persons. The current study utilizes four contact trajectory groups, spanning from middle childhood to young adulthood and encompassing three aspects of birth family contact, in predicting psychological adjustment and adoption-related outcomes in adopted young adults. Data come from a longitudinal study of adoptive families in which adopted persons were domestically adopted in infancy by same-race parents in the United States. Adopted young adults in the group characterized by sustained high levels of contact and satisfaction with contact over time ('Extended Contact') displayed lower levels of psychological distress and higher levels of psychological well-being than adopted persons in the group characterized by contact that increased over time but remained limited ('Limited Contact'). Generally, adopted persons within the group characterized by consistent lack of contact ('No Contact') and the group characterized by contact that was initially present but ended ('Stopped Contact') did not differ in distress and well-being from those in the 'Extended Contact' group. No group differences were found on adoption dynamics and identity, however young adults in the 'Extended Contact' group generally reported more positive relationships with their birth mothers than those in the other groups. Findings are discussed in the context of heterogeneity in contact experiences and implications for policy and practice.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10361248/pdf/nihms-1882064.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9885934","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":"Adolescent-directed racial-ethnic socialization: Developmental processes that contribute to adolescents’ ability to provide racial-ethnic socialization within immigrant family contexts","authors":"Puja Patel, Gabriela Livas Stein, Lisa Kiang, Linda P. Juang, Charissa S. L. Cheah","doi":"10.1177/01650254231175844","DOIUrl":"https://doi.org/10.1177/01650254231175844","url":null,"abstract":"Immigrants currently account for close to 14% of the United States’ population with one in four children growing up in an immigrant household. Yet, little is known about how immigrant parents and their adolescents dialogue about race and ethnicity within the evolving sociopolitical environment. Traditionally, the adolescents’ role in racial-ethnic socialization (RES) has been conceptualized as receivers of messages around race and ethnicity from their parents. However, differential rates at which adolescents and parents acculturate to the mainstream society could lead the adolescent to possess a more contemporary understanding of the social and racial landscape in the United States, thereby becoming the “deliverer” of messages on racial socialization rather being just a “receiver.” To inform our understanding of the potential process of how adolescents might be positioned to socialize their parents on race/ethnicity, this paper integrates key aspects of RES, racial-ethnic identity, and critical consciousness among Latinx and Asian immigrant adolescents to inform a conceptual model of adolescent-directed RES. The current conceptual model highlights several important avenues for future research to empirically assess individual and familial factors associated with adolescent-directed RES.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43511067","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":"Parental warmth moderates the relation between children’s lying and theory-of-mind","authors":"X. Ding, Cleo Tay, Shu Juan Goh, R. Hong","doi":"10.1177/01650254231175835","DOIUrl":"https://doi.org/10.1177/01650254231175835","url":null,"abstract":"Lying is a prevalent and normative behavior in young children. Conceptually, it is strongly linked with children’s theory-of-mind development. However, empirical studies show that the link between children’s lying and theory-of-mind is heterogeneous. This study examined whether parental control and parental warmth moderate the link between children’s lying and theory-of-mind understanding. Three- to six-year-old Singaporean children (N = 116, Mage = 59 months, 59 male, 81.0% Chinese) participated in the temptation resistance paradigm, in which they were asked to guess the identity of a toy but instructed not to peek at it when left alone. Parental control and parental warmth were assessed via a parent–child interactive game. Results showed that the relation between children’s maintenance of their initial lie and general theory-of-mind understanding was moderated by parental warmth. Specifically, there was a negative relation between children’s lying and theory-of-mind for dyads with high parental warmth, but a positive relation between children’s lying and theory-of-mind for dyads with low parental warmth. Overall, the findings suggest that children’s lying behavior is the outcome of a complex interaction between cognitive and social factors.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49544145","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":"Self-regulation and academic achievement among Singaporean young children: A cross-cultural comparison in a multicultural Asian society","authors":"Luxi Chen, W. J. Yeung","doi":"10.1177/01650254231170442","DOIUrl":"https://doi.org/10.1177/01650254231170442","url":null,"abstract":"Cultural contexts influence the development of self-regulation. However, cross-cultural variations and consistencies in different aspects of self-regulation and their academic outcomes within the Asian context are less clear. This study investigated (1) the extent to which the development of hot and cool Executive Function (EF) might differ among children from different cultural backgrounds in a multicultural Asian society, and (2) whether and how the predictive power of hot and cool EF on academic skills might vary across subcultures within the nation. Longitudinal data were collected over two waves from a national probability sample of 2,527 young children in Singapore, consisting of ethnic Chinese, Malays, and Indians. Working memory (WM), Delay of Gratification (DoG), and parent-reported self-control were measured during their preschool years (3–6 years of age) in Wave 1. Reading and mathematical skills were assessed approximately 2 years later in Wave 2. Results demonstrated that ethnic Chinese children typically delayed gratification at age 4, whereas Malay and Indian children only started to delay gratification at age 6. Chinese children also outperformed their Malay and Indian counterparts in WM tasks and standardized achievement tests in reading and mathematics. Parent-reported child self-control did not differ by ethnicity. Across subcultures in Singapore, WM was a robust predictor of reading and mathematical skills and explained the longitudinal relations of DoG to academic skills. Our findings suggest that the developmental gaps in EF during early childhood can contribute to later gaps in academic achievement among ethnic groups. Nurturing self-regulation during the preschool years is essential for promoting children’s school readiness.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48809093","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":"Exploring effects of multi-level factors on transitions of risk-taking behaviors among middle-to-late adolescents.","authors":"Yan Guo, Yinmei Yang, Lynette Deveaux, Veronica Dinaj-Koci, Elizabeth Schieber, Carly Herbert, JungAe Lee, Bo Wang","doi":"10.1177/01650254221148117","DOIUrl":"10.1177/01650254221148117","url":null,"abstract":"<p><p>Adolescents experiment with risk behaviors, including delinquency, substance use, and sexual activity. Multi-level social factors, such as having high-risk peers, neighborhood risks, and parental monitoring, influence adolescents' behaviors. We modeled transition patterns in Bahamian adolescents' risk behaviors across three high school years and examined the effects of multi-level factors. We collected data from 2,564 Bahamian adolescents in Grade 10 and follow-ups through Grade 12. We used latent transition model to identify adolescents' risk statuses. Further analyses used multinomial logistic regression to explore the effects of multi-level factors on assignment to those latent statuses and transitions. We identified four distinct statuses: \"low risk\" (47.9% of the sample at baseline), \"alcohol use\" (36.8%), \"alcohol use and sexual activity\" (5.5%), and \"high risk\" (9.8%). Males were more likely to be in higher-risk statuses at baseline and to transition from a lower-risk status in Grade 10 to a higher-risk status in Grade 11. Social risk factors were significantly associated with higher-risk statuses at baseline. Neighborhood risk and peer risk involvement continued to affect transitions from lower to higher risk; parental monitoring did not have a significant effect in later years. Our findings have important implications for developing targeted and developmentally appropriate interventions to prevent and reduce risk behaviors among middle-to-late adolescents.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10516360/pdf/nihms-1857895.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41120437","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}