Child Development Perspectives最新文献_第3页

Supporting Latinx immigrant children and families in the transition to elementary school 帮助拉丁裔移民儿童和家庭顺利升入小学

IF 5.1 1区心理学

Child Development Perspectives Pub Date : 2024-03-15 DOI: 10.1111/cdep.12512

Natalia Palacios, Judy Paulick

引用次数: 0

Familism attitudes, behaviors, and adjustment during adolescence 青少年时期的家庭观念、行为和适应性

IF 5.1 1区心理学

Child Development Perspectives Pub Date : 2024-03-14 DOI: 10.1111/cdep.12511

Xochitl Arlene Smola, Andrew J. Fuligni

引用次数: 0

Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems 青少年的教育认同过程：纵向证据分析和教育系统的作用

IF 6.4 1区心理学

Child Development Perspectives Pub Date : 2024-03-13 DOI: 10.1111/cdep.12504

Oana Negru-Subtirica

{"title":"Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems","authors":"Oana Negru-Subtirica","doi":"10.1111/cdep.12504","DOIUrl":"10.1111/cdep.12504","url":null,"abstract":"Educational identity has been studied increasingly in the past decades since school is a structured context that shapes adolescent identity formation. Across the academic years, adolescents learn to position themselves in terms of their education and schooling, perceiving these entities as more or less relevant for their self-formation. In this article, I analyze educational identity in the context of personal identity formation in adolescence through longitudinal studies from Japan, the Netherlands, and Romania that used the identity process approach. I also examine the role educational systems play in educational identity trajectories, outlining the limits of personal intentionality when adolescents make educational choices. In addition, I address the relations of educational identity development with two important outcomes of education: academic achievement and vocational development. I conclude that educational identity formation reflects the freedom or coercion that country-specific educational systems teach adolescents through educational tracking and the timing of educational transitions.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 2","pages":"97-103"},"PeriodicalIF":6.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140125608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hasta la Raiz: Cultivating racial-ethnic socialization in Latine families Hasta la Raiz：在拉丁家庭中培养种族-民族社会化

IF 6.4 1区心理学

Child Development Perspectives Pub Date : 2024-03-12 DOI: 10.1111/cdep.12502

Norma J. Perez-Brena, Mayra Y. Bámaca, Gabriela Livas Stein, Elisa Gomez

{"title":"Hasta la Raiz: Cultivating racial-ethnic socialization in Latine families","authors":"Norma J. Perez-Brena, Mayra Y. Bámaca, Gabriela Livas Stein, Elisa Gomez","doi":"10.1111/cdep.12502","DOIUrl":"10.1111/cdep.12502","url":null,"abstract":"Familial racial-ethnic socialization (RES) helps youth build tools of cultural resilience by providing messages regarding race and ethnicity that enable them to negotiate and survive the demands of a racialized society. Thus, RES is an important caregiving task for historically minoritized families, including Latine families in the United States. In this article, we review research on RES in Latine families, which has focused primarily on RES processes in middle childhood to adolescence, to provide an evidence-informed conceptual model delineating the youth, parental, dyadic/familial, and sociohistorical factors that shape how Latine families engage in RES. We argue that it is important to focus on which RES messages are provided, how families provide these messages, and the concomitant family processes that support RES efforts that result in culturally adaptive outcomes. We also review research on this topic to identify where evidence supports the role of these factors in the delivery of RES and to identify new directions for research and intervention.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 2","pages":"88-96"},"PeriodicalIF":6.4,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12502","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140114928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How motivation restricts the scalability of universal school-based mindfulness interventions for adolescents 动机如何限制青少年校本正念干预措施的可扩展性

IF 5.1 1区心理学

Child Development Perspectives Pub Date : 2024-03-04 DOI: 10.1111/cdep.12508

Brian Galla

{"title":"How motivation restricts the scalability of universal school-based mindfulness interventions for adolescents","authors":"Brian Galla","doi":"10.1111/cdep.12508","DOIUrl":"10.1111/cdep.12508","url":null,"abstract":"In this article, I argue that the scalability and effectiveness of universal school-based mindfulness interventions for adolescents will always be limited by the high motivational commitment required to meditate. Mindfulness interventions rely on a single and demanding health behavior—namely, meditation—to cultivate mindfulness skills. But unlike traditional mindfulness interventions delivered in clinics to self-selected adults who are motivated to manage personal problems through meditation, universal school-based mindfulness interventions are delivered to all adolescents regardless of their desire to meditate. I review evidence from multiple randomized controlled trials of universal school-based mindfulness interventions to show that adolescents consistently report low levels of engagement in meditation and that many interventions have failed to improve adolescents' mental health. I propose that universal mindfulness interventions eliminate meditation entirely and focus on instilling contemplative viewpoints conducive to flourishing, and that the skill of mindfulness is taught only to adolescents who want to meditate.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 3","pages":"129-136"},"PeriodicalIF":5.1,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdep.12508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140033352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An integrative model of parent-infant communication development 父母与婴儿沟通发展的综合模式

IF 5.1 1区心理学

Child Development Perspectives Pub Date : 2024-02-28 DOI: 10.1111/cdep.12507

Or Lipschits, Ronny Geva

引用次数: 0

Infants' predictive minds: The role of motor experience 婴儿的预测思维：运动经验的作用

IF 5.1 1区心理学

Child Development Perspectives Pub Date : 2024-02-28 DOI: 10.1111/cdep.12506

Gudrun Schwarzer, Bianca Jovanovic

引用次数: 0

The developmental consequences of early exposure to climate change-related risks 早期暴露于气候变化相关风险的发育后果

IF 5.1 1区心理学

Child Development Perspectives Pub Date : 2024-02-22 DOI: 10.1111/cdep.12503

Jorge Cuartas, Dana C. McCoy, Isabella Torres, Lindsey Burghardt, Jack P. Shonkoff, Hirokazu Yoshikawa

引用次数: 0

Promoting healthy screen use in children with externalizing behavior 促进有外化行为的儿童健康使用屏幕

IF 6.4 1区心理学

Child Development Perspectives Pub Date : 2024-02-08 DOI: 10.1111/cdep.12500

Shayl F. Griffith, Daniel M. Bagner, Katie C. Hart

引用次数: 0

Antifascist praxis in developmental science: Possibilities for collective resistance to fascism 发展科学中的反法西斯实践：集体抵抗法西斯主义的可能性

IF 6.4 1区心理学

Child Development Perspectives Pub Date : 2024-02-05 DOI: 10.1111/cdep.12501

Miriam R. Arbeit, Andrea Negrete, Natasha Panlilio Berger, Anne E. Dufault, Alexandria C. Onuoha, Sarah L. F. Burnham

{"title":"Antifascist praxis in developmental science: Possibilities for collective resistance to fascism","authors":"Miriam R. Arbeit, Andrea Negrete, Natasha Panlilio Berger, Anne E. Dufault, Alexandria C. Onuoha, Sarah L. F. Burnham","doi":"10.1111/cdep.12501","DOIUrl":"10.1111/cdep.12501","url":null,"abstract":"Antifascists have developed action-oriented principles and practices for collective resistance to fascism. In this article, we discuss antifascism as praxis, which is the nexus of theory and practice through collective reflection and action. Antifascist praxis can inform developmental science at individual and contextual levels of analysis. For the study of individual developmental trajectories, we examine how antifascist praxis can inform research to stop fascist recruitment of youth and counter-recruit youth into liberation movements. For the study of developmental contexts, we use the example of family separation to examine how antifascist praxis can inform research to identify fascist threats and support collective action against fascist violence. We also present next steps for developing a field of scholarship in which communities of developmental scientists engage in antifascist praxis. As developmental scientists, we must see ourselves as part of—not objectively disconnected from—broader mass movements building power against fascism and pursuing liberation for all.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"18 2","pages":"73-81"},"PeriodicalIF":6.4,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139690286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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