Applied Developmental Science最新文献

{"title":"Coping and emotion regulation in response to social stress tasks among young adolescents with and without social anxiety","authors":"Mitchell R. Masters, M. Zimmer‐Gembeck, Lara J. Farrell, K. Modecki","doi":"10.1080/10888691.2021.1990060","DOIUrl":"https://doi.org/10.1080/10888691.2021.1990060","url":null,"abstract":"Abstract Given that threat appraisal and coping are amenable to intervention, we aimed to identify threat appraisals and coping responses of anxious adolescents, relative to less anxious peers, during induced social stressors. Adolescents (N = 76; Mage = 13.5yrs) completed a clinical interview and five stress tasks. After each task, we measured threat appraisals (state anxiety and social evaluation), general coping ability, and eight ways of coping and regulating emotion. Adolescents with high anxiety appraised more threat and used more distraction, behavioral disengagement and rumination. As adolescents progressed through tasks, threat appraisal decreased, perceived coping ability increased, and problem-solving, distraction, behavioral disengagement and rumination decreased. Social anxiety level task interactions were not significant. In person-centered analysis, adolescents were distinguished as active copers, suppressors, or expressives. Anxious adolescents were more likely to be active copers, whereas their less anxious peers more likely suppressed or expressed emotions to cope with the tasks.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"18 - 33"},"PeriodicalIF":3.8,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41692489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?","authors":"Jessica A. Willard, B. Leyendecker, Katharina Kohl, Lilly-Marlen Bihler, Alexandru Agache","doi":"10.1080/10888691.2021.1978845","DOIUrl":"https://doi.org/10.1080/10888691.2021.1978845","url":null,"abstract":"Abstract Can early childhood education (ECE) support the societal language development of children from linguistically diverse backgrounds? This study examined how existing variation in classroom interaction quality (CLASS Pre-K), classroom composition (percentages of children from low-income backgrounds and dual language learners [DLLs]), and duration of attending German ECE were related to language trajectories from 30 to 73 months of age (n = 519 children in 154 classrooms). DLL status served as a focal moderator and parental education was considered as an additional moderator. Age-based growth models revealed interactions between DLL status and ECE characteristics. There were numerous intercept effects that endured over the age span studied. Interaction quality (emotional support) and classroom composition (percentage of DLLs) were related only to DLLs’ German language growth. Parental education did not moderate ECE effects. Hence, the observed range of variation in German ECE may matter for DLLs’ societal language development but may be of less relevance for monolingual children.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"704 - 725"},"PeriodicalIF":3.8,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44241055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relational social capital and educational equity among middle-school students: a person-centered analysis","authors":"P. Scales, M. Shramko, Amy K. Syvertsen, Ashley A. Boat","doi":"10.1080/10888691.2021.1978846","DOIUrl":"https://doi.org/10.1080/10888691.2021.1978846","url":null,"abstract":"Abstract Students’ relationships with their teachers are a form of social capital (i.e., relational social capital; RSC). Latent transition analysis (LTA) was used to investigate longitudinal patterns of RSC in a sample of 786 grades 6 (35%), 7 (35%), and 8 (30%) students (48% female, 37% Hispanic, 22% white, 68% low income), and their links to academic motivation and GPA. Three classes of students were identified: Those with greater likelihood of reporting all RSC indicators (16%), those with greater likelihood only of being academically challenged (21%), and those with lower likelihood of reporting RSC (63%). Low-income students had lower odds of being in the high challenge class and greater odds of worsening relationships with teachers. Low RSC students had lower academic motivation and GPA. Results show the connections between RSC inequities and inequities in educational outcomes. To advance educational equity, intentional efforts are needed to build strong student-teacher relationships.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"726 - 740"},"PeriodicalIF":3.8,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41630902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity studies of a parent-completed social-emotional measure in a representative sample in China","authors":"Huichao Xie, N. Waschl, Xiaoyan Bian, Ruoshui Wang, C. Chen, L. Anunciação, Zhen Chai, Wei Song, Yan Li","doi":"10.1080/10888691.2021.1977642","DOIUrl":"https://doi.org/10.1080/10888691.2021.1977642","url":null,"abstract":"Abstract In China, more than 90% of individuals in need are not receiving mental health services, partially because of the scarcity of valid and reliable developmental tools. This project aimed to adapt and validate a parent-completed screening tool, the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2), to fill in this gap. First, a national representative sample of 2,830 children was accessed to establish cutoff scores. Results from a confirmatory multidimensionality item response theory analysis supported a two-factor structure with this sample. Evidence for item response theory reliabilities and internal consistency were also examined. The second study compared the Chinese ASQ:SE-2 with three convergent measures in a regional sample. Chinese ASQ:SE-2 total scores significantly correlated with most of the domain and total scores on the convergent measures. The classification agreement achieved a maximum of 85%. This project supports the use of the ASQ:SE-2 in the Chinese population, enhancing its clinical utility.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"689 - 703"},"PeriodicalIF":3.8,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41342497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Financial behaviors, financial satisfaction, and goal attainment among college-educated young adults: A mediating analysis with latent change scores","authors":"Xiaomin Li, Melissa A. Curran, Joyce Serido, Ashley B. LeBaron‐Black, Soyeon Shim, Nan Zhou","doi":"10.1080/10888691.2021.1976182","DOIUrl":"https://doi.org/10.1080/10888691.2021.1976182","url":null,"abstract":"Abstract The aim of the study is to investigate how 2,084 U.S. college-educated young adults (61.9% female, and 69.5% non-Hispanic White) navigated the goal attainment process during the transition to adulthood. Using four-wave data collected across eight years, we examined how financial behaviors (self-regulating behaviors) predicted both depressive symptoms (affective goal attainment evaluations) and financial obstacles to goal attainment (cognitive goal attainment evaluations) via financial satisfaction (resources). Given the variability in developmental trajectories (i.e., initial levels and rates of over-time changes) among young adults, we conducted an exploratory mediational analysis with Latent Change Scores. The results revealed indirect-only mediation patterns, and 8 of 16 (50%) indirect effects via financial satisfaction were statistically significant. Collectively, we identified the salient roles of financial behaviors and financial satisfaction among young adults who pursued and attained life goals amid the financial difficulties during the 2007–2009 Great Recession. Our findings should be informative for promoting desired development among the current generation of young adults who were pursuing goals during the financial recession, primarily by indicating the necessity in implementing financial education and providing financial resources for young adults.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"603 - 617"},"PeriodicalIF":3.8,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42346504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enacting maturity during adolescence: Extending theory, developing a measure, and considering implications for problem behaviors","authors":"L. T. Hoyt, Natasha Chaku, Kelly R Barry, Grace Anderson, P. J. Ballard","doi":"10.1080/10888691.2021.1957892","DOIUrl":"https://doi.org/10.1080/10888691.2021.1957892","url":null,"abstract":"Abstract A challenge of early adolescence is the “developmental mismatch” between adolescents’ need for autonomy and the lack of opportunities to enact maturity via adult-like roles. We identified ways that young people enact maturity, from a youth perspective via focus groups (N = 41, aged 11–17 years), and used data to develop and test a new measure of enacting maturity (EM) using an online survey (N = 420; aged 11–18 years; 58.6% female; 49.5% White). Exploratory factor analysis suggested four internally consistent factors: Independence, Responsibility, Leadership, and Communication; confirmatory factor analysis resulted in a 21-item scale with adequate model fit. Independence was associated with more substance use and general risk taking while Responsibility and Communication were associated with less substance use and general risk taking. The EM measure is an important first step to understanding if adolescents have opportunities to enact maturity and how this relates to key developmental outcomes.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"657 - 678"},"PeriodicalIF":3.8,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1957892","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47425401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using critical media literacy and Youth-Led research to promote the sociopolitical development of black youth: Strategies from our voices","authors":"R. Jagers, Constance Flanagan","doi":"10.1080/10888691.2020.1865613","DOIUrl":"https://doi.org/10.1080/10888691.2020.1865613","url":null,"abstract":"In this paper Dr. Nkemka Anyiwo shares results from the Our Voices project with Black youth. The goal of that project was to promote the sociopolitical development (SPD) of the young participants by honing their skills in critiquing media images. Critical media literacy seems to be a manifestation of critical pedagogy, a notion that many have traced back to the work of Brazilian educator, Paulo Freire (Friere, 2000; McLaren & Leonard, 1993). Critical pedagogy has informed the work of a range of stakeholders interested in the promotion of educational experiences that advance freedom and social justice. Drawing attention to social justice in developmental science is the intent of this special issue of the Journal of Applied Developmental Science, edited by Drs. Velma McBride Murray and Riana Anderson. This particular paper is a perfect fit for the special issue insofar as Our Voices encourages youth to be aware of, critique, and object to the unjust and false images and stories about Black people promulgated in the media. Since the 1950s mass media has become a more prominent part of the lived experiences of US residents. Media consumption has increased substantially over the past 10 years and is an especially important aspect of the lives of young people. This includes increases in cell phone use, online and video game activity, watching television and listening to music (Prot et al., 2015). When one considers the all-encompassing nature of mass media and the reification of the extant power structures it promotes, the propaganda function of mass media becomes clear, as Herman and Chomsky (1988) argued in Manufacturing Consent: The Political Economy of Mass Media. For this reason, critical media literacy would seem to be an imperative for participatory democracy and a more just society. As Kellner and Share (2007) assert, critical media literacy offers the potential to facilitate critical analysis of the various forms of mass communication in terms of the relationships among media, audiences and power. This elevates the importance of the type of initiative undertaken by the author of this manuscript. However, it is important to note in the context of this commentary that, while the raced and gendered stereotypes that the author seeks to critique and disrupt do help define present day life, they also precede these more recent insights into the socializing functions that media can play. Negative characterizations of Native Americans, Africans and other people of color (and positive images of Whites and men) were and are integral to the founding and development of the US. By intent, such images were ubiquitous in all areas of societal functioning—the arts, religion, education and the sciences—so that they would become internalized and enacted at the individual, interpersonal and institutional levels. Contesting the “just world” or “system justification” beliefs (Jost et al., 2004) promulgated in the media is the first step in Dr. Anyiwo’s intervention","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"404 - 408"},"PeriodicalIF":3.8,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2020.1865613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46239203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Afterschool engagement: a mixed methods approach to understanding profiles of youth engagement","authors":"Ashlee L. Sjogren, Christine L. Bae, Nancy L. Deutsch, S. Zumbrunn, M. Broda","doi":"10.1080/10888691.2021.1947140","DOIUrl":"https://doi.org/10.1080/10888691.2021.1947140","url":null,"abstract":"Abstract Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analysis and semi-structured student focus groups to explore individual differences in engagement and sources and barriers of engagement for a sample of underrepresented minority students who regularly participate in an afterschool program. Latent profile analyses revealed three engagement profiles: moderately engaged, affectively engaged, and disengaged. Reported sources (e.g., program content, friends) and barriers (e.g., interpersonal tension, repetitive content) differed by profile. The results provide a comprehensive understanding of student engagement in afterschool programs and are relevant to practitioners who desire to promote engagement.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"638 - 656"},"PeriodicalIF":3.8,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1947140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47706294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity","authors":"Stephanie Soto-Lara, M. Yu, Alessandra Pantano, S. Simpkins","doi":"10.1080/10888691.2021.1945454","DOIUrl":"https://doi.org/10.1080/10888691.2021.1945454","url":null,"abstract":"Abstract Youth-staff relationships and program activities are important elements in designing high-quality afterschool activities that promote a broad range of outcomes. Using a qualitative approach, Latinx adolescents were interviewed (n = 28, 50% girls) about their experiences in a university-based afterschool math enrichment activity. Findings under the first goal of the study suggest that Latinx adolescents perceived changes in their math-specific outcomes (e.g., problem-solving skills), future science, technology, engineering, and mathematics (STEM) pathways (e.g., envisioning a future career), and social-emotional skills (e.g., relationship skills) as a result of participating in the activity. Under the second goal of the study, findings identified the specific practices that adolescents thought promoted those outcomes, including incorporating advanced math concepts and engaging in collaborative learning, engaging in campus tours and informal conversations, and using culturally responsive practices. The findings from this study can be leveraged by scholars and educators to design, further strengthen, and evaluate high-quality afterschool activities.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"619 - 637"},"PeriodicalIF":3.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1945454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49214126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gratitude as a moral virtue: a psychometric evaluation of the Gratitude Assessment Questionnaire in Chinese children","authors":"Yue Liang, J. Tudge, Hongjian Cao, L. Freitas, Yu Chen, Nan Zhou","doi":"10.1080/10888691.2021.1941964","DOIUrl":"https://doi.org/10.1080/10888691.2021.1941964","url":null,"abstract":"Abstract Gratitude has been previously defined as a tendency to appreciate positives in life, thus conflating gratitude and components of well-being. Accordingly, current measures assessing “gratitude” are primarily based on this conflated conceptualization, and do not adequately assess gratitude as a moral virtue. The Gratitude Assessment Questionnaire (GAQ-C) was developed to assess child virtuous gratitude (VG). This study evaluates the psychometric properties of the GAQ-C in 641 Chinese children (Mage = 10.70, SD = 4.48), showing it to be a reliable and valid measure to assess Chinese child VG. Specifically, results of confirmatory factor analyses demonstrated that virtuous gratitude consists of cognitive, emotional, and behavioral components. Furthermore, child VG measured by the GAQ-C was associated positively with parental appreciation socialization, unlike child appreciation assessed by the 6-item Gratitude Questionnaire (GQ-6). Additionally, child VG was related to child depressive symptoms, life satisfaction, daily gratitude behaviors, and prosocial behaviors. Such results provide evidence of conceptual differences between gratitude and appreciation.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"578 - 591"},"PeriodicalIF":3.8,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1941964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48077241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}