Applied Developmental Science最新文献

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Moral reasoning among children in India: The intersection of culture, development, and social class 印度儿童的道德推理:文化、发展和社会阶层的交叉
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-12-16 DOI: 10.1080/10888691.2021.2007770
N. Pandya, L. Jensen, Rachana Bhangaokar
{"title":"Moral reasoning among children in India: The intersection of culture, development, and social class","authors":"N. Pandya, L. Jensen, Rachana Bhangaokar","doi":"10.1080/10888691.2021.2007770","DOIUrl":"https://doi.org/10.1080/10888691.2021.2007770","url":null,"abstract":"Abstract The study included 144 Indian children in middle childhood and early adolescence of high and low SES. Based on the cultural-developmental approach, the aims were to test hypotheses about use of the three Ethics of Autonomy, Community and Divinity, and to gain qualitative insights into the children’s indigenous moral concepts. Three findings stood out: 1) Older children employed a rich set of indigenous duty concepts, thereby also using the Ethic of Community more than younger children. 2) Younger children already reasoned in terms of the Ethic of Divinity. 3) High-SES children used the Ethic of Autonomy more than low-SES children and conceptualized the individual in independent and psychological terms; whereas low-SES children’s view of autonomy invoked fear of physical punishment. The cultural-developmental theory and methodology revealed sides of children’s moral reasoning that are largely missing in Western studies, and point to new research directions in moral development and socialization.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"48 - 67"},"PeriodicalIF":3.8,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361628","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}
引用次数: 1
The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom 城市青少年在科学课堂中对课堂开放与公民参与的认知
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-12-10 DOI: 10.1080/10888691.2021.2007769
M. G. Wui, Jie Zhang, J. Relyea, S. Wong, R. Nam
{"title":"The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom","authors":"M. G. Wui, Jie Zhang, J. Relyea, S. Wong, R. Nam","doi":"10.1080/10888691.2021.2007769","DOIUrl":"https://doi.org/10.1080/10888691.2021.2007769","url":null,"abstract":"Abstract This study examined the extent to which student perceptions of classroom openness and personal characteristics were associated with civic engagement. Survey data including student perceptions of classroom openness, which indicates perceived levels of social and political discussions in the classroom, and personal characteristics such as gender, science engagement, and English Learner (EL) status were collected in 6th-grade science classrooms in an urban intermediate school. Civic engagement was measured using the personally responsible and participatory types of citizenship. Results from hierarchical linear regressions showed that student perceptions of classroom openness uniquely predicted the personally responsible citizen but not participatory citizen after controlling for personal characteristics. Science engagement and gender were significant predictors of both citizenship types. Implications for civic education for middle school science classrooms were discussed.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"34 - 47"},"PeriodicalIF":3.8,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43786093","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}
引用次数: 0
Does paternal involvement matter for early childhood development in rural China? 父亲的参与对中国农村儿童早期发展有影响吗?
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-10-28 DOI: 10.1080/10888691.2021.1990061
Lei Wang, Hui Li, Sarah-Eve Dill, Siqi Zhang, S. Rozelle
{"title":"Does paternal involvement matter for early childhood development in rural China?","authors":"Lei Wang, Hui Li, Sarah-Eve Dill, Siqi Zhang, S. Rozelle","doi":"10.1080/10888691.2021.1990061","DOIUrl":"https://doi.org/10.1080/10888691.2021.1990061","url":null,"abstract":"Abstract Research in developed countries has found that paternal involvement has positive and significant effects on early childhood development (ECD). Less is known, however, about the state of paternal involvement and its influence on ECD in rural China. Using data collected in Southern China that included 1,460 children aged 6–42 months and their fathers (as well as their primary caregivers), this study examines the association between paternal involvement and ECD. Although the results demonstrate that the average level of paternal involvement is low in rural China, paternal involvement is related to a significant increase in three domains of ECD (cognition, language, and social-emotional skills). Older children benefit significantly more than do younger children from paternal involvement in all domains of ECD. The results also show that, if the mother is the primary caregiver, the mother’s higher educational level and the family’s higher socioeconomic status are positively associated with paternal involvement.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"741 - 765"},"PeriodicalIF":3.8,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44174762","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}
引用次数: 2
Academic outcomes in a national afterschool program: The role of program experiences and youth sustained engagement 国家课后项目的学术成果:项目经验和青年持续参与的作用
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-10-26 DOI: 10.1080/10888691.2021.1993855
Scot Seitz, Nadim Khatib, Omar Guessous, G. Kuperminc
{"title":"Academic outcomes in a national afterschool program: The role of program experiences and youth sustained engagement","authors":"Scot Seitz, Nadim Khatib, Omar Guessous, G. Kuperminc","doi":"10.1080/10888691.2021.1993855","DOIUrl":"https://doi.org/10.1080/10888691.2021.1993855","url":null,"abstract":"Abstract Researchers have documented positive associations among youth program quality and academic outcomes, primarily based on cross-sectional data. This study examined longitudinal associations among youth-reported program experiences and academic expectations, self-reported grades, and perceived value of school using data from the national evaluation of Boys and Girls Clubs of America (BGCA). The sample included 101,050 Club attendees at 2,741 BGCA sites throughout the United States from 2015-2018. Latent Growth Curve Modeling was used to examine change in youth-reported program experiences as well as the longitudinal associations among perceived program experiences and academic outcomes over time. Baseline perceptions of program experiences were associated prospectively with increased perceived value of school. In addition, gains in youth-reported program experiences predicted gains in each of the academic outcomes. These findings suggest that youth programs can promote positive academic trajectories when youth perceive the programs as continuing to meet their needs over time.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"766 - 784"},"PeriodicalIF":3.8,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43951720","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}
引用次数: 0
Coping and emotion regulation in response to social stress tasks among young adolescents with and without social anxiety 有和没有社交焦虑的青少年应对社会压力任务的应对和情绪调节
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-10-20 DOI: 10.1080/10888691.2021.1990060
Mitchell R. Masters, M. Zimmer‐Gembeck, Lara J. Farrell, K. Modecki
{"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}
引用次数: 4
Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development? 幼儿教育的差异对双语学习者的语言发展比对单语儿童的语言发展更重要吗?
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-10-16 DOI: 10.1080/10888691.2021.1978845
Jessica A. Willard, B. Leyendecker, Katharina Kohl, Lilly-Marlen Bihler, Alexandru Agache
{"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}
引用次数: 3
Relational social capital and educational equity among middle-school students: a person-centered analysis 关系社会资本与中学生教育公平——以人为中心的分析
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-10-16 DOI: 10.1080/10888691.2021.1978846
P. Scales, M. Shramko, Amy K. Syvertsen, Ashley A. Boat
{"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}
引用次数: 3
Validity studies of a parent-completed social-emotional measure in a representative sample in China 父母社会情绪量表在中国代表性样本中的效度研究
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-09-23 DOI: 10.1080/10888691.2021.1977642
Huichao Xie, N. Waschl, Xiaoyan Bian, Ruoshui Wang, C. Chen, L. Anunciação, Zhen Chai, Wei Song, Yan Li
{"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}
引用次数: 0
Financial behaviors, financial satisfaction, and goal attainment among college-educated young adults: A mediating analysis with latent change scores 受过大学教育的年轻人的财务行为、财务满意度和目标达成:一项具有潜在变化分数的中介分析
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-09-23 DOI: 10.1080/10888691.2021.1976182
Xiaomin Li, Melissa A. Curran, Joyce Serido, Ashley B. LeBaron‐Black, Soyeon Shim, Nan Zhou
{"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}
引用次数: 3
Enacting maturity during adolescence: Extending theory, developing a measure, and considering implications for problem behaviors 制定成熟在青春期:扩展理论,发展一种措施,并考虑问题行为的影响
IF 3.8 3区 心理学
Applied Developmental Science Pub Date : 2021-08-02 DOI: 10.1080/10888691.2021.1957892
L. T. Hoyt, Natasha Chaku, Kelly R Barry, Grace Anderson, P. J. Ballard
{"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}
引用次数: 1
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