Applied Developmental Science最新文献_第7页

“Literacy is everywhere!”: using digital technology to broaden how parents view the home literacy environment “识字无处不在!:利用数字技术拓宽家长对家庭文化环境的看法

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-09-24 DOI: 10.1080/10888691.2022.2125392

Kathryn A. Leech, Drew Wheat, M. Rowe, Joseph H. Blatt, C. Dede

{"title":"“Literacy is everywhere!”: using digital technology to broaden how parents view the home literacy environment","authors":"Kathryn A. Leech, Drew Wheat, M. Rowe, Joseph H. Blatt, C. Dede","doi":"10.1080/10888691.2022.2125392","DOIUrl":"https://doi.org/10.1080/10888691.2022.2125392","url":null,"abstract":"Abstract Parent–child engagement in constrained (e.g., learning alphabet letters or sounds) and unconstrained (e.g., storytelling, defining words) literacy activities are central components of the home literacy environment. Unconstrained activities are particularly important for children’s oral language and support school readiness. Yet, many parents do not recognize that unconstrained activities can promote learning. This study examines whether an immersive tool can help parents recognize the importance of unconstrained activities and how to embed learning into everyday home routines. N = 76 middle- to lower-income parents of three-year-old children were randomly assigned to a control condition or immersive “literacy scavenger hunt” where they self-explored opportunities to engage in unconstrained activities within everyday routines. The scavenger hunt was associated with an increase in parents’ endorsement of unconstrained activities and verbal communication within parent–child interactions. Results are discussed in terms of intervention approaches that build adult capacity around supporting children’s early literacy.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"389 - 402"},"PeriodicalIF":3.8,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41580938","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

The influence of deviant peer association on dual systems model development: the protective role of resistance to peer influence 越轨同伴联想对双系统模型发展的影响：抵抗同伴影响的保护作用

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-07-21 DOI: 10.1080/10888691.2022.2102008

Thomas W. Wojciechowski

{"title":"The influence of deviant peer association on dual systems model development: the protective role of resistance to peer influence","authors":"Thomas W. Wojciechowski","doi":"10.1080/10888691.2022.2102008","DOIUrl":"https://doi.org/10.1080/10888691.2022.2102008","url":null,"abstract":"Abstract Little research has examined the relevance of peer influences for impacting development of dual systems model constructs and examined protective factors in these relationships among adolescents (Ages: 14-26; ∼86% male). This study examined the relevance of deviant peer association for predicting development of sensation-seeking and impulse control and the moderating role of resistance to peer influence. The Pathways to Desistance data were analyzed. Mixed effects models examined the direct effect of deviant peer association on impulse control and sensation-seeking and determine whether resistance to peer influence moderated these relationships. Findings indicated that greater deviant peer association was associated with increased sensation-seeking and lower impulse control. Resistance to peer influence buffered the effects of deviant peer association on impulse control, as indicated by a significant and negative coefficient. Additional analyses indicated that this moderation effect was only relevant at lower levels of deviant peer association. Moderation was not observed for sensation-seeking.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"373 - 388"},"PeriodicalIF":3.8,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43100294","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

Deeper engagement with live theater increases middle school students’ empathy and social perspective taking 与现场戏剧的深度接触增加了中学生的同理心和社会视角的接受

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-07-18 DOI: 10.1080/10888691.2022.2096610

R. Troxler, T. Goldstein, Steven J. Holochwost, Charles Beekman, Stephanie McKeel, M. Shami

{"title":"Deeper engagement with live theater increases middle school students’ empathy and social perspective taking","authors":"R. Troxler, T. Goldstein, Steven J. Holochwost, Charles Beekman, Stephanie McKeel, M. Shami","doi":"10.1080/10888691.2022.2096610","DOIUrl":"https://doi.org/10.1080/10888691.2022.2096610","url":null,"abstract":"Abstract Building on research showing social-emotional benefits from a single live theater performance, this study tests for significant differences in pre to post social-cognitive outcomes among a racially and economically diverse sample of young audiences who attended the same theater performance with or without additional pre- and post-show educational experiences. We extend previous work by experimentally manipulating and testing a common artistic educational intervention: deeper engagement strategies including facilitated discussions and pre-performance guides. We also refine previous investigations into generalized social and emotional skills by specifically examining foundational social-cognitive abilities: social perspective taking and empathy. This study utilizes a pre-post design with randomized control and treatment groups. Several significant findings suggest that when paired with educational pre- and post-show experiences, students’ social perspective taking and empathy can be positively impacted through a single live theater performance.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"352 - 372"},"PeriodicalIF":3.8,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48169502","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

Psychometric validity and measurement invariance of positive youth development in the Philippines during the COVID-19 pandemic 2019冠状病毒病大流行期间菲律宾青年积极发展的心理测量效度和测量不变性

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-05-23 DOI: 10.1080/10888691.2022.2078719

Jet U. Buenconsejo, Jesus Alfonso D. Datu, Ming Ming Chiu, Randolph C. H. Chan

{"title":"Psychometric validity and measurement invariance of positive youth development in the Philippines during the COVID-19 pandemic","authors":"Jet U. Buenconsejo, Jesus Alfonso D. Datu, Ming Ming Chiu, Randolph C. H. Chan","doi":"10.1080/10888691.2022.2078719","DOIUrl":"https://doi.org/10.1080/10888691.2022.2078719","url":null,"abstract":"AbstractThis study examined the factor structure and measurement invariance of the competence, confidence, connection, character, and caring (Five Cs) model using the Positive Youth Development (PYD) survey’s short (34 items) and very short versions (17 items). We also tested its criterion-related validity with life satisfaction, flourishing, transcendence, perceived societal and school statuses, and COVID-19 anxiety. In the Philippines, 1,116 senior high school students completed this survey (age: M = 17.61 years; SD = 0.91). The results support the bi-factor model for both formats, which showed varying levels of measurement invariance across gender, SES, and school type. Controlling for the general PYD construct, character and caring (i.e., socio-emotional Cs) showed negative latent factor correlations with competence and confidence (i.e., efficacy-related Cs). Almost all PYD dimensions exhibited expected associations with the criterion-related measures. As the very short version showed low reliability for competence and character, our results support using the 34-item short scale to measure the general and individual dimensions of adolescent thriving.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"99 22","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527571","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: 5

Stress during transition from home to public childcare 从家庭托儿所过渡到公共托儿所期间的压力

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-05-22 DOI: 10.1080/10888691.2022.2070168

L. Ahnert, Tina Eckstein-Madry, W. Datler, Felix Deichmann, Bernhard Piskernik

{"title":"Stress during transition from home to public childcare","authors":"L. Ahnert, Tina Eckstein-Madry, W. Datler, Felix Deichmann, Bernhard Piskernik","doi":"10.1080/10888691.2022.2070168","DOIUrl":"https://doi.org/10.1080/10888691.2022.2070168","url":null,"abstract":"Abstract Four saliva probes were collected per day from 104 children (10 to 35 months old) transitioning from home (T0) to childcare across a four-month period (until T3), resulting in over one thousand cortisol values. Latent Profile Analysis classified three profiles within a regular spectrum of children’s cortisol rhythms and described a fourth hypocortisol stress profile. Further Latent Transition Analysis revealed that profiles frequently changed across the transition but stabilized at T3. Most importantly, regular profiles across transition most likely occurred with high AQS scores of mother-child and care provider–child attachment. A machine learning procedure (XGBoost) featured predictors for stress profiles at T3 (when the child ought to be adjusted and stress profiles should be rare) referring to characteristics of the children (e.g., gender, number of siblings, peer contact before entry), the mothers (their worries), the care providers (their work experience, engagement, attachment) and the groups in the childcare centers (e.g., size, age differences, illness frequency). As a result, experience with siblings and peers before entry facilitated the transition. However, most conditions not linearly affecting children’s cortisol revealed even opposite effects when analyzed at different times. For example, smaller group size and large age-differences at T1 helped the child to stabilize a Regular profile, perhaps due to better control over the situation and greater support from the older children in the group. At T3, however, Regular profiles were associated with larger group size and smaller age-differences which might be helpful for establishing close peer relationships to buffer stress.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"320 - 335"},"PeriodicalIF":3.8,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929301","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

Organized civic and non-civic activities as predictors of academic GPA in high school students 有组织的公民和非公民活动是高中生学业平均成绩的预测因素

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-05-05 DOI: 10.1080/10888691.2022.2053127

Frederick L. Philippe, Mary Gingras, Nessa Ghassemi-Bakhtiari, F. Poulin, J. Robitaille, A. Denault, Stéphane Dandeneau, M. Geoffroy

引用次数: 1

The age-graded effects of psychosocial maturity on legal socialization across the adolescent developmental course in youth offenders 青少年罪犯青少年发展过程中心理社会成熟度对法律社会化的影响

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-04-28 DOI: 10.1080/10888691.2022.2067854

Colleen M. Berryessa, Thomas W. Wojciechowski

引用次数: 0

Factors that promote positive Chinese youth development: a qualitative study 促进中国青年积极发展的因素：一项定性研究

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-04-22 DOI: 10.1080/10888691.2022.2060225

Yaqiong Wang, Xiaoyan Li, K. Bronk, D. Lin

引用次数: 0

Development and validation of the Critical Reflection Scale for youth in China: Factor structure and measurement invariance across age, gender, and sexual orientation 中国青少年关键反思量表的编制与验证:因子结构与测量在年龄、性别和性取向上的不变性

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-04-18 DOI: 10.1080/10888691.2022.2059481

R. Chan

引用次数: 0

The roles of ethnic identity and stressors in natural mentoring support among Latinx adolescents 族群认同与压力源在拉丁裔青少年自然辅导支持中的作用

IF 3.8 3区心理学

Applied Developmental Science Pub Date : 2022-04-18 DOI: 10.1080/10888691.2022.2062360

E. Raposa, Bernadette Sánchez, A. O'Donnell, Lidia Y Monjaras-Gaytan

{"title":"The roles of ethnic identity and stressors in natural mentoring support among Latinx adolescents","authors":"E. Raposa, Bernadette Sánchez, A. O'Donnell, Lidia Y Monjaras-Gaytan","doi":"10.1080/10888691.2022.2062360","DOIUrl":"https://doi.org/10.1080/10888691.2022.2062360","url":null,"abstract":"Abstract This study explored whether Latinx adolescents’ ethnic identity and stressful experiences predicted characteristics of their naturally-occurring mentoring relationships with non-parental adults. Ninth-grade Latinx students completed surveys about ethnic identity, stress exposure, and their natural mentoring relationships during 9th and 10th grade. Youth who showed greater ethnic identity exploration in 9th grade perceived more support from mentors who were family members at follow-up. In addition, Latinx youth who experienced more stressors were less likely to identify familial mentors and to retain familial and Latinx mentors from baseline to follow-up. Youth who were exposed to more stressors also reported receiving significantly more support from their natural mentors at follow-up, but this association was only observed for non-Latinx mentors. Findings are some of the first to identify predictors of mentor retention and perceived mentoring relationship support among Latinx youth, and have implications for understanding intergenerational relationships that may promote resilience in this population.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"285 - 297"},"PeriodicalIF":3.8,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502135","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