Journal of Applied Developmental Psychology最新文献

Profiles of home learning environment activities: Exploring family variability and links to early language, literacy, and math skills 家庭学习环境活动概况：探索家庭差异及其与早期语言、识字和数学技能的联系

IF 2.5 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-07-01 Epub Date: 2026-07-11 DOI: 10.1016/j.appdev.2026.101979

Jamlick P.O. Bosire, Jay B. Jeffries, Amy R. Napoli, Francisco Palermo

{"title":"Profiles of home learning environment activities: Exploring family variability and links to early language, literacy, and math skills","authors":"Jamlick P.O. Bosire, Jay B. Jeffries, Amy R. Napoli, Francisco Palermo","doi":"10.1016/j.appdev.2026.101979","DOIUrl":"10.1016/j.appdev.2026.101979","url":null,"abstract":"<div><div>This study employed latent profile analysis (LPA) to examine the heterogeneity of home learning environment (HLE) activities and how distinct profiles of HLE activity engagement relate to children's early language, literacy, and math skills. We used the 2019 Early Childhood Program Participation (ECPP) survey data from the National Household Education Surveys Program (NHES). The participants included 3807 parents of typically developing children aged 2 to 5 years who were not enrolled in kindergarten. The study addressed two research questions: (1) What are the different profiles of HLE activities and their key demographic characteristics? and (2) How are the HLE activity profiles associated with children's language, literacy, and math skills? Findings revealed five distinct HLE activity profiles, each characterized by varying levels and types of engagement in early learning. These profiles were differently associated with children's early language, literacy, and math skills. The results emphasize the importance of recognizing the diversity in families' HLE activities and highlight the role of targeted support in promoting equitable early educational outcomes.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"105 ","pages":"Article 101979"},"PeriodicalIF":2.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587475","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}

引用次数: 0

Parental burnout and adolescents' self-esteem: A longitudinal study 父母倦怠与青少年自尊：一项纵向研究

IF 2.5 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-07-01 Epub Date: 2026-06-18 DOI: 10.1016/j.appdev.2026.101976

Wei Wang, Jia Luo, Moïra Mikolajczak, Yongxin Li

{"title":"Parental burnout and adolescents' self-esteem: A longitudinal study","authors":"Wei Wang, Jia Luo, Moïra Mikolajczak, Yongxin Li","doi":"10.1016/j.appdev.2026.101976","DOIUrl":"10.1016/j.appdev.2026.101976","url":null,"abstract":"<div><div>Parental burnout refers to a specific syndrome resulting from a chronic imbalance of parenting demands and resources. While previous studies have examined the negative effects of parental burnout on child and adolescent development, limited research has investigated its impact on self-esteem, a critical variable for success across many domains. This study aimed to examine the effects of parental burnout on adolescents' self-esteem, as well as the mediating roles of parental neglect and violence. The study adopted a longitudinal design, collecting data at three separate time points on primary caregivers' parental burnout, adolescents' perceptions of parental neglect and violence, and adolescents' self-esteem levels. Participants were students from a middle school in central China and their primary caregivers (<em>n</em> = 118). Results from cross-lagged model revealed that parental burnout indirectly influenced adolescents' self-esteem through neglect (indirect effect = −0.03, <em>SE</em> = 0.02, <em>p</em> = .01). However, the mediating effect of violence was not significant. This study enriches research on the consequences of parental burnout and provides further evidence on how parental behavior shapes adolescents' self-esteem.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"105 ","pages":"Article 101976"},"PeriodicalIF":2.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587476","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}

引用次数: 0

Investigating the association between lie-telling and punishment sensitivity from adolescence to older adulthood 调查从青春期到成年后说谎与惩罚敏感性之间的关系

IF 2.5 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-07-01 Epub Date: 2026-06-28 DOI: 10.1016/j.appdev.2026.101978

Taylor Heffer, Jessica M. Biasin, Victoria W. Dykstra, Alison M. O’Connor, Angela D. Evans

{"title":"Investigating the association between lie-telling and punishment sensitivity from adolescence to older adulthood","authors":"Taylor Heffer, Jessica M. Biasin, Victoria W. Dykstra, Alison M. O’Connor, Angela D. Evans","doi":"10.1016/j.appdev.2026.101978","DOIUrl":"10.1016/j.appdev.2026.101978","url":null,"abstract":"<div><div>Lie-telling has been found to be heightened during adolescence. Yet, past research has typically categorized age into discrete groups or treated the effect of age as linear, limiting the ability to assess non-linear (peaks) and continuous trends in lie-telling across development. Further, factors that relate to age-trends in lie-telling remain poorly understood. The current study assessed the non-linear relation between lie-telling and punishment sensitivity from adolescence into older adulthood. Participants (<em>N</em> = 298, <em>M</em><sub><em>age</em></sub> = 37.30, <em>SD =</em> 22.51; age range 13–86 years; 30.5% males) reported their lie-telling behaviors over a 7-day period and completed a measure of punishment sensitivity. The frequency of lie-telling showed a roughly linear decreasing trajectory across age. Although punishment sensitivity was not related to overall lie-telling, higher punishment sensitivity was associated with higher self-oriented and other-oriented lie-telling. Overall, this study provides a novel assessment of the relation between lie-telling and punishment sensitivity across development.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"105 ","pages":"Article 101978"},"PeriodicalIF":2.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587477","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}

引用次数: 0

Heterogeneity in language, literacy, and math skills for Spanish-English dual language learners 西班牙-英语双语学习者在语言、读写和数学技能上的异质性

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-05-01 Epub Date: 2026-04-27 DOI: 10.1016/j.appdev.2026.101953

Shaunacy R. Sutter, Mathew E. Foster, Lisa M. López

{"title":"Heterogeneity in language, literacy, and math skills for Spanish-English dual language learners","authors":"Shaunacy R. Sutter, Mathew E. Foster, Lisa M. López","doi":"10.1016/j.appdev.2026.101953","DOIUrl":"10.1016/j.appdev.2026.101953","url":null,"abstract":"<div><div>Early language, literacy, and math skills are strongly associated with academic success. As Spanish-English DLLs grow in U.S. early childhood education, understanding associations between oral language, literacy, and math across languages has become increasingly important. Research has identified heterogeneity among Spanish-English DLLs in PreK. This study examined within- and cross-language associations between language, literacy, and math among 330 PreK DLLs from a southeastern U.S. state (mean age = 5.09 years; 53% female) using ordinary least squares and quantile regression at the 0.25, 0.50, and 0.75 quantiles. Within-language associations were stronger than cross-language associations. English language showed strong positive associations with English literacy and math across all proficiency levels, slightly attenuating at higher literacy levels. Spanish language showed moderate to strong associations with Spanish literacy, slightly stronger at higher proficiency levels. Spanish language showed moderate to strong associations with Spanish math, strongest at lower proficiency levels. Cross-language associations were smaller. Both Spanish and English language showed stronger cross-language associations with literacy at moderate to higher proficiency levels and nonsignificant at the lowest levels. Spanish language showed small, consistent associations with English math across proficiency levels, while English language showed consistent, positive associations with Spanish math across proficiency levels. These findings underscore that language is associated with early literacy and math skills, with variability across proficiency levels among Spanish-English DLLs. Consistent with the Multilingual Approach to Diversity in Education (MADE) framework, results support differentiated, language-informed instructional strategies integrating language into literacy and math learning across Spanish and English.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"104 ","pages":"Article 101953"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802320","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}

引用次数: 0

Children's self-regulation development: Continuity, change, and parenting daily hassles 儿童的自我调节发展：连续性，变化，和养育日常的麻烦

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-05-01 Epub Date: 2026-04-29 DOI: 10.1016/j.appdev.2026.101957

Qingyang Liu, Leah D. Doane, Mary C. Davis, Kathryn Lemery-Chalfant

{"title":"Children's self-regulation development: Continuity, change, and parenting daily hassles","authors":"Qingyang Liu, Leah D. Doane, Mary C. Davis, Kathryn Lemery-Chalfant","doi":"10.1016/j.appdev.2026.101957","DOIUrl":"10.1016/j.appdev.2026.101957","url":null,"abstract":"<div><div>Self-regulation is a foundational marker that supports children's adaptation across cognitive, social, and emotional domains. The bidirectional psychobiological model conceptualizes self-regulation as comprising interrelated top-down processes (e.g., attentional focusing, inhibitory control) and bottom-up processes (e.g., impulsivity) that jointly shape children's ability to modulate attention, behavior, and emotion. Early caregiving environments, including parents' experiences of daily hassles, could play a critical role in shaping self-regulation development. However, few longitudinal studies have examined the continuity and change of these distinct domains from toddlerhood to early adolescence and recognized how early parenting daily hassles influence such development. The present study used data from the Arizona Twin Project (<em>N</em> = 1325 twins, 665 families; 49.1% female) to examine developmental patterns of attentional focusing, inhibitory control, and impulsivity from toddlerhood through early adolescence. Autoregressive simplex models characterized stability as carryover from one wave to the next, whereas common factor models characterized continuity as a stable latent disposition shared across waves, with age-specific deviations captured separately. Results indicated that attentional focusing and inhibitory control demonstrated moderate stability in early childhood that strengthened across middle childhood and early adolescence. Impulsivity showed moderate stability from toddlerhood to early childhood, followed by strong continuity from middle childhood through early adolescence. Parental daily hassles in toddlerhood predicted lower attentional focusing and inhibitory control and higher impulsivity. Findings reflect both trait-like continuity and state-like change in self-regulation domains, underscoring how self-regulatory capacities consolidate over time while remaining sensitive to early contextual stress.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"104 ","pages":"Article 101957"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802321","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}

引用次数: 0

Bidirectionality in emergent bilinguals language skills and teachers' use of discourse strategies 新兴双语者语言技能中的双向性与教师话语策略的使用

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-05-01 Epub Date: 2026-05-06 DOI: 10.1016/j.appdev.2026.101958

Natalia M. Rojas

引用次数: 0

Predictors of rural mothers’ promotion of early adolescents' peer adjustment during COVID-19 COVID-19期间农村母亲促进早期青少年同伴适应的预测因素

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-05-01 Epub Date: 2026-05-06 DOI: 10.1016/j.appdev.2026.101959

Daniel R. Mack , Jeffrey G. Parker , M. Blake Berryhill

{"title":"Predictors of rural mothers’ promotion of early adolescents' peer adjustment during COVID-19","authors":"Daniel R. Mack , Jeffrey G. Parker , M. Blake Berryhill","doi":"10.1016/j.appdev.2026.101959","DOIUrl":"10.1016/j.appdev.2026.101959","url":null,"abstract":"<div><div>The worldwide COVID pandemic prompted concerns for the peer adjustment of adolescents and raised the issue of whether some adolescents benefited from their parents’ spontaneous efforts to assist them with this during this period. To examine the circumstances and success of parents’ peer coaching and to identify which parents did so, data were collected from 206 rural adolescents (11–15 years) and their mothers during a local surge in COVID-19 cases in a Southeastern U.S. state. Adolescents reported on friendship closeness, conflict, and loneliness, and on their mothers’ warmth and coaching. Mothers reported their disposition to approach stress with optimism and agency, and these sources and community records were used to assess contextual risk factors that could have played a moderating role. Mothers’ coaching had positive links to all aspects of the peer adjustment of their offspring. This was largely true for all adolescents, not just the adolescents with greater personal and contextual risk for difficulties. The benefits of coaching were distinct from mothers’ general warmth. Surprisingly, COVID contextual factors were not an important factor in predicting which mothers coached their adolescents. Instead, coaching during this unique time was a feature of mothers with a general disposition to feel optimism and act when stressed. Results replicate past work but extend this work by illuminating how this family process may operate during challenging historical times.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"104 ","pages":"Article 101959"},"PeriodicalIF":2.1,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147858793","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}

引用次数: 0

The role of emotional competence in youth sharing during positive and negative interactions with unfamiliar peers 情绪能力在青少年与不熟悉的同伴进行积极和消极互动时的分享中的作用

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-01-05 DOI: 10.1016/j.appdev.2025.101922

Giulia Crisci, Tiziana Pozzoli, Irene C. Mammarella

{"title":"The role of emotional competence in youth sharing during positive and negative interactions with unfamiliar peers","authors":"Giulia Crisci, Tiziana Pozzoli, Irene C. Mammarella","doi":"10.1016/j.appdev.2025.101922","DOIUrl":"10.1016/j.appdev.2025.101922","url":null,"abstract":"<div><div>Sharing is a key aspect of social lives and varies across social interactions, yet the individual factors underlying children's sharing with unfamiliar peers remain poorly understood. This study examines the extent to which demographic variables, prior established relationships (as measured by sociometric status among classmates), and emotional competence (specifically emotion understanding, which includes emotional state, emotion recognition, and Callous-Unemotional traits) are associated with sharing behaviors across three distinct conditions representing social interactions with unfamiliar peers: inclusion, observing exclusion, and direct exclusion.</div><div>A sample of 185 middle-class Italian children (55 % males) aged 8–13 years (<em>M =</em> 10.11, <em>SD =</em> 1.3) completed three versions of a Cyberball task and a Dictator Game. Results showed that sharing differed across conditions, with significantly lower sharing following direct exclusion than inclusion or observing exclusion. Hierarchical linear regressions underlined as higher sociometric status explained greater sharing behaviors with unfamiliar peers, particularly after social exclusion, whereas no sex differences emerged. A more positive emotional state following the interaction explained higher sharing after both inclusion and direct exclusion. In contrast, better emotion recognition abilities and lower Callous-Unemotional traits specifically contributed after observing exclusion.</div><div>Our findings indicate that children's sharing with unfamiliar peers is supported by distinct individual mechanisms depending on the interaction context, highlighting the importance of context-specific approaches to fostering prosocial behavior in middle childhood.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101922"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927753","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}

引用次数: 0

Multi-system stress activity profiles and socioemotional functioning across the transition to kindergarten 跨入幼儿园的多系统压力活动概况和社会情绪功能

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-02-16 DOI: 10.1016/j.appdev.2026.101931

Gretchen R. Perhamus , Kristin J. Perry , Dianna Murray-Close , Jamie M. Ostrov

{"title":"Multi-system stress activity profiles and socioemotional functioning across the transition to kindergarten","authors":"Gretchen R. Perhamus , Kristin J. Perry , Dianna Murray-Close , Jamie M. Ostrov","doi":"10.1016/j.appdev.2026.101931","DOIUrl":"10.1016/j.appdev.2026.101931","url":null,"abstract":"<div><div>The Adaptive Calibration Model (ACM; <span><span>Del Giudice et al., 2011</span></span>) proposes the presence of four profiles of stress response system functioning, each of which would emerge under particular environmental conditions and promote the development of emotional and behavioral functioning adaptive within those conditions. The present study 1) tested for the presence of ACM profiles in a community preschool sample using latent profile analysis (LPA), and 2) examined profiles' associations with emotional [e.g., irritability, callous-unemotional (CU) behaviors] and behavioral (e.g., aggression, prosocial behavior) functioning concurrently in preschool and across the transition to kindergarten. Preschoolers (<em>N</em> = 236; <em>M</em><sub>age</sub> = 51.52 months) were recruited from early childhood education centers in the northeastern United States. An LPA was conducted with basal salivary cortisol and salivary α-amylase, household chaos, authoritarian parenting, and warm supportive parenting as indicators. Profile differences in socioemotional outcome variables were examined. The LPA supported a 4-profile solution largely consistent with hypotheses and the ACM. Concurrently in preschool, the Unemotional profile was associated with higher CU behaviors, consistent with hypotheses, although this elevation did not persist across the transition to kindergarten. Predicted associations between profiles and other socioemotional adjustment variables were not supported. Findings provide partial support for ACM-theorized profiles in a community preschool sample and highlight the importance of applying longitudinal methods to examine the adoption of socioemotional functioning strategies posited by the ACM.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101931"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384743","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}

引用次数: 0

Associations of distal elementary school characteristics with prekindergarten student 远小学特征与学龄前学生的关联

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.appdev.2026.101928

Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins , Maria Abdul-Masih , Arya Ansari , Natalie Koziol , Tzu-Jung Lin , Kelly Purtell , Meghan McCormick , Early Learning Network (ELN) Key Investigators

{"title":"Associations of distal elementary school characteristics with prekindergarten student","authors":"Mary Bratsch-Hines , Laura Kuhn , Amanda Witte , Ximena Franco-Jenkins , Maria Abdul-Masih , Arya Ansari , Natalie Koziol , Tzu-Jung Lin , Kelly Purtell , Meghan McCormick , Early Learning Network (ELN) Key Investigators","doi":"10.1016/j.appdev.2026.101928","DOIUrl":"10.1016/j.appdev.2026.101928","url":null,"abstract":"<div><div>The number of children attending prekindergarten (pre-K) in public elementary schools has substantially increased in the last two decades. Yet, limited research has associated school-level characteristics with pre-K achievement. Data collected from 2389 pre-K students (43% with Spanish as a home language) in 147 public schools across four U.S. states were combined with nationally available school-level data. Distal school-level characteristics were related with reading, language, or math scores during pre-K. Moderation by Spanish as a home language was explored. Two-level hierarchical linear models were employed, which included random intercepts for schools and controlled for multiple covariates, including children's pretest scores from the fall of pre-K. School-level characteristics were generally not associated with residualized gains in reading, language, or math scores, except for school-level teacher absenteeism being associated with lower language scores, but only for students with Spanish as a home language. Implications and future directions are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101928"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078423","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}

引用次数: 0