Journal of Applied Developmental Psychology最新文献

From mind to mind: Understanding the role of mothers in children’s theory of mind 从心智到心智：了解母亲在儿童心智理论中的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101719

Nursena Koç , Deniz Tahiroğlu , Berna A. Uzundağ

{"title":"From mind to mind: Understanding the role of mothers in children’s theory of mind","authors":"Nursena Koç , Deniz Tahiroğlu , Berna A. Uzundağ","doi":"10.1016/j.appdev.2024.101719","DOIUrl":"10.1016/j.appdev.2024.101719","url":null,"abstract":"<div><div>Theory of mind (ToM) enables children to comprehend mental states of themselves and others. In this first study investigating the mediating role of mothers' mental state talk between mothers' sociocognitive skills (i.e., mothers' ToM and parental reflective functioning) and children's ToM, 89 children (<em>M</em>(<em>SD</em>)<sub>age</sub> = 57.0 months (5.49)) and their mothers from Türkiye participated. Results revealed that mothers with higher prementalization scores used fewer affective and desire words. Mothers exhibiting greater interest and curiosity in mental states used more cognitive words, while those with more proficient ToM skills tended to use more mental state terms indicating certainty (e.g., ‘perhaps’). Furthermore, mothers' use of certainty words mediated the relationship between mothers' ToM and children's ToM. These cross-sectional findings underscore the significant role of mothers' socio-cognitive abilities in mother-child interactions regarding mental states and the development of children's ToM skills, and call for a longitudinal investigation into these relationships.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579026","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 supportive relationships in academic performance and personal wellbeing: Results from a U.S. national sample of early adolescents 支持性关系在学习成绩和个人幸福中的作用：美国全国青少年早期抽样调查结果

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101721

Sophia H.J. Hwang , Michael J. Kieffer , Elise Cappella

引用次数: 0

Relationships across the elementary years: Association with children's social-behavioral skills 小学阶段的人际关系：与儿童社交行为能力的关系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-10-24 DOI: 10.1016/j.appdev.2024.101718

Susan M. Sheridan , Lisa L. Knoche , Natalie Koziol , Amanda L. Witte , Jenna Stadheim , Cassidy A. Spradlin , Iheoma U. Iruka

{"title":"Relationships across the elementary years: Association with children's social-behavioral skills","authors":"Susan M. Sheridan , Lisa L. Knoche , Natalie Koziol , Amanda L. Witte , Jenna Stadheim , Cassidy A. Spradlin , Iheoma U. Iruka","doi":"10.1016/j.appdev.2024.101718","DOIUrl":"10.1016/j.appdev.2024.101718","url":null,"abstract":"<div><div>Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527104","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 stages and their link to parental violence: A longitudinal study 父母职业倦怠的阶段及其与父母暴力的联系：纵向研究

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-10-20 DOI: 10.1016/j.appdev.2024.101717

Alice Schittek, Isabelle Roskam, Moïra Mikolajczak

引用次数: 0

Children's implicit and explicit attitudes and stereotypes about same-gender parent families 儿童对同性父母家庭的隐性和显性态度及成见

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-10-17 DOI: 10.1016/j.appdev.2024.101715

Rachel H. Farr , Ilyssa P. Salomon , Jazmin L. Brown-Iannuzzi , Christia Spears Brown

引用次数: 0

Self-esteem and materialism in preschool children: The role of theory of mind and parental material indulgence 学龄前儿童的自尊和物质主义：心理理论和父母物质溺爱的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-10-15 DOI: 10.1016/j.appdev.2024.101716

Agata Trzcińska, Wojciech Podsiadłowski, Patrycja Golus, Jowita Wieleszczyk

引用次数: 0

Exploring the effect of numerical video training on at-risk preschool children 探索数字视频培训对学龄前高危儿童的影响

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-10-08 DOI: 10.1016/j.appdev.2024.101714

Sandra Pellizzoni , Alessandro Cuder , Chiara De Vita , Maria Chiara Passolunghi

{"title":"Exploring the effect of numerical video training on at-risk preschool children","authors":"Sandra Pellizzoni , Alessandro Cuder , Chiara De Vita , Maria Chiara Passolunghi","doi":"10.1016/j.appdev.2024.101714","DOIUrl":"10.1016/j.appdev.2024.101714","url":null,"abstract":"<div><div>Evidence has shown the importance of early numerical skills in sustaining future mathematical abilities. However, the literature has largely ignored the potential of educational videos to improve numerical abilities in children at risk of developing numeracy difficulties. The aim of the present study was to examine the effectiveness of a numerical video training on domain-specific precursors in first-year preschoolers (Mean<sub>age</sub> = 43.64 months) by comparing two intervention groups (i.e., at-risk of developing numeracy difficulties group; average intervention group) with an active control group, while controlling for domain-general precursors. Results revealed that the training was effective in enhancing counting skills in both the at-risk and average intervention groups. The findings also showed an enhancement of cardinality knowledge and digit recognition in the delayed post-test, but only for the group with average numerical abilities. Results will be discussed considering the implications for children who are at risk of experiencing numerical difficulties.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417885","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

Emotion and self-awareness in a longitudinal study of teens' science identities within a museum-university partnership 博物馆与大学合作开展的青少年科学身份纵向研究中的情感与自我意识

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-23 DOI: 10.1016/j.appdev.2024.101711

KT Todd , Ian L. Campbell , Peter R. Blake , Allison Anderson , Rachel Fyler

{"title":"Emotion and self-awareness in a longitudinal study of teens' science identities within a museum-university partnership","authors":"KT Todd , Ian L. Campbell , Peter R. Blake , Allison Anderson , Rachel Fyler","doi":"10.1016/j.appdev.2024.101711","DOIUrl":"10.1016/j.appdev.2024.101711","url":null,"abstract":"<div><div>Science education often focuses on knowledge and skills without allowing space to critically explore how we feel about science. This paper shares findings from a study of six teens' science identities through a social-emotional lens. The project involved a year-long employment and education program led through a museum-university partnership during which teens engaged in authentic science research, communication, and education activities such as collecting and analyzing data for federally-funded research; presenting findings in journals and conferences; and educating museum visitors. Youth were involved in a participatory evaluation and analyzed their own survey and interview data about science identity, including interest, self-efficacy, and sense of belonging. Case study data analysis combined descriptive statistics and qualitative coding. Results show that involving teens in reflecting on their science identities allowed them to articulate mixed emotions, contextualize their fluctuating confidence in science, and integrate themselves into their concept of a science person.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311079","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

Sex differences in early childhood education intervention impacts on cognitive outcomes 幼儿教育干预对认知结果影响的性别差异

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-21 DOI: 10.1016/j.appdev.2024.101712

Margaret Burchinal , Tiffany Foster , Kylie Garber , Marketa Burnett , Iheoma U. Iruka , Frances Campbell , Craig Ramey

{"title":"Sex differences in early childhood education intervention impacts on cognitive outcomes","authors":"Margaret Burchinal , Tiffany Foster , Kylie Garber , Marketa Burnett , Iheoma U. Iruka , Frances Campbell , Craig Ramey","doi":"10.1016/j.appdev.2024.101712","DOIUrl":"10.1016/j.appdev.2024.101712","url":null,"abstract":"<div><p>Several influential studies reported sex differences in early care and education (ECE) treatment on young adult IQ and academic outcomes. This paper extends that work by asking whether sex differences in impacts of the Carolina Abecedarian Project emerged during the treatment period or subsequently and whether sex differences were maintained into middle adulthood. The randomized clinical trial (98 % Black, 51 % female) followed 104 infants 5 to 45 years of age. Longitudinal analyses estimated treatment and sex-by-treatment differences at 5 years, from 5 to 21 years, and at 21 and 45 years. Results revealed treated children entered school with higher IQ and reading skills than control children. Treatment impacts on IQ and math increased over time for females and decreased for males yielding sex differences in treatment impacts at 21 and 45 years. These findings suggest that, while the ECE treatment similarly benefited boys and girls in the short term, the long-term impacts likely depended on subsequent experiences.</p></div><div><h3>Public significance</h3><p>Findings from this paper provide further evidence that ECE can improve educational outcomes for low-income Black children, but that subsequent experiences may erode those impacts especially for low-income Black males.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274441","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 sleep in links between daily interpersonal stress and internalizing and externalizing symptoms during middle childhood 睡眠在儿童中期日常人际关系压力与内化和外化症状之间的联系中的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-21 DOI: 10.1016/j.appdev.2024.101713

Crystal B. Li , Emma K. Lecarie , Devan Walter , Kathryn Lemery-Chalfant , Rachel Brown , Mary C. Davis , Leah D. Doane

{"title":"The role of sleep in links between daily interpersonal stress and internalizing and externalizing symptoms during middle childhood","authors":"Crystal B. Li , Emma K. Lecarie , Devan Walter , Kathryn Lemery-Chalfant , Rachel Brown , Mary C. Davis , Leah D. Doane","doi":"10.1016/j.appdev.2024.101713","DOIUrl":"10.1016/j.appdev.2024.101713","url":null,"abstract":"<div><h3>Background</h3><p>Interpersonal stress has been consistently linked with poorer adjustment, and healthy sleep may play a promotive or protective role in this relation. However, little is known regarding such associations among children. The current study examined longitudinal associations between daily interpersonal stress, sleep, and internalizing/externalizing symptoms during middle childhood.</p></div><div><h3>Methods</h3><p>At age 8 years, participants wore actigraphy watches for 7 days to capture sleep, and primary caregivers reported on children's daily interpersonal stress, internalizing/externalizing symptoms, and sleep problems. At age 9 years, children self-reported symptoms.</p></div><div><h3>Results</h3><p>Greater daily interpersonal stress at age 8 years predicted greater internalizing/externalizing symptoms at age 9 years. Higher sleep efficiency predicted fewer externalizing symptoms. Sleep duration moderated links between interpersonal stress and internalizing/externalizing symptoms, but associations were positive and significant for children with average and high duration only.</p></div><div><h3>Conclusion</h3><p>Findings advance our understanding of links between interpersonal stress, sleep, and child adjustment and can inform targeted family and school interventions.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274440","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