Journal of Applied Developmental Psychology最新文献_第10页

Rethinking child behavior: Attribution retraining improves child educators' understanding and response 反思儿童行为：归因再训练提高了儿童教育工作者的理解和应对能力

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101671

Jenna E. Russo, Arazais D. Oliveros

{"title":"Rethinking child behavior: Attribution retraining improves child educators' understanding and response","authors":"Jenna E. Russo, Arazais D. Oliveros","doi":"10.1016/j.appdev.2024.101671","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101671","url":null,"abstract":"<div><p>Adults' explanations for child behavior influence their response and, in turn, how child behavior and development progress. Various social-psychological factors (e.g., cognitive belief structures, developmental expectations) help determine the formation of attributions, which are characterized as largely stable. Nonetheless, research demonstrates that attributions can be restructured via attribution retraining (AR). The following study was the first to examine the impact of an AR intervention embedded within training in child development and traumatic stress response. Of particular interest was the malleability and stability of attributions of child behavior, and their contribution to discipline responses among 114 child educators (e.g., teachers, administrators). Post-training, there was a significant decrease in participants' causal attributions and unsupportive intervention preference and a significant increase in trauma-informed attitudes, largely maintained at one-year follow-up, suggesting that this training intervention offers a feasible and scalable method to integrate child development and trauma-informed care to improve perceptions of child behavior.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101671"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141482750","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

Role of moral judgments and persistence in elementary school students' academic cheating 道德判断和坚持不懈在小学生学术作弊中的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101676

Li Zhao , Mingjie Hong , Kang Lee

{"title":"Role of moral judgments and persistence in elementary school students' academic cheating","authors":"Li Zhao , Mingjie Hong , Kang Lee","doi":"10.1016/j.appdev.2024.101676","DOIUrl":"10.1016/j.appdev.2024.101676","url":null,"abstract":"<div><p>Academic dishonesty is a pervasive issue that impacts educational outcomes and character development. Despite its significance, our understanding of cheating behaviors among elementary school students remains very limited. Addressing this gap, this study examined the role of moral judgments of cheating and persistence in academic cheating among elementary school students from Grades 2, 4, and 6. We found that approximately 25% of elementary school students reported having cheated academically, regardless of grade and gender. Importantly, students' moral judgments and persistence were significantly and uniquely associated with academic cheating. Students who viewed cheating as more morally wrong and demonstrated higher persistence were less likely to cheat. These two factors help explain the relationships between students' beliefs about the acceptability of cheating, the commonality of peer cheating, the severity of the consequences of cheating, and self-reported cheating behavior. These findings confirm the early emergence of academic cheating and highlight the pivotal roles of moral judgment and persistence. They underscore the importance of educational practices from the elementary school years that challenge cheating-normalizing attitudes, emphasize the consequences of dishonesty, and foster moral understanding and persistence, thereby promoting academic integrity.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101676"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141622748","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 apologies and adolescents' information management strategies: Social learning and self-determination perspectives 父母的道歉与青少年的信息管理策略：社会学习和自我决定的视角

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101674

Jean-Michel Robichaud , Julien S. Bureau , Grégoire Zimmermann , Geneviève A. Mageau , Karina Schumann , Hali Kil , Stijn Van Petegem

{"title":"Parental apologies and adolescents' information management strategies: Social learning and self-determination perspectives","authors":"Jean-Michel Robichaud , Julien S. Bureau , Grégoire Zimmermann , Geneviève A. Mageau , Karina Schumann , Hali Kil , Stijn Van Petegem","doi":"10.1016/j.appdev.2024.101674","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101674","url":null,"abstract":"<div><p>Adolescents' willingness to share information with their parents about their life is related to their positive adjustment. As such, it is important to identify factors that lead adolescents to share this knowledge with parents. This study takes a step in this direction by examining the role of parental apologies following parental offenses, in relation to adolescents' usage of three main information management strategies: disclosure, lying, and secrecy. Using a sample of 288 mid-to-late adolescents, we assessed parental apologies and adolescents' information management strategies at three levels (global, situational, and hypothetical), using multiple methods (correlational and experimental). Overall, results suggest that parental apologies characterized by more need-supportive elements tend to be positively associated with adolescents' disclosure, whereas those characterized by more need-thwarting elements tend to be positively associated with adolescents' lying and, to some extent, secrecy.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101674"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000431/pdfft?md5=0e52980092906be401761c8bbb3a0177&pid=1-s2.0-S0193397324000431-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141604855","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

Effectiveness of Fun FRIENDS on social emotional functioning of Pakistani school children 有趣的 FRIENDS 对巴基斯坦学童社交情绪功能的影响

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101675

Arooj Najmussaqib , Asia Mushtaq , Robert Duncan

引用次数: 0

Maternal parenting stress and child externalizing behaviors: Low-income as a context 母亲的养育压力与儿童的外化行为：以低收入为背景

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101673

Matthew L. Cook , Jia (Julia) Yan , Kevin Butler

{"title":"Maternal parenting stress and child externalizing behaviors: Low-income as a context","authors":"Matthew L. Cook , Jia (Julia) Yan , Kevin Butler","doi":"10.1016/j.appdev.2024.101673","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101673","url":null,"abstract":"<div><p>This study tested the transactional associations of maternal parenting stress and child externalizing behaviors in the context of socioeconomic disadvantage. We employed a multiple group random intercept cross-lagged panel model (RI-CLPM) to analyze four waves of data from 4065 families from the Future of Families and Child Wellbeing Study (at age 3, 5, 9, and 15; 51.96% boys; 48.78% Black, 30.33% White). Results revealed within-family associations between maternal parenting stress and child externalizing behaviors. These results were driven by families with income-to-needs ratios lower than two (mean cross-lagged standardized effects across time; child-driven = 0.15 and parent-driven = 0.12). Moreover, the child-driven effects from child externalizing behaviors to maternal parenting stress became larger as children aged. The findings contributed to the understanding of the associations between child externalizing behaviors and parenting stress in the context of financial hardship and highlighted the significance of support to families with scarce economic resources.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101673"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596858","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

Short-term longitudinal relationship between cumulative ecological risk and smartphone addiction in Chinese adolescents: Gratitude and impulsivity as moderators 中国青少年累积生态风险与智能手机成瘾之间的短期纵向关系：感恩和冲动是调节因素

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101677

Anqi Zhang , Yi Xu , Bin Zhang , Yun Chen , Sicheng Xiong

{"title":"Short-term longitudinal relationship between cumulative ecological risk and smartphone addiction in Chinese adolescents: Gratitude and impulsivity as moderators","authors":"Anqi Zhang , Yi Xu , Bin Zhang , Yun Chen , Sicheng Xiong","doi":"10.1016/j.appdev.2024.101677","DOIUrl":"10.1016/j.appdev.2024.101677","url":null,"abstract":"<div><p>The study used the Ecological Systems Theory as a framework to test the short-term longitudinal association between cumulative ecological risk and smartphone addiction, and the Ecological Risk/Protective Theory as a framework to test gratitude as a protective factor, and impulsivity as a risk factor, in this association. We used a two-wave longitudinal design with an interval of six months. Participants were 452 adolescents (46.7% girls, aged 12–16 years) from two middle schools in Changsha, China who completed questionnaires in their classrooms at both time points. The results of regression-based analyses indicated that cumulative ecological risk positively predicted later smartphone addiction, and this longitudinal relationship was stronger among adolescents with high gratitude and high impulsivity. The results provide a theoretical and empirical basis for the development of prevention strategies and intervention policies to reduce the likelihood of smartphone addiction in adolescents.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101677"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141622747","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

Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers 在幼儿保育和教育中心学习双语与不同语言学龄前儿童词汇量增长之间的关系

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-14 DOI: 10.1016/j.appdev.2024.101657

Josje Verhagen , Jan Boom , Anne-Mieke Thieme , Folkert Kuiken , Darlene Keydeniers , Suzanne Aalberse , Sible Andringa

{"title":"Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers","authors":"Josje Verhagen , Jan Boom , Anne-Mieke Thieme , Folkert Kuiken , Darlene Keydeniers , Suzanne Aalberse , Sible Andringa","doi":"10.1016/j.appdev.2024.101657","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101657","url":null,"abstract":"<div><p>Earlier work has shown that bilingual Early Childhood Education and Care (ECEC) has positive effects on children's development of the minority language, and does not negatively impact on their development of the majority language. However, past studies leave unclear if these effects remain if home language exposure is taken into analysis. This study examines the effects of bilingual exposure at ECEC on vocabulary development in a linguistically diverse sample of 584 two- to four-year-old children attending bilingual (Dutch-English) ECEC in the Netherlands, taking into account the amount of exposure children received to Dutch and English at home. Latent Growth Modeling analyses showed that the amount of exposure to the non-majority language (English) at ECEC was positively related to children's growth of English receptive and expressive vocabulary. Amount of exposure to the majority language (Dutch) at ECEC did not bear significant relationships with growth of Dutch receptive and expressive vocabulary. The strengths of the relationships between the amount of Dutch and English exposure at ECEC and vocabulary development did not differ between two child groups depending on whether they were exposed to Dutch or English at home. Taken together, these results corroborate earlier effects of bilingual ECEC from small-scale studies for a larger sample, and indicate that these effects may remain if differences in home language exposure are taken into consideration.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101657"},"PeriodicalIF":3.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000261/pdfft?md5=62a426f892bb1d6b560d45857b279d37&pid=1-s2.0-S0193397324000261-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141323351","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

Exploring the features of the self-regulatory environment in kindergarten classrooms 探索幼儿园课堂自律环境的特点

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-05 DOI: 10.1016/j.appdev.2024.101659

Anne Martin , Anna Wright , Deborah A. Phillips , Sherri Castle , Anna D. Johnson , The Tulsa SEED Study Team

{"title":"Exploring the features of the self-regulatory environment in kindergarten classrooms","authors":"Anne Martin , Anna Wright , Deborah A. Phillips , Sherri Castle , Anna D. Johnson , The Tulsa SEED Study Team","doi":"10.1016/j.appdev.2024.101659","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101659","url":null,"abstract":"<div><p>Self-regulatory skills are increasingly recognized as critical early education goals, but few efforts have been made to identify all the features of the classroom that actually promote such skills. This study experiments with a new observational measure capturing three dimensions of the classroom environment hypothesized to influence self-regulation: classroom management, emotionally supportive interactions, and direct promotion of self-regulatory skills. These classroom dimensions were tested as predictors of change over the kindergarten year in both self-regulatory and academic skills in a sample of racially/ethnically-diverse low-income children in Tulsa, OK. Results showed that classroom management was associated with small gains in one of four measures of self-regulation, and four of six measures of academic skills. The other dimensions of the environment had weak or no associations with outcomes. These results indicate that further work is needed to refine both models and measures of the self-regulatory environment.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101659"},"PeriodicalIF":3.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141250701","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

Secure base script knowledge and video-feedback intervention to promote positive parenting-sensitive discipline 安全基础脚本知识和视频反馈干预，以促进积极的亲子敏感管教

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101651

Annemieke M. Witte , Jana Runze , Marinus H. van IJzendoorn , Marian J. Bakermans-Kranenburg

{"title":"Secure base script knowledge and video-feedback intervention to promote positive parenting-sensitive discipline","authors":"Annemieke M. Witte , Jana Runze , Marinus H. van IJzendoorn , Marian J. Bakermans-Kranenburg","doi":"10.1016/j.appdev.2024.101651","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101651","url":null,"abstract":"<div><p>This preregistered randomized controlled study investigated the effects of Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) on parents' secure base script knowledge (SBSK). Furthermore, we examined whether effects of VIPP-SD on sensitive caregiving and sensitive discipline behavior and parents' attitudes toward these behaviors were moderated by SBSK at baseline. Families (<em>n</em> = 445) with pre- and school-aged children (<em>n</em> = 890) were randomized to receive VIPP-SD or telephone calls. Results showed no effects of VIPP-SD on SBSK. Furthermore, there was no moderation of effects on sensitive caregiving or sensitive discipline behavior by SBSK. VIPP-SD promoted positive attitudes toward sensitive caregiving and sensitive discipline behavior. The latter effect was moderated by SBSK: parents with lower SBSK showed the strongest improvements in positive attitudes toward sensitive discipline behavior. This effect was driven by a subgroup of younger children. These findings highlight the potential importance of tailoring interventions to meet the specific needs of parents with varying levels of SBSK.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101651"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000200/pdfft?md5=076ea2e4310ece89ddeb4aabd6ef3829&pid=1-s2.0-S0193397324000200-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140880223","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

Parental factors, learning-related skills and academic skills in rural Côte d'Ivoire 科特迪瓦农村地区的父母因素、学习相关技能和学术技能

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101652

Medha Aurora , Hannah Whitehead , Lujayn Mostafa , Sharon Wolf , Samuel Kembou , Amy Ogan , Kaja Jasińska

{"title":"Parental factors, learning-related skills and academic skills in rural Côte d'Ivoire","authors":"Medha Aurora , Hannah Whitehead , Lujayn Mostafa , Sharon Wolf , Samuel Kembou , Amy Ogan , Kaja Jasińska","doi":"10.1016/j.appdev.2024.101652","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101652","url":null,"abstract":"<div><p>The associations of parental expectations and involvement with children's academic skills have largely been investigated in high-income countries. Using a sample of children from grades 1 to 6 in Côte d'Ivoire (<em>N</em> = 1413), we asked: Are parental expectations and involvement related to children's academic skills? Are these relations mediated by children's executive functions (EFs), socioemotional (SE) skills, and growth mindset? Parental expectations, involvement, EFs, and SE skills positively predicted academic skills. SE skills mediate the association between parent variables and child academic skills; specifically, they are predicted positively by parental involvement and negatively by parental expectations. Parental involvement is lower among parents who expected their child to pursue tertiary education, compared to parents who expected their child to complete secondary education. The study highlights associations between parenting practices and child academic achievement, shedding light on mediating pathways, and informing the development of culturally appropriate supports for families.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101652"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000212/pdfft?md5=089269b6e9313679d4297ed11e5646bf&pid=1-s2.0-S0193397324000212-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140894270","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