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

Characterizing Expert-Novice Differences on a Repeating Pattern Task 描述专家与新手在重复模式任务上的差异

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101656

Giulia A. Borriello , Emily R. Fyfe

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

Risk and resilience factors for primary school dropout in Côte d'Ivoire 科特迪瓦小学辍学的风险和恢复因素

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101654

Brooke Wortsman , Henry Brice , Angela Capani , Mary-Claire Ball , Benjamin Zinszer , Fabrice Tanoh , Hermann Akpé , Amy Ogan , Sharon Wolf , Kaja Jasińska

{"title":"Risk and resilience factors for primary school dropout in Côte d'Ivoire","authors":"Brooke Wortsman , Henry Brice , Angela Capani , Mary-Claire Ball , Benjamin Zinszer , Fabrice Tanoh , Hermann Akpé , Amy Ogan , Sharon Wolf , Kaja Jasińska","doi":"10.1016/j.appdev.2024.101654","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101654","url":null,"abstract":"<div><p>We examined child-, family-, and school-level risk and resilience factors associated with school dropout using longitudinal data of fifth-grade students in rural Côte d'Ivoire (<em>N</em> = 1195, <em>M</em><sub>age</sub> = 10.75, <em>SD</em><sub>age</sub> = 1.42). Children who dropped out of school were older, involved in more child labour, had poorer literacy skills, owned fewer books, and attended schools with poorer learning environments. Cumulative risk (CR) indices revealed that child-level CR was most strongly associated with dropout (<em>b</em> = 0.86, <em>OR</em> = 0.42) compared to family- and school-level CR; further, children with low child-level CR were more likely to drop out when family-level CR was high (<em>b</em> = −0.23, <em>OR</em> = 1.25). Better school infrastructure and teachers were protective for children who were at high risk of dropout yet remained enrolled. Although child- and family-level factors contribute to risk of dropout, school-level factors may mitigate risks and promote academic resilience among students in West Africa.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101654"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000236/pdfft?md5=833ee1762ad8d0097ec37794c403975f&pid=1-s2.0-S0193397324000236-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140906144","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

Age-dynamic effects of self-regulation and sensation seeking on offending among justice-involved youth 自我调节和寻求感觉对涉法青少年犯罪的年龄动态影响

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101655

A.M. Wasserman , E. Kan , J. Beardslee , G. Icenogle , P.J. Frick , L. Steinberg , E. Cauffman

{"title":"Age-dynamic effects of self-regulation and sensation seeking on offending among justice-involved youth","authors":"A.M. Wasserman , E. Kan , J. Beardslee , G. Icenogle , P.J. Frick , L. Steinberg , E. Cauffman","doi":"10.1016/j.appdev.2024.101655","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101655","url":null,"abstract":"<div><p>Two constructs implicated in the etiology of offending (i.e., criminal behaviors that break a rule or law) are self-regulation and sensation seeking. The present study aimed to test if there was a developmental shift in the association between self-regulation and sensation seeking and offending from adolescence to early adulthood. Data were collected longitudinally from a justice-involved sample of male youth to determine the age-varying associations between self-regulation, sensation seeking, and offending. Results showed that higher impulse control was related to lower offending, and the magnitude of this association strengthened from adolescence to adulthood. Higher future orientation was related to lower offending, and this association was stronger during adolescence than adulthood. Higher sensation seeking was related to higher offending, and this association was stronger during adolescence than adulthood. These results suggest that the adolescent peak in offending may be due to its relatively weak association with impulse control that co-occurs with a stronger association with sensation seeking compared to adulthood. The developmental shift in the association between impulse control and offending may also distinguish between those who desist from offending as adults and those who persist.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101655"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241280","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

Longitudinal patterns of adolescent mobile phone dependence: Results from the person-centered approach 青少年手机依赖的纵向模式：以人为本方法的结果

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-04-26 DOI: 10.1016/j.appdev.2024.101650

Min Jiang , Wan Ding , Xiaoyue Wang , Ruibo Xie

{"title":"Longitudinal patterns of adolescent mobile phone dependence: Results from the person-centered approach","authors":"Min Jiang , Wan Ding , Xiaoyue Wang , Ruibo Xie","doi":"10.1016/j.appdev.2024.101650","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101650","url":null,"abstract":"<div><p>This study aimed to identify possible subgroups of adolescent mobile phone dependence and explore whether each subgroup remains stable over time and the effects of three important interpersonal supports. A total of 1214 adolescents completed three surveys across one year. The study found that there were three growth subgroups of mobile phone dependence: the “low-risk” group, the “medium-risk” group, and the “high-risk” group. The “low risk” and “high risk” groups showed a decreasing trend, while the “medium risk” group showed an increasing trend. The transformation occurred between subgroups. Friend support decreased the likelihood of transitioning to “high-risk” groups and other support increased the likelihood of transitioning to “low-risk” groups. This study contributes to understanding the developmental differences in adolescent mobile phone dependence. It emphasizes the importance of considering interpersonal support in reducing mobile phone dependence. This study could stand as a base for further studies in mobile phone dependence.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101650"},"PeriodicalIF":3.0,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140647158","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

Changing trends of internet use across late childhood: A three-wave longitudinal study 儿童晚期使用互联网的变化趋势：三波纵向研究

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-04-18 DOI: 10.1016/j.appdev.2024.101646

Huifen Shi , Xiaowei Chu , Yuxiao Liu , Sebastian Wachs , Min Cao , Ji Peng , Zongkui Zhou

引用次数: 0

The intermediary role of peer relationships between teachers and students' classroom engagement 同伴关系在教师与学生课堂参与之间的中介作用

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-04-09 DOI: 10.1016/j.appdev.2024.101649

Jessica E. Kilday , Allison M. Ryan

{"title":"The intermediary role of peer relationships between teachers and students' classroom engagement","authors":"Jessica E. Kilday , Allison M. Ryan","doi":"10.1016/j.appdev.2024.101649","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101649","url":null,"abstract":"<div><p>We investigated to what extent adolescents' classroom peer ecologies play an indirect role in explaining the associations between teacher-student relatedness (TSR) in the fall and classroom engagement in the spring. The classroom peer ecology variables were friendship cohesion, prosocial behavior and norms, and peer support. Participants were 869 fifth and sixth grade students (52% girls, 48% boys; 42% White, 30% Black, 6% Hispanic, 6% Asian, 14% Multiracial, 2% Other) in 44 classrooms. We used multilevel structural equation models to assess the within and between classroom indirect effects of peers on the associations between TSR and classroom engagement. At the classroom-level, TSR was associated with greater adaptive help seeking with peers via prosocial popularity norms. At the individual-level, TSR and behavioral engagement were indirectly associated, via prosocial behavior. Additionally, TSR was indirectly associated with all three engagement outcomes through peer support. Findings suggest that multiple aspects of adolescents' peer relationships provide unique assets for their classroom engagement.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101649"},"PeriodicalIF":3.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140537023","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

Academic challenges during early adolescence: Mothers' advice and youth responses to advice 青春期早期的学业挑战：母亲的建议和青少年对建议的回应

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-04-09 DOI: 10.1016/j.appdev.2024.101648

Kelly M. Tu , Xiaomei Li , Lisa M. Guntzviller , Tianying Cai

{"title":"Academic challenges during early adolescence: Mothers' advice and youth responses to advice","authors":"Kelly M. Tu , Xiaomei Li , Lisa M. Guntzviller , Tianying Cai","doi":"10.1016/j.appdev.2024.101648","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101648","url":null,"abstract":"<div><p>This study aimed to identify mothers' advice and youth acceptance/rejection of mothers' advice from 100 mother-youth conversations (youth <em>M</em><sub>age</sub> = 11.05 years; 53% boys) about youths' real-life academic challenges (e.g., difficulties with schoolwork) at T1. Out of all advice given, mothers offered the greatest proportion of cognitive reappraisal advice (i.e., think in threat-reducing ways), followed by strategizing and help-seeking advice. On average, youth responded ambiuously to mothers' advice. We also examined the independent and interactive associations of mothers' advice and youth responses at T1 in predicting youths' academic coping and school engagement seven months later. Mothers' cognitive reappraisal advice predicted more adaptive coping at T2; strategizing and help-seeking advice aligned with less adaptive coping. Associations were moderated by youths' responses to the respective advised solution. No associations emerged for maladaptive coping or school engagement. Findings provide insight into mothers' advice-giving within actual mother-youth conversations, with implications for youth adaptive coping.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101648"},"PeriodicalIF":3.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000170/pdfft?md5=92c30556725f3bd36de1b2b686c73d36&pid=1-s2.0-S0193397324000170-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140537024","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

How do parental attitudes influence children's learning interests in reading and mathematics? The mediating role of home-based versus school-based parental involvement 父母的态度如何影响儿童的阅读和数学学习兴趣？以家庭为基础的家长参与与以学校为基础的家长参与的中介作用

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-04-03 DOI: 10.1016/j.appdev.2024.101647

Li Zhao , Xin Chen , Yawei Yang , Pujue Wang , Xiujie Yang

{"title":"How do parental attitudes influence children's learning interests in reading and mathematics? The mediating role of home-based versus school-based parental involvement","authors":"Li Zhao , Xin Chen , Yawei Yang , Pujue Wang , Xiujie Yang","doi":"10.1016/j.appdev.2024.101647","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101647","url":null,"abstract":"<div><p>The present study aimed to examine the mediating role of parental involvement in the association between parental attitudes toward their own mathematics and reading abilities and children's learning interests in the Chinese context. Participants included 395 Chinese elementary students whose ages ranged from 6.53 to 12.82 years (<em>mean</em> = 9.68 years) and their caregivers. The results showed that parental attitudes toward their own mathematics and reading not only had a domain-specific effect on parent-reported children's learning interests in these subjects but also had a cross-domain effect on other subjects. Furthermore, parental home- and school-based involvement mediated the association between parental attitudes toward mathematics and reading and parent-reported children's learning interests in these subjects. At the domain-specific level, parental home-based involvement, rather than school-based involvement, mediated the relation between parental attitudes and children's learning interests in mathematics and reading. At the cross-domain level, both home- and school-based involvement mediated the association between parental attitudes toward their own reading and children's mathematics interests. The findings underline the relevance of parental attitudes toward their own mathematics and reading and parental home- and school-based involvement in the development of Chinese elementary school students' learning interests.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101647"},"PeriodicalIF":3.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140342151","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