Journal of Applied Developmental Psychology最新文献_第2页

Cumulative risk predicting differential effectiveness of the incredible years parent-training 预测不可思议的岁月家长培训不同效果的累积风险

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-19 DOI: 10.1016/j.appdev.2024.101710

Lea T. Greve, Hanne N. Fentz, Tea Trillingsgaard

{"title":"Cumulative risk predicting differential effectiveness of the incredible years parent-training","authors":"Lea T. Greve, Hanne N. Fentz, Tea Trillingsgaard","doi":"10.1016/j.appdev.2024.101710","DOIUrl":"10.1016/j.appdev.2024.101710","url":null,"abstract":"<div><p>The evidence on whether socioeconomic status moderates the effectiveness of parent-training programs for disruptive child behaviors is inconclusive. These varied results may stem from differences in the programs or the studies themselves. We applied an equivalence test paradigm to test the hypothesis of equal benefit from the Incredible Years Parent-Training (IYPT) across family risk on disruptive child behaviors. During the Danish roll-out of the IYPT, 1203 families were recruited across 20 different municipalities. The isolated and cumulative effect of five markers of low socioeconomic status, specifically single parent household, parental unemployment, low family income, low parental educational level, and teen parenthood, were analyzed as predictors of pre-to-post treatment response. Results showed equal benefit among families experiencing from zero to four accumulated socioeconomic risks (99 % of our sample). Our findings suggest that the IYPT brings equal benefit across socioeconomic backgrounds and risk levels in Danish community settings.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000790/pdfft?md5=32f490cb3c0ef69fb103c8826998eb13&pid=1-s2.0-S0193397324000790-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274439","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

“Who said” versus “what was said”: Selective trust in teachers and books "谁说的 "与 "说了什么"：对教师和书籍的选择性信任

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-13 DOI: 10.1016/j.appdev.2024.101709

Yunyi Wu , Judith H. Danovitch , Fuxing Wang

引用次数: 0

Child self-regulation profiles relate to emotion parenting in Black and Latinx mother-child dyads 黑人和拉美裔母子二人组中儿童自我调节特征与情绪养育的关系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-10 DOI: 10.1016/j.appdev.2024.101708

Andrea M. George , Molly E. Hale , Haobi Wang , Drew Abney , Margaret O. Caughy , Cynthia Suveg

{"title":"Child self-regulation profiles relate to emotion parenting in Black and Latinx mother-child dyads","authors":"Andrea M. George , Molly E. Hale , Haobi Wang , Drew Abney , Margaret O. Caughy , Cynthia Suveg","doi":"10.1016/j.appdev.2024.101708","DOIUrl":"10.1016/j.appdev.2024.101708","url":null,"abstract":"<div><p>Across cultures, child self-regulation develops within the parent-child relationship and requires flexible management of one's biology and behaviors. Despite documented relations between self-regulation and adaptive psychological adjustment, research has primarily focused on single indicator assessments of self-regulation within mostly White samples. The present study assessed indicators of self-regulation (i.e., task persistence, positive affect, resting respiratory sinus arrhythmia) in 100 Black and Latinx children (<em>M</em><sub><em>age</em></sub> = 6.83 years, <em>SD</em> = 1.50 years) and mother emotion parenting behaviors (<em>M</em><sub><em>age</em></sub> = 34.48 years, <em>SD</em> = 6.39 years). Using latent profile analysis, four child self-regulatory profiles were identified. Profile differences by mother emotion parenting behaviors were examined. Controlling for income, ANCOVAs indicated that mothers of children in relatively high self-regulatory profiles showed more positive emotion parenting behaviors when compared to mothers of children in comparatively lower regulatory profiles. Results highlight potential targets for fostering child self-regulation within racial and ethnic minority parent-child relationships.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142161492","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

Racial differences in parents' emotion socialization behaviors: Role of racial socialization goals 父母情感社会化行为的种族差异：种族社会化目标的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-06 DOI: 10.1016/j.appdev.2024.101695

Faith Logan , Diana P.F. Montague , Fantasy T. Lozada , Randy Fingerhut

引用次数: 0

Cultural risk & adaptation: Contributions to psychopathology by social position 文化风险与适应：社会地位对精神病理学的贡献

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-09-01 DOI: 10.1016/j.appdev.2024.101699

Michaela S. Gusman, Kevin J. Grimm, Alexandra S. Wormley, Jeri Sasser, Leah D. Doane, HyeJung Park, Adam B. Cohen

{"title":"Cultural risk & adaptation: Contributions to psychopathology by social position","authors":"Michaela S. Gusman, Kevin J. Grimm, Alexandra S. Wormley, Jeri Sasser, Leah D. Doane, HyeJung Park, Adam B. Cohen","doi":"10.1016/j.appdev.2024.101699","DOIUrl":"10.1016/j.appdev.2024.101699","url":null,"abstract":"<div><p>Culturally-influenced adaptation and maladaptation may influence college students' mental health across various forms of cultural identity (e.g., racial/ethnic identity, socioeconomic status [SES]). In this cross-sectional study, 925 college students (<em>M</em><sub>age</sub> = 19.9, 67% self-identified female, 64% White, 25% Hispanic/Latino, 69% middle class or below) responded to a one-time questionnaire. Confirmatory factor analysis revealed that cultural risk (insecurity, stress, discrimination) and adaptation (centrality, routine behaviors, motivation, resilience) were differentially associated with internalizing symptoms. Multigroup analyses by cultural identity subgroups indicated that cultural risk was associated with greater internalizing symptoms across all SES groups, but most salient for high SES students, and more strongly associated with anxiety among White students compared to racial/ethnically minoritized students. Cultural adaptation more saliently predicted internalizing symptoms for students with lower-middle/working-class SES identity. College students experience multi-faceted risk and adaptation related to their cultural identities, experiences of which are shaped by social position and differentially contribute to mental health.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098781","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

Exploring the effect of dialogic reading on children with autism spectrum disorder: Do siblings promote their language development? 探索对话式阅读对自闭症谱系障碍儿童的影响：兄弟姐妹会促进他们的语言发展吗？

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-27 DOI: 10.1016/j.appdev.2024.101701

Ruoxuan Xu , Yang Dong , Gelin Xia , Jianhong Mo , Bonnie Wing-Yin Chow , Hao-Yuan Zheng , Yi Tang

{"title":"Exploring the effect of dialogic reading on children with autism spectrum disorder: Do siblings promote their language development?","authors":"Ruoxuan Xu , Yang Dong , Gelin Xia , Jianhong Mo , Bonnie Wing-Yin Chow , Hao-Yuan Zheng , Yi Tang","doi":"10.1016/j.appdev.2024.101701","DOIUrl":"10.1016/j.appdev.2024.101701","url":null,"abstract":"<div><p>Most educators engaged in dialogic reading (DR) are adults, whilst less attention is paid to the teaching effect of siblings on the language development of children with autism spectrum disorder (ASD). This study, which included 1007 Chinese kindergarteners with ASD, aimed to examine the possible effects of siblings' DR involvement on the language development of ASD children in terms of receptive vocabulary, expressive vocabulary, character reading, listening comprehension and reading interest. After a 12-week intervention period, results revealed that, except listening comprehension, ASD children who read with their older siblings demonstrated greater improvements than when they read with their parents in terms of expressive vocabulary, character reading skills and reading interest. These findings demonstrated the positive effects of DR on the language development of ASD children and highlight the importance of involving siblings in home literacy activities to facilitate the language development of ASD children. The effects of gender dyads and age differences between educators and ASD children have also been discussed.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083565","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 relationship between parent–child attachment and suicidal ideation in children: Mediating roles of beliefs about adversity and hope 亲子依恋与儿童自杀倾向之间的纵向关系：逆境和希望信念的中介作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-24 DOI: 10.1016/j.appdev.2024.101700

Mengxue Fang, Ruibo Xie, Wan Ding, Yu Zhang, Ye Zhang, Min Jiang, Weijian Li

{"title":"Longitudinal relationship between parent–child attachment and suicidal ideation in children: Mediating roles of beliefs about adversity and hope","authors":"Mengxue Fang, Ruibo Xie, Wan Ding, Yu Zhang, Ye Zhang, Min Jiang, Weijian Li","doi":"10.1016/j.appdev.2024.101700","DOIUrl":"10.1016/j.appdev.2024.101700","url":null,"abstract":"<div><p>Suicide has been an important topic in recent years, but no previous studies have investigated suicide from the perspective of parent–child attachment and positive psychological qualities. Thus, we aimed to examine the relationship between parent–child attachment and children's suicidal ideation, as well as the mechanism involved. In total, 681 fourth-grade students from three elementary schools in Suzhou, China, were surveyed for two years. The results showed the following. (1) Mother–child attachment directly predicted suicidal ideation in children whereas father–child attachment did not. (2) Mother–child attachment indirectly predicted suicidal ideation in children via beliefs about adversity and hope, and father–child attachment indirectly predicted suicidal ideation in children via beliefs about adversity. (3) Parent–child attachment indirectly predicted suicidal ideation in children through beliefs about adversity (<em>M</em><sub>1</sub>) and hope (<em>M</em><sub>2</sub>) as a mediator set. Revealing the mechanisms associated with the generation and formation of suicidal ideation in children can help prevent possible future suicidal behaviors in children.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048681","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

Empowering behaviors to address race with kids (EmBARK): A racial socialization program for white families 与孩子一起解决种族问题的授权行为（EmBARK）：针对白人家庭的种族社会化计划

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-21 DOI: 10.1016/j.appdev.2024.101696

Katharine E. Scott , Nicole Huth , Eren Fukuda , Kristin Shutts , Patricia G. Devine

{"title":"Empowering behaviors to address race with kids (EmBARK): A racial socialization program for white families","authors":"Katharine E. Scott , Nicole Huth , Eren Fukuda , Kristin Shutts , Patricia G. Devine","doi":"10.1016/j.appdev.2024.101696","DOIUrl":"10.1016/j.appdev.2024.101696","url":null,"abstract":"<div><p>We evaluated the EmBARK (Empowering Behaviors to Address Race with Kids) program, which we developed to help White parents in the US address race and racial biases with their White 5- to 7-year-old children. Parents (<em>N</em> = 73) completed EmBARK or control condition activities matched for time commitment and engagement with their child. We achieved remarkable compliance with EmBARK, with 95% of parents completing every program component. Parents also liked EmBARK, found EmBARK useful, and successfully implemented EmBARK activities with their children. Parents praised EmBARK's structured guidance for having conversations about race with their children. Parents in the EmBARK condition (vs. control) expressed more concern about, and self-efficacy to address, children's racial biases. This study lays groundwork for assessing the long-term impact of EmBARK on reducing children's racial biases. The findings provide hope that when given resources and guidance, White parents could become active agents in addressing children's racial biases.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020651","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 cognitive flexibility in emergent literacy 认知灵活性在萌芽识字中的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-20 DOI: 10.1016/j.appdev.2024.101692

Dana Tal, Shelley Shaul

引用次数: 0

Classroom social hierarchy and associations between children's behavioral control and peer relationships 课堂社会等级与儿童行为控制和同伴关系之间的联系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-20 DOI: 10.1016/j.appdev.2024.101698

Monica S. Lu , Tzu-Jung Lin , Laura M. Justice , Kelly Purtell , Arya Ansari , Nan Xiao

{"title":"Classroom social hierarchy and associations between children's behavioral control and peer relationships","authors":"Monica S. Lu , Tzu-Jung Lin , Laura M. Justice , Kelly Purtell , Arya Ansari , Nan Xiao","doi":"10.1016/j.appdev.2024.101698","DOIUrl":"10.1016/j.appdev.2024.101698","url":null,"abstract":"<div><p>Our study investigated concurrent associations between classroom-level social hierarchy and preschool to third-grade children's friendship and victimization. We considered its moderating role in the associations between children's behavioral control and their friendship and victimization, and explored grade level differences. We conducted three parallel sets of analyses using three operationalizations of classroom social hierarchy: social impact, peer liking, and social preference. Results revealed the three operationalizations of classroom social hierarchy were positively associated with victimization but not friendship. In hierarchical classrooms (operationalized as social preference), children with higher behavioral control had more friends and experienced less victimization (though random slope was nonsignificant) than children with lower behavioral control. In less hierarchical classrooms, behavioral control was unrelated to friendship and victimization. Analyses using social impact or peer liking did not show significant interactions. Associations were consistent across grade levels. Findings underscore the roles of classroom social hierarchy in young children's peer relationships.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011714","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