Journal of Applied Developmental Psychology最新文献

{"title":"Bidirectional longitudinal associations between Chinese young children's screen use and behavioral difficulties: The protective role of parental mediation","authors":"Wenxiang Lu ,&nbsp;Xiaowei Li","doi":"10.1016/j.appdev.2025.101861","DOIUrl":"10.1016/j.appdev.2025.101861","url":null,"abstract":"<div><div>A nuanced understanding of the relationships between children's screen use and behavioral difficulties within the Chinese context is needed to guide their screen use. This study investigated bidirectional relationships between screen use and behavioral difficulties using a multi-dimensional measure of screen use (involving time, content, and contexts) and the moderating effects of parental mediation. Data were collected from a sample of 620 Chinese young children (aged 3–6, <em>M</em>_<em>age</em> = 3.97 years) across two measurement waves. The cross-lagged panel model results found that the predictive path from screen use to behavioral difficulties was not significant, while behavioral difficulties negatively predicted later screen use (<em>β</em> = −0.12, 95 % CI = [−0.21, −0.06], <em>p</em> &lt; 0.01). Moderation analysis showed that active mediation (discussing with children) helped ensure the benefits of proper screen access and content in reducing behavioral difficulties; restrictive mediation (setting rules) alleviated the negative relationship between behavioral difficulties and later screen access. These findings demonstrate the important protective roles of parental mediation, highlighting the need for both parents' active engagement in mediating children's screen use and support from educators and policymakers to promote effective parental mediation.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101861"},"PeriodicalIF":2.1,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144908481","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}

{"title":"Parent-teacher discrepancies in externalizing behavior predicting social skills development in middle childhood","authors":"Taehee Kim,&nbsp;Kristen L. Bub,&nbsp;Sadona K.R. Thompson","doi":"10.1016/j.appdev.2025.101856","DOIUrl":"10.1016/j.appdev.2025.101856","url":null,"abstract":"<div><div>This longitudinal study examined parent-teacher agreement and discrepancies in externalizing behavior assessments and their association with children's social skill development. Using third-grade externalizing behavior reports, 927 students were categorized into four groups: both informants reporting clinical concerns, only teacher reporting clinical concerns, only parent reporting clinical concerns, and both reporting normative levels. A multi-group latent growth model analyzed social skill trajectories from third through sixth grade. Results indicated that 21% of students fell within discrepancy groups, where parents and teachers reported different levels of behavior severity. These groups included a higher proportion of students from non-White and low socioeconomic status backgrounds. Students in discrepancy groups showed more adaptive social skill trajectories than peers with clinical concerns reported by both informants but exhibited less favorable trajectories compared to those with normative behavior reports across contexts. Notably, students identified by teachers as demonstrating elevated externalizing behaviors showed significant linear growth in school-based social skills over time, suggesting a potential impact of teacher-initiated interventions. Findings highlight the importance of a multi-informant approach in accurately understanding and supporting students' social development, as parent and teacher perspectives provide complementary information about children's behavioral functioning across contexts.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101856"},"PeriodicalIF":2.1,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144903912","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}

{"title":"A longitudinal study of a museum-based out-of-school time program's impact on STEM career pathways","authors":"C. Aaron Price ,&nbsp;Robert H. Tai ,&nbsp;Cindy La Nguyen","doi":"10.1016/j.appdev.2025.101854","DOIUrl":"10.1016/j.appdev.2025.101854","url":null,"abstract":"<div><div>We report on a quasi-experimental, 7-year longitudinal study of participants in an out-of-school STEM program at a large, urban science museum. The program, based on principles of positive youth development, was designed to empower youth to take advantage of the skills and initiative they already possess. Data was analyzed to look for differences in the graduate rates of both groups, along with differences in the those who ended up with a STEM major. Through analysis of Sankey diagrams, we also looked at the specific paths the two groups took while in college. In comparison to a control group, we found that youth who participated in the program had higher rates of graduation in general, graduating with a degree in STEM, and ultimately beginning a STEM career. There were important differences in the paths the two groups took. No differences were related to gender or race/ethnic identity.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101854"},"PeriodicalIF":2.1,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890382","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}

{"title":"Adults' perceptions of children's negotiation: Effects of target and perceiver gender","authors":"Meagan M. Patterson ,&nbsp;Lisa H. Rosen ,&nbsp;Elisabeth A. England ,&nbsp;Morgan R. Vannoy","doi":"10.1016/j.appdev.2025.101853","DOIUrl":"10.1016/j.appdev.2025.101853","url":null,"abstract":"<div><div>Although there is extensive research on gender and negotiation in adults, research on how gender impacts adults' perceptions of negotiation in children is lacking. The current study used videos of child actors playing an “art dealer” game to examine whether adults perceived the children differently based on their gender and negotiation behaviors, with comparisons of four targets (i.e., boy who negotiated, boy who did not negotiate, girl who negotiated, and girl who did not negotiate) on perceived competence, agentic characteristics (e.g., assertive, confident), and communal characteristics (e.g., caring, kind). Results indicated that, compared to other targets, the girl who negotiated was viewed as high in competence and in both positive and negative agentic characteristics, but relatively low in communal characteristics. In contrast, the boy who did not negotiate was viewed as relatively low in competence and positive and negative agentic characteristics, but relatively high in both positive and negative communal characteristics. These results suggest that children's negotiation behaviors are evaluated relative to gendered expectations and that children's negotiation behaviors may impact adults' perceptions of other gender-typed characteristics in children, consistent with social role theory and the shifting standards model.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101853"},"PeriodicalIF":2.1,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144863884","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}

{"title":"Examining interparental conflict, parent-child conflict, and child emotion regulation within the Family Check-Up®: A randomized controlled trial","authors":"Katrina R. Abela ,&nbsp;Andrea Gonzalez ,&nbsp;Krysta Andrews ,&nbsp;Xutong Zhang ,&nbsp;Marc Jambon ,&nbsp;Katholiki Georgiades ,&nbsp;Julie Gross ,&nbsp;Magdalena Janus ,&nbsp;Ellen Lipman ,&nbsp;Paulo Pires ,&nbsp;Teresa Bennett","doi":"10.1016/j.appdev.2025.101855","DOIUrl":"10.1016/j.appdev.2025.101855","url":null,"abstract":"<div><div>Interparental and parent-child conflict are key familial risk factors for emotion regulation (ER) difficulties in early childhood. This study examined the impact of the Family Check-Up® (FCU), a preventative family-centered intervention, on child ER at 12 months post-intervention, and whether the FCU moderated the association between early exposure to family conflicts (interparental and parent-child conflict) and ER outcomes. In a longitudinal randomized controlled trial conducted in Canada, 206 parent-child dyads (children aged 2–4 years) with early indicators of emotional and behavioural risk were assigned to the FCU intervention or a community control group. ER was assessed using an observational task coded into three ER strategy subgroups: behavioural coping, task-oriented, and emotion-oriented. Structural equation modeling was used to examine the models. Results indicated that the FCU intervention significantly reduced the number of behavioural coping ER strategies, such as avoidance and expressing negative affect. Moreover, the FCU buffered the negative association between parent-child conflict and task-oriented ER. However, interparental conflict was not significantly associated with ER outcomes and effects were not observed for emotion-oriented ER. These findings highlight the FCU's potential to reduce contextually maladaptive ER and mitigate the impact of parent-child conflict on child ER.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101855"},"PeriodicalIF":2.1,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842529","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}

{"title":"Understanding adolescents' externalizing and internalizing comorbidity from A multiple-level family perspective","authors":"Yunqing Ma ,&nbsp;Lu Qiao ,&nbsp;Ruoxi Chen ,&nbsp;Jing Qiu ,&nbsp;Xiuyun Lin","doi":"10.1016/j.appdev.2025.101852","DOIUrl":"10.1016/j.appdev.2025.101852","url":null,"abstract":"<div><div>By exploring network analysis, the current study reframed the questions that arise from co-occurring externalizing and internalizing problems and their relationships with multiple-level family risk factors from a developmental perspective, including early, middle, and late adolescence periods. Total 6838 adolescents (early adolescence: 2156; middle adolescence: 2303; late adolescence: 2379) and their parents completed questionnaires regarding externalizing and internalizing problems, and entire, dyadic, and individual level family risk factors. First, anxiety/depression served as a bridging symptom in externalizing and internalizing comorbidity networks. Second, dyadic level family risk factors, particularly parental harsh discipline, were more strongly linked to adolescents' externalizing and internalizing problems and even their comorbidity. Third, middle adolescence was a turning points. This study offers a fresh insight into the comorbidity of externalizing and internalizing problems during adolescence, and highlights that benign interactions between parents and adolescents remain key to addressing psychopathology. Interventions should particularly focus on middle adolescence.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101852"},"PeriodicalIF":2.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144772855","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}

{"title":"A dyadic perspective on evolutionarily relevant aggressive functions: Links to victim characteristics","authors":"Naomi C.Z. Andrews ,&nbsp;Andrew V. Dane ,&nbsp;Natalie Spadafora ,&nbsp;Elizabeth Al-Jbouri ,&nbsp;Anthony A. Volk ,&nbsp;Ann H. Farrell","doi":"10.1016/j.appdev.2025.101851","DOIUrl":"10.1016/j.appdev.2025.101851","url":null,"abstract":"<div><div>Previous research identifies evolutionarily-relevant motives for the use of aggression in adolescence, including: competitive, impression management, reactive, and sadistic functions. We extend prior work by adopting a dyadic perspective and examining features of the perpetrator-target relationship and the characteristics of the target themselves. We used a sample of 278 Canadian adolescents (13–18 years old; 57 % boys; 54 % White) who engaged in aggression and a dyadic sample with their specific aggressive targets. We measured dyadic aggression (the types of aggression present in the dyad), dyadic relationship characteristics (reciprocity of aggression, friendship), target social characteristics (popularity, likability, social network position), and dyadic gender composition. <em>Competitive</em> aggression was related to direct aggression perpetrated by someone with lower or equal power (i.e., not bullying), reciprocal aggression, and male perpetrators. <em>Impression management</em> aggression was related to bullying, non-friend dyads, and targets with lower likability (though more overall friendships). <em>Reactive</em> aggression was related to direct aggression by someone with lower/equal power, and <em>sadistic</em> aggression was related to dyad friendship.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101851"},"PeriodicalIF":2.1,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748966","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}

{"title":"Computational thinking training and its effects on working memory, flexibility, and inhibition: Randomized controlled trial in fifth-grade children","authors":"Carolina Robledo-Castro ,&nbsp;Luis Fernando Castillo-Ossa ,&nbsp;Christian Hederich-Martínez","doi":"10.1016/j.appdev.2025.101850","DOIUrl":"10.1016/j.appdev.2025.101850","url":null,"abstract":"<div><div>This study aimed to examine how computational thinking instruction in elementary school relates to the development of executive functions in children. It evaluated the effect of a computational thinking training program on working memory, cognitive flexibility and inhibition in fifth grade children. A randomized controlled trial was conducted in Colombia with a sample of 111 typically developing children (experimental group <em>N</em> = 57; control group <em>N</em> = 54; M_age = 10.7). Participants were randomly assigned to either an experimental group, which underwent a 12-week computational thinking training program with both unplugged and plugged activities involving game programming and educational robotics, or to an active control group receiving treatment as usual (TAU), which followed the standard curriculum. Executive functions were assessed pre- and post- intervention using validated and reliable neuropsychological tests (Corsi block-tapping test, digit span test, visual span test, Stroop test, and Wisconsin card sorting test). Following the training program, the experimental group showed significant improvements in several executive functions compared to the control group. A large effect size was observed in auditory working memory (<em>η</em>^<em>2</em>_<em>p</em> = 0.17), along with medium effect in visual (<em>η</em>^<em>2</em>_<em>p</em> = 0.05) and visuospatial working memory (<em>η</em>^<em>2</em>_<em>p</em> = 0.08), and a small effect on inhibition skills (<em>η</em>^<em>2</em>_<em>p</em> = 0.05). No changes in cognitive flexibility associated with the intervention were observed. These results suggest that teaching computational thinking through both unplugged and plugged activities has a significant effect on executive functions associated with working memory, planning and inhibition in children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101850"},"PeriodicalIF":2.1,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739095","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}

{"title":"Direct and indirect intergroup contact are related to American children's attitudes about immigrant groups","authors":"Laura Elenbaas ,&nbsp;Kelly Lynn Mulvey ,&nbsp;Christia Spears Brown ,&nbsp;Jane Singman ,&nbsp;Megan N. Norris","doi":"10.1016/j.appdev.2025.101841","DOIUrl":"10.1016/j.appdev.2025.101841","url":null,"abstract":"<div><div>This study drew on intergroup contact theory to investigate relations between both direct and indirect intergroup contact with immigrants and self-identified American children's (ages: 8 to 12 years; <em>N</em> = 379, 53 % girls, 51 % white) attitudes and intended behavior towards immigrant peers, assessing the role of indirect contact in this context for the first time. Children who experienced more positive indirect contact (e.g., overheard conversations that made immigrants seem nice) liked immigrants more, felt closer to this perceived outgroup, and had stronger intentions to affiliate (e.g., play). Findings were consistent for indirect contact with immigrants from Mexico, China, or Egypt, and emerged over and above the positive effects of direct contact (e.g., classmates). The nature of children's indirect contact matters: positive exposure may positively predispose American children to accept and include immigrant peers, a behavior of increasing importance for the wellbeing of both groups in this increasingly diverse country.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101841"},"PeriodicalIF":2.1,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144720746","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}

{"title":"Parental expressive suppression undermines adolescent-parent's neural synchrony in response to emotional stimulus","authors":"Xuan Liu ,&nbsp;Xinqi Li ,&nbsp;Xinmei Deng","doi":"10.1016/j.appdev.2025.101837","DOIUrl":"10.1016/j.appdev.2025.101837","url":null,"abstract":"<div><div>Emotional communication plays a crucial role in the adolescent-parent relationship, and parents' ability to regulate emotions is particularly important. Parental expressive suppression has been found to negatively affect adolescent-parent relationships, but the specific neural mechanisms underlying these effects are unknown. This study examines how parental expressive suppression impacts neural synchrony during emotional responses. Using EEG hyperscanning, we recorded brain activity in 21 high expressive suppression (HEP) and 28 low expressive suppression (LEP) adolescent-parent dyads while viewing emotional images. Results show LEPs rated positive images higher and exhibited greater inter-brain synchrony across all frequency bands. The results suggest that parental expressive suppression weakens neural synchronization with adolescents, which may affect the quality of the adolescent-parent relationship. This study provides new perspectives for understanding the biological basis of adolescent-parent relationships.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101837"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605701","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}