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

Stability and cross-lagged associations between parenting and children's moral self

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-12 DOI: 10.1016/j.appdev.2025.101766

Jessica Wilke , Erin Ruth Baker

{"title":"Stability and cross-lagged associations between parenting and children's moral self","authors":"Jessica Wilke , Erin Ruth Baker","doi":"10.1016/j.appdev.2025.101766","DOIUrl":"10.1016/j.appdev.2025.101766","url":null,"abstract":"<div><div>Although prior research has highlighted the importance of parenting for children's moral self-development, longitudinal studies examining the bidirectional relationships between parental warmth, parental harshness, and children's moral self remain scarce. This study addresses this gap by investigating the reciprocal associations between parental warmth, parental harshness, and children's moral self during middle childhood. We conducted a questionnaire study (T1: November 2022 to June 2023, T2: 6 months later) with <em>N</em> = 189 children (mean age <em>M</em><sub><em>ageT1</em></sub> = 8.21 years, <em>SD</em><sub><em>T1</em></sub> = 1.30, 55.2 % girls) and their caregivers. Children rated the personal importance of moral traits, while parents assessed their parental warmth and harshness. Results of cross-lagged panel modeling revealed high autoregressive effects and reciprocal effects between parental warmth and children's moral self, suggesting that parental warmth fosters children's moral self, which in turn reinforces parental warmth over time. No significant longitudinal effects were found between parental harshness and children's moral self.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101766"},"PeriodicalIF":2.2,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395068","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

The development of science identity through near peer mentoring and research experiences

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-10 DOI: 10.1016/j.appdev.2025.101765

Ross C. Anderson , Tracy Bousselot , Ed Madison , Matthew H. Kim , Jenefer Husman

{"title":"The development of science identity through near peer mentoring and research experiences","authors":"Ross C. Anderson , Tracy Bousselot , Ed Madison , Matthew H. Kim , Jenefer Husman","doi":"10.1016/j.appdev.2025.101765","DOIUrl":"10.1016/j.appdev.2025.101765","url":null,"abstract":"<div><div>Research experience programs (REPs) provide young people with real-world science engagement, including participating in lab work, often alongside mentors. However, there is little research on REPs targeting diverse secondary-level students. This study begins to fill that gap using a longitudinal comparative case study design to demonstrate (a) the importance of an intersectionality lens on science identity, (b) the potential of near-peer mentoring in science, (c) the potential of brief lab-based REPs—even as short as three days—for developing or sustaining science identity, and (d) the diversity of routes that science identity and pathway development unfold for diverse students. This qualitative study focuses on five high school students, each paired with an undergraduate near peer mentor—all from underrepresented groups<em>.</em> Female-identifying participants emphasized how their mentors' modeling and messaging shaped their motivation in, identification with, and aspirations to pursue science. The younger male participants experienced different challenges that related less to their gender and racial identities. Findings can help shape the design of school- and community-based mentorship programs and classroom instruction for science.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101765"},"PeriodicalIF":2.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377424","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

Shifting pedagogically: Incorporating the social, cultural, and emotional dimensions of student learning to develop STEM-identities in computer science

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-09 DOI: 10.1016/j.appdev.2025.101757

Stanley L. Johnson Jr. , Joseph P. Bishop , Kirk D. Rogers

{"title":"Shifting pedagogically: Incorporating the social, cultural, and emotional dimensions of student learning to develop STEM-identities in computer science","authors":"Stanley L. Johnson Jr. , Joseph P. Bishop , Kirk D. Rogers","doi":"10.1016/j.appdev.2025.101757","DOIUrl":"10.1016/j.appdev.2025.101757","url":null,"abstract":"<div><div>Through qualitative inquiry of a 9th-grade computer science (CS) classroom, this paper examines how teachers' pedagogical approaches can help prioritize the social and emotional dimensions of student learning to foster STEM identity and development. Findings from an ethnographic study of the delivery of the Exploring Computer Science curriculum in a high school setting of majority of students of color, and low-income youth identify five high-leverage instructional strategies. These strategies include 1) teacher mindsets towards specific subject areas like computer science; 2) creating conditions for affirming students culturally; 3) intentionally prioritizing student autonomy for social and emotional development; 4) co-constructing knowledge to increase student engagement; and 5) helping students create their own STEM identity by exposing them to STEM professionals of similar racial and cultural characteristics as students. Collectively, these practices offer critical windows into how educators can act as intermediaries in helping students see themselves in the CS field and STEM/CS career pathways. Findings from this study can inform strategies for teacher education and policy efforts seeking to close learning gaps for historically marginalized groups and to improve racial and gender diversity in opportunities for growing STEM fields.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101757"},"PeriodicalIF":2.2,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143372914","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 correlates of critical motivation among Asian immigrant-origin adolescents in the U.S.

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-07 DOI: 10.1016/j.appdev.2025.101762

Gloria SooYoung Kang, Andrea Negrete

引用次数: 0

Advancing a collaborative network toward equitable STEM pathways in intensive youth programs

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-07 DOI: 10.1016/j.appdev.2025.101764

Emily Landon Weiss , Kelly Lynn Mulvey , Deborah L. Wasserman , Bernadette Chi , Christine Klein , Mahmoud Abouelkheir

{"title":"Advancing a collaborative network toward equitable STEM pathways in intensive youth programs","authors":"Emily Landon Weiss , Kelly Lynn Mulvey , Deborah L. Wasserman , Bernadette Chi , Christine Klein , Mahmoud Abouelkheir","doi":"10.1016/j.appdev.2025.101764","DOIUrl":"10.1016/j.appdev.2025.101764","url":null,"abstract":"<div><div>Intensive youth STEM programs serve high school students in informal learning spaces such as museums and community centers. They engage participants over weeks, months, or years, focusing on long-term STEM outcomes, especially for populations historically marginalized in STEM fields. However, many of these programs operate independently or in silos, limiting opportunities for collective learning and improvement. Isolation is driven by factors such as diverse organizational types, funding sources, program sizes, content focus, and research and evaluation capacities. Furthermore, conducting longitudinal studies to track participant outcomes is rare and expensive. To address these challenges, this paper proposes a conversation toward the establishment of a collaborative network to support research collaboration and knowledge integration, exchange, and translation. Such a network would strengthen the capacity of these programs, improve long-term outcomes for participants, and contribute to the broader STEM education and career research community, enhancing the overall impact of intensive youth STEM programs.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101764"},"PeriodicalIF":2.2,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143348907","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

Delineating temporal dynamics for the linkage between anxiety symptoms and problematic media use among Chinese adolescents

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-06 DOI: 10.1016/j.appdev.2025.101761

Hongjian Cao , Shaofan Wang , Nan Zhou , Ming-Chen Zhang

{"title":"Delineating temporal dynamics for the linkage between anxiety symptoms and problematic media use among Chinese adolescents","authors":"Hongjian Cao , Shaofan Wang , Nan Zhou , Ming-Chen Zhang","doi":"10.1016/j.appdev.2025.101761","DOIUrl":"10.1016/j.appdev.2025.101761","url":null,"abstract":"<div><div>Anxiety symptoms (AS) and problematic media use (PMU) represent two salient developmental challenges during adolescence. Although research demonstrates their comorbidity, extant findings on the temporal dynamics of their linkage remain mixed. Using three-wave longitudinal data from Chinese adolescents (<em>N</em> = 844, <em>Mean</em><sub>age</sub> = 13.21, <em>SD</em> = 0.39 at Wave 1, 53 % boys) across their junior high school years, this study conducted a Random-Intercept Cross-Lagged Panel Model (RI-CLPM) to delineate between- and within-person associations between two major forms of AS (i.e., anxiety symptoms in general [ASG] and social anxiety symptoms [SAS]) and two major forms of PMU (i.e., problematic internet gaming [PIG] and problematic smartphone use [PSU]). At the between-person level, there were positive associations between SAS and ASG, PIG and PSU, ASG and PIG, as well as ASG and PSU. More importantly and at the within-person level, several patterns of results emerged, including: (a) unidirectional positive associations from earlier SAS to subsequent PSU across waves; (b) a transactional interplay between ASG and SAS over time; (c) indirect effects spreading over time across media use domain and mental health domain; as well as (d) autoregressive indirect effects across waves for each of the four studied symptoms. These findings shed light on the under-delineated temporal complexity and nuance (by focusing on some specific forms of AS and PMU over time) within the link between AS and PMU during adolescence. The effectiveness of relevant practices might be enhanced by carefully considering such temporal intricacy.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101761"},"PeriodicalIF":2.2,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143192759","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

Association between marijuana use and cognitive development: Relevance for dual systems

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-01-23 DOI: 10.1016/j.appdev.2025.101759

Thomas Wojciechowski

引用次数: 0

Pathways to science: Factors shaping early adolescent science identity development

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-01-22 DOI: 10.1016/j.appdev.2025.101756

Ella Ofek-Geva

引用次数: 0

Block play by American and Chinese families: Associations with children's spatial ability

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-01-21 DOI: 10.1016/j.appdev.2024.101742

Qianru Tiffany Yang , Mélissa Di Sante , Yuchen Jin , Jon R. Star , Paul L. Harris , Meredith L. Rowe

{"title":"Block play by American and Chinese families: Associations with children's spatial ability","authors":"Qianru Tiffany Yang , Mélissa Di Sante , Yuchen Jin , Jon R. Star , Paul L. Harris , Meredith L. Rowe","doi":"10.1016/j.appdev.2024.101742","DOIUrl":"10.1016/j.appdev.2024.101742","url":null,"abstract":"<div><div>In this study, we investigated parent-child interactive features during block play and their relations to 4- and 5-year-olds' spatial ability, which is fundamental for learning in science, technology, engineering, and mathematics (STEM). Participants were 176 primarily middle-income families in China (<em>n</em> = 83) and the United States (<em>n</em> = 93). Interactive features, including parental use of spatial language and support for child autonomy during play, were measured, and children's verbal and non-verbal spatial abilities were assessed. Variability in parent spatial language was positively associated with children's production of spatial language in both cultures. In American families, parents who supported child autonomy tended to have children who produced proportionally more spatial language, while in Chinese families, autonomy support was positively associated with both children's spatial language and mental transformation skills. These findings are discussed in terms of their implications for environmental influences on children's spatial development from a culturally diverse perspective.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101742"},"PeriodicalIF":2.2,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160209","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

Perceptions and experiences of science among diverse adolescent youth during COVID-19

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-01-17 DOI: 10.1016/j.appdev.2025.101755

Matthew H. Kim , Nicholette DeRosia , Rachel Guldin , Maya Lazaro , Jenefer Husman , Ed Madison , Ross C. Anderson

{"title":"Perceptions and experiences of science among diverse adolescent youth during COVID-19","authors":"Matthew H. Kim , Nicholette DeRosia , Rachel Guldin , Maya Lazaro , Jenefer Husman , Ed Madison , Ross C. Anderson","doi":"10.1016/j.appdev.2025.101755","DOIUrl":"10.1016/j.appdev.2025.101755","url":null,"abstract":"<div><div>The present study adopted a funds of science identity framework, an asset-based, justice-oriented approach that centers the lived experiences of minoritized students in science, in order to explore high school students' perceptions and experiences of science and science engagement during the COVID-19 pandemic. In July of 2020, we conducted 11 virtual focus groups with 38 high school students across grades 9–12 (34 % Hispanic, 23 % Multiracial, 16 % Black) from two university-based summer research programs in the United States serving students underrepresented in higher education and STEM pathways. Our qualitative, thematic analysis underscores the importance of sociocultural and sociohistorical contexts in which science takes place, as well as individual differences in future time perspective and self-efficacy that shaped perceptions and experiences of science and science engagement during the pandemic. We conclude with directions for future research in science identity that incorporates the evolving social and historical circumstances that affect adolescent development.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101755"},"PeriodicalIF":2.2,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160210","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