Journal of Applied Developmental Psychology最新文献_第4页

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":null,"pages":null},"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

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

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":null,"pages":null},"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

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

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

引用次数: 0

Pathways between parental depressed mood and child cognition in economically marginalized populations 经济边缘化人群中父母抑郁情绪与儿童认知能力之间的关系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-21 DOI: 10.1016/j.appdev.2024.101670

Simone Chad-Friedman, Jamie R. Kleiner, Brendan A. Rich

{"title":"Pathways between parental depressed mood and child cognition in economically marginalized populations","authors":"Simone Chad-Friedman, Jamie R. Kleiner, Brendan A. Rich","doi":"10.1016/j.appdev.2024.101670","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101670","url":null,"abstract":"<div><p>Research supports parental depressed mood, negative parenting, and family conflict as risk factors for poorer cognition in early childhood. The current study is the first to examine bidirectional associations between maternal and paternal depressed mood, negative maternal and paternal parenting, family conflict, and child cognition. Data was drawn from the Early Head Start Research and Evaluation study using interviews, self-report, and performance-based measures completed by parents when children were age 14 months, age 2 years, and age 3 years. Results showed bidirectional pathways between maternal depressed mood and child cognition, but a unidirectional pathway from child cognition to paternal depressed mood. Family conflict mediated links between greater maternal depressed mood and poorer child cognition, but negative maternal parenting mediated links between poorer child cognition and negative maternal depressed mood. Results highlight transactional relations among parents and children as well as the salience of family conflict and negative parenting in exacerbating this transaction.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141438430","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":null,"pages":null},"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

Executive function training in family card games 家庭纸牌游戏中的执行功能训练

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-08 DOI: 10.1016/j.appdev.2024.101660

Tingyu Gu , Xiaosong Gai , Yuan Wang

引用次数: 0

Mastery motivation is associated with early development in children with motor delays 掌握动机与运动迟缓儿童的早期发展有关

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-07 DOI: 10.1016/j.appdev.2024.101658

Iryna Babik , Andrea B. Cunha , Lin-Ya Hsu , Regina T. Harbourne , Stacey C. Dusing , Natalie A. Koziol , Sarah W. McCoy , Sandra L. Willett , James A. Bovaird , Michele A. Lobo

{"title":"Mastery motivation is associated with early development in children with motor delays","authors":"Iryna Babik , Andrea B. Cunha , Lin-Ya Hsu , Regina T. Harbourne , Stacey C. Dusing , Natalie A. Koziol , Sarah W. McCoy , Sandra L. Willett , James A. Bovaird , Michele A. Lobo","doi":"10.1016/j.appdev.2024.101658","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101658","url":null,"abstract":"<div><p>This longitudinal study related children's mastery motivation to a variety of biological, environmental, and developmental factors. The sample consisted of 40 children (24 males) with motor delays (10.93 ± 2.56 months corrected age at baseline), tested at baseline and 3-, 6-, 12-, and 36-months post-baseline. No significant relations were observed between mastery motivation and sex (biological factor) or socioeconomic status and home affordances (environmental factors). Children with mild motor delays (biological risk) had higher mastery motivation at the age of four years compared to children with significant delays. Advanced early development of fine motor, receptive language, expressive language, means-end problem-solving, and cognitive skills was associated with higher mastery motivation at four years. Mastery motivation may be linked with children's level of physical disability as well as their prior developmental experience.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141289597","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 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":null,"pages":null},"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