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

11-year trends of psychological impact on Fukushima mothers and children post-nuclear accident 核事故后福岛母亲和儿童心理影响的 11 年发展趋势

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101727

Yuji Tsutsui , Tatsuo Ujiie , Rieko Takaya , Hiroyuki Uchida , Youichi Odagiri , Misako Tominaga , Madoka Takahara

{"title":"11-year trends of psychological impact on Fukushima mothers and children post-nuclear accident","authors":"Yuji Tsutsui , Tatsuo Ujiie , Rieko Takaya , Hiroyuki Uchida , Youichi Odagiri , Misako Tominaga , Madoka Takahara","doi":"10.1016/j.appdev.2024.101727","DOIUrl":"10.1016/j.appdev.2024.101727","url":null,"abstract":"<div><div>This study examined changes in the mental health of mothers and children living in low-dose radiation areas over 5 years following the Fukushima Daiichi Nuclear Power Plant accident and 11 years after the accident. The mothers' and children's psychological symptoms, such as stress, depression, and anxiety about radiation, were particularly strong immediately after the accident and diminished with time. However, the survey conducted 11 years after the accident showed that those symptoms remained higher among mothers and children in Fukushima than in unaffected prefectures, indicating the impact persisted for at least 11 years. An age-period-cohort analysis of children's psychological symptoms showed a weak cohort effect, indicating that preschool children were greatly affected at the time of the accident. The results suggest that it is necessary to provide support aimed at improving the mental health not only of residents who evacuated from highly contaminated areas following the nuclear accident but also of residents in low-dose radiation-contaminated areas where evacuation orders were not issued. Moreover, the findings underscore the importance of monitoring the psychological development of children who grew up in these areas.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101727"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721299","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

Children's acquiescence to implied coaching questions: Transgressions, disclosure veracity, and parental support 儿童对暗示性辅导问题的默认：越轨行为、披露的真实性和父母的支持

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101725

Breanne E. Wylie , Angela D. Evans , Kelly McWilliams , Stacia N. Stolzenberg

引用次数: 0

From mind to mind: Understanding the role of mothers in children’s theory of mind 从心智到心智：了解母亲在儿童心智理论中的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101719

Nursena Koç , Deniz Tahiroğlu , Berna A. Uzundağ

{"title":"From mind to mind: Understanding the role of mothers in children’s theory of mind","authors":"Nursena Koç , Deniz Tahiroğlu , Berna A. Uzundağ","doi":"10.1016/j.appdev.2024.101719","DOIUrl":"10.1016/j.appdev.2024.101719","url":null,"abstract":"<div><div>Theory of mind (ToM) enables children to comprehend mental states of themselves and others. In this first study investigating the mediating role of mothers' mental state talk between mothers' sociocognitive skills (i.e., mothers' ToM and parental reflective functioning) and children's ToM, 89 children (<em>M</em>(<em>SD</em>)<sub>age</sub> = 57.0 months (5.49)) and their mothers from Türkiye participated. Results revealed that mothers with higher prementalization scores used fewer affective and desire words. Mothers exhibiting greater interest and curiosity in mental states used more cognitive words, while those with more proficient ToM skills tended to use more mental state terms indicating certainty (e.g., ‘perhaps’). Furthermore, mothers' use of certainty words mediated the relationship between mothers' ToM and children's ToM. These cross-sectional findings underscore the significant role of mothers' socio-cognitive abilities in mother-child interactions regarding mental states and the development of children's ToM skills, and call for a longitudinal investigation into these relationships.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101719"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579026","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

Adjustment problems and school bullying in grade school: Differentiating between- and within-person associations 小学阶段的适应问题和校园欺凌：区分人与人之间和人与人之间的联系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101722

Xiaoqian Wu , Jingru Xie , Yiji Wang

{"title":"Adjustment problems and school bullying in grade school: Differentiating between- and within-person associations","authors":"Xiaoqian Wu , Jingru Xie , Yiji Wang","doi":"10.1016/j.appdev.2024.101722","DOIUrl":"10.1016/j.appdev.2024.101722","url":null,"abstract":"<div><div>This study examined the longitudinal relations between adjustment problems and school bullying in middle childhood by differentiating between- and within-person effects and putting the co-occurrence into consideration. Participants were 1091 U.S. children (51.2 % boys, 80.5 % White) and their teachers. When children were in the third, fifth, and sixth grades, bullying perpetration and victimization were self-reported and adjustment problems were rated by teachers. Using the random intercept cross-lagged panel models, the results demonstrated that adjustment problems, particularly externalizing problems, were independently predicative of bullying and victimization at the between-person level, adjusting for within-person fluctuations and the co-occurrence of adjustment problems. Moreover, at the between-person level, bullying perpetration and victimization were positively related, as were internalizing and externalizing problems. The findings contribute evidence that adjustment problems and school bullying were stably related over time and highlight the importance of adjustment problems in better understanding involvement in school bullying among school-aged children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101722"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654562","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

Mexican immigrant children's math achievement: Neighborhood institutional resources and parents' educational involvement 墨西哥移民儿童的数学成绩：邻里机构资源和父母的教育参与

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101720

Fei Tan , Tama Leventhal

{"title":"Mexican immigrant children's math achievement: Neighborhood institutional resources and parents' educational involvement","authors":"Fei Tan , Tama Leventhal","doi":"10.1016/j.appdev.2024.101720","DOIUrl":"10.1016/j.appdev.2024.101720","url":null,"abstract":"<div><div>This study examined associations between the availability of neighborhood institutional resources and the fifth grade math achievement of children from Mexican immigrant families and if these associations were moderated by their parents' educational involvement. With data on two cohorts of children from Mexican immigrant families (N ∼ 880 and 1460, <em>M</em><sub>age</sub> ∼ 5 years at kindergarten entry, 50 % girls) from the Early Childhood Longitudinal Study, Kindergarten Cohorts: 1998/1999 and 2010/2011, multilevel regression results revealed positive associations between the availability of educational non-profits organizations and children's math achievement across cohorts and mixed results for other neighborhood-based institutions. Some neighborhood institutional resources were differently associated with children's math achievement by parents' educational involvement in the 1998 cohort only. The findings suggest that neighborhood educational non-profit organizations may play a positive role in promoting Mexican immigrant children's math achievement. They also highlight the need for future research on resource access, usage, and quality, and for building effective family-neighborhood partnerships that bolster the benefits of neighborhood resources for Mexican immigrant children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101720"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654561","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 perfectionism in bullying: A cross-gender and cultural network analysis 完美主义在欺凌中的作用：跨性别和文化网络分析

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101723

Xiyu Wei , H.N. Cheung , J.M. Williams , S.W.Y. Chan

{"title":"The role of perfectionism in bullying: A cross-gender and cultural network analysis","authors":"Xiyu Wei , H.N. Cheung , J.M. Williams , S.W.Y. Chan","doi":"10.1016/j.appdev.2024.101723","DOIUrl":"10.1016/j.appdev.2024.101723","url":null,"abstract":"<div><div>Perfectionism has been found to associate with bullying experiences with the consequence of depression. The connection varies across contexts. The current study aimed to further explore the symptom-level dynamics between perfectionism, bullying experiences, and depression, with a particular emphasis on gender and cultural differences. A total of 3984 participants (aged 12–18 years) from Hong Kong, Taiwan, the UK, and the Netherlands self-reported their perfectionism traits, experiences of bullying perpetration and victimization in both traditional and cyber forms, and depressive symptoms. Partial correlation network models were used to examine these associations across gender and culture. The results revealed clear culture-specific and gender-specific roles of perfectionism in bullying. Specifically, high standard perfectionism and order perfectionism positively associated with greater risk of bullying victimization and perpetration, respectively, in girls and Western culture. Future bullying prevention programs might benefit from targeting perfectionism traits, particularly for girls and in Western cultural contexts.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101723"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654638","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 supportive relationships in academic performance and personal wellbeing: Results from a U.S. national sample of early adolescents 支持性关系在学习成绩和个人幸福中的作用：美国全国青少年早期抽样调查结果

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101721

Sophia H.J. Hwang , Michael J. Kieffer , Elise Cappella

{"title":"The role of supportive relationships in academic performance and personal wellbeing: Results from a U.S. national sample of early adolescents","authors":"Sophia H.J. Hwang , Michael J. Kieffer , Elise Cappella","doi":"10.1016/j.appdev.2024.101721","DOIUrl":"10.1016/j.appdev.2024.101721","url":null,"abstract":"<div><div>This study examined the associations of supportive relationships with academic performance and personal wellbeing in a national sample of early adolescents (<em>N</em> = 6,469). Six latent classes captured variation in youth-reported relational support from adults and peers in school, family, and community contexts. We report four main findings from models testing the associations of latent class with the outcomes. First, the three classes with emotional and informational support from school friends performed at or above the mean on academic performance. Second, the three classes with parental emotional and informational support performed at or above the mean on personal wellbeing. Third, the two classes with emotional, informational, and academic support from peers and adults had the highest outcomes. Lastly, the low/no support class had the lowest outcomes. Findings motivate the need to bolster programs and practices across settings to cultivate relational support during this critical time of early adolescence.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101721"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579027","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

Parental problem drinking, parent emotion socialization and child emotion regulation 父母酗酒问题、父母情绪社会化与儿童情绪调节

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101724

Peggy S. Keller , Kyle P. Rawn , Julie Dunsmore , Michael Zvolensky

{"title":"Parental problem drinking, parent emotion socialization and child emotion regulation","authors":"Peggy S. Keller , Kyle P. Rawn , Julie Dunsmore , Michael Zvolensky","doi":"10.1016/j.appdev.2024.101724","DOIUrl":"10.1016/j.appdev.2024.101724","url":null,"abstract":"<div><div>The current study examines mother and father PPD as a risk factor for child emotion regulation difficulties. A model was tested in which parent depression and parent emotion socialization of children were serial intervening variables. Parent emotion socialization was assessed via parent self-reported supportive and nonsupportive reactions to child negative emotions. Differences in associations based on parent and child sex were also tested. Data were drawn from an online survey of 337 parents (58.2 % mothers) reporting on a single child aged 5 to 12 years (<em>M</em> = 7.10 years of age; 45.1 % female). The majority of parents identified as White (72.7 %); whereas 10.1 % identified as Black, 6.4 % identified as Hispanic, 8.4 % identified as Asian or Pacific Islander, and 2.4 % identified as multiracial/biracial or another racial/ethnic identity not listed. PPD was associated with higher parental depression, which in turn was associated with greater nonsupportive and lower supportive parent reactions to child negative emotions; PPD was indirectly associated with poorer child emotion regulation through lower supportive parent reactions. Associations were not moderated by parent or child sex. Findings support parent emotion socialization practices as an important mechanism through which PPD conveys risk for child psychological problems and is a possible target for intervention.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101724"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705985","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 benefits of computer-assisted learning for struggling readers in elementary schools in England 计算机辅助学习对英国小学有困难的读者的益处

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101726

Maria Cockerill , Louise Tracey , Louise Elliott , Caroline Fairhurst , Laura Mandefield , Imogen Fountain , Sarah Ellison , Allen Thurston , Joanne O'Keeffe

引用次数: 0

Relationships across the elementary years: Association with children's social-behavioral skills 小学阶段的人际关系：与儿童社交行为能力的关系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-10-24 DOI: 10.1016/j.appdev.2024.101718

Susan M. Sheridan , Lisa L. Knoche , Natalie Koziol , Amanda L. Witte , Jenna Stadheim , Cassidy A. Spradlin , Iheoma U. Iruka

{"title":"Relationships across the elementary years: Association with children's social-behavioral skills","authors":"Susan M. Sheridan , Lisa L. Knoche , Natalie Koziol , Amanda L. Witte , Jenna Stadheim , Cassidy A. Spradlin , Iheoma U. Iruka","doi":"10.1016/j.appdev.2024.101718","DOIUrl":"10.1016/j.appdev.2024.101718","url":null,"abstract":"<div><div>Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101718"},"PeriodicalIF":2.2,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527104","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