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

Developmental Relationships as a critical lever for equitable math learning 发展关系作为公平数学学习的关键杠杆

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2026-01-01 Epub Date: 2025-11-29 DOI: 10.1016/j.appdev.2025.101898

Ta-yang Hsieh , Jeehye Shim Deogracias , David C. Parker , Sandra Morán Pulles , Lauren Rice

引用次数: 0

Introduction to the special issue on emotion-focused parenting programs 介绍以情感为中心的育儿计划的特刊

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-10-14 DOI: 10.1016/j.appdev.2025.101878

Kimberly Shipman , Monica Fitzgerald , Suzanne E.U. Kerns

引用次数: 0

Embracing solitude: Examining the efficacy of a solitude skills intervention for well-being 拥抱孤独：研究孤独技能干预对幸福感的影响

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-11 DOI: 10.1016/j.appdev.2025.101893

Virginia Thomas, Louise Hay, Ella Nasi, Audrey C. Kelly, Liam G. Hahn, Cassidy N. Kearney, Katelyn X. Mei, Julia Pepper

{"title":"Embracing solitude: Examining the efficacy of a solitude skills intervention for well-being","authors":"Virginia Thomas, Louise Hay, Ella Nasi, Audrey C. Kelly, Liam G. Hahn, Cassidy N. Kearney, Katelyn X. Mei, Julia Pepper","doi":"10.1016/j.appdev.2025.101893","DOIUrl":"10.1016/j.appdev.2025.101893","url":null,"abstract":"<div><div>When people choose to be alone for self-determined reasons their solitude is more meaningful and less lonely. Yet many people lack the skills to engage in positive solitude and subsequently fail to benefit from time alone. Using a quasi-experimental design, we tested the efficacy of a six-week psychoeducation intervention aimed at increasing self-determined solitude (SDS), decreasing not self-determined solitude (NSDS), and boosting well-being in three waves of an undergraduate sample (<em>n</em> = 136). The <em>Embracing Solitude</em> intervention was delivered in two modes: in-person (Waves 1 and 2), and online (Wave 3). Scores on variables of interest were collected at three time points: pre-study (T1), post-study (T2), and longitudinal (T3 - six months post-study); intervention participants also completed a program evaluation at T2. Compared with a passive control group, intervention participants experienced a significant increase in SDS at T2 which persisted at T3, suggesting the intervention shows promise for sustained change in this domain. Mode of delivery did not affect this outcome, meaning the intervention was successful in increasing SDS regardless of whether it was delivered online or in-person. Well-being results were mixed, with a lack of measurable effects on positive and negative outcome variables while participant narratives from the self-evaluation reported subjective improvements in self-connection, stress, and emotion regulation. Implications for college student mental health are discussed, as well as future directions for adapting this solitude skills intervention for other populations.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101893"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525547","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 bidirectional dynamics relationship between friendship quality and subjective well-being 探讨友谊品质与主观幸福感的双向动态关系

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-10-28 DOI: 10.1016/j.appdev.2025.101886

Hong Zou , Ruonan Guo , Yanfei Wang , Caina Li , Tian Li

{"title":"Exploring the bidirectional dynamics relationship between friendship quality and subjective well-being","authors":"Hong Zou , Ruonan Guo , Yanfei Wang , Caina Li , Tian Li","doi":"10.1016/j.appdev.2025.101886","DOIUrl":"10.1016/j.appdev.2025.101886","url":null,"abstract":"<div><div>Friendship quality is a well-established protective factor for adolescents' subjective well-being. However, whether subjective well-being can enhance friendship quality remains unclear, particularly during adolescence—a developmentally significant and socially dynamic period for friendships. Moreover, these relationships have not yet been examined from a developmental perspective. This study adopted a three-wave longitudinal design to investigate the reciprocal association between friendship quality and subjective well-being from a prospective and developmental perspective in 825 junior school students (54.1 % boys, <em>M</em><sub>age</sub> = 12.73, <em>SD</em> = 0.43). The results showed (1) a mutually reinforcing relationship between friendship quality and subjective well-being at the between-person level; (2) friendship quality grows over time, while subjective well-being declines; and (3) a reciprocal relationship between the rate of change in friendship quality and the rate of change in subjective well-being from a developmental perspective. These findings support a reciprocal model in which friendship quality and subjective well-being interact both in their predictive directionality and in their mean-level trends.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101886"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416906","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

Cognitive predictors of reading-arithmetic associations and dissociations: A longitudinal study 阅读算术关联和解离的认知预测因素：一项纵向研究

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-24 DOI: 10.1016/j.appdev.2025.101895

Chiara Banfi , Viktoria Jöbstl , Silke M. Göbel , Karin Landerl

{"title":"Cognitive predictors of reading-arithmetic associations and dissociations: A longitudinal study","authors":"Chiara Banfi , Viktoria Jöbstl , Silke M. Göbel , Karin Landerl","doi":"10.1016/j.appdev.2025.101895","DOIUrl":"10.1016/j.appdev.2025.101895","url":null,"abstract":"<div><div>Reading and arithmetic are foundational skills for academic development and are positively associated with one another. The underlying basis of this connection remains unclear, because previous research has primarily focused on either their associations or dissociations, thus considering only one aspect at a time. This longitudinal study aims to fill this gap by investigating predictors of shared and unique variance in reading and arithmetic throughout the first three years of formal instruction. We addressed the contribution of domain-general (nonverbal IQ and working memory) and domain-specific (phonological awareness, RAN, counting, magnitude processing and number knowledge) cognitive factors. The sample comprised 357 English- and German-speaking children. Cognitive predictors were assessed in Grade 1. Reading fluency, arithmetic fluency, and arithmetic accuracy were assessed in Grades 1, 2, and 3. Results of partial correlation and multivariate multiple regression analyses indicated that RAN and number knowledge explained most of shared variance between skill domains, and phonological awareness explained additional covariance with arithmetic accuracy. Domain-general predictors played a less important role. Results of cross-lagged panel models showed that phonological awareness and RAN predicted specific variance in reading, magnitude processing contributed specific variance to arithmetic. Our findings are consistent with the notion of partial overlap, as they suggest that reading and arithmetic share a common basis, related to the integration of verbal, visual and semantic information and symbolic processing. However, these two skill-domains also relate to unique cognitive factors that explain their dissociation.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101895"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623853","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

Profiles of economic and non-economic chronic stressors at midlife 中年经济和非经济慢性压力源的概况

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-10-23 DOI: 10.1016/j.appdev.2025.101887

Kristin L. Moilanen , Kathleen M. Rospenda , Timothy P. Johnson , Judith A. Richman

引用次数: 0

Relations of parental play beliefs with children's executive functions, reading, and mathematics 父母游戏信念与儿童执行功能、阅读和数学的关系

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-09-29 DOI: 10.1016/j.appdev.2025.101877

Wing Kai Fung , Kevin Kien Hoa Chung

{"title":"Relations of parental play beliefs with children's executive functions, reading, and mathematics","authors":"Wing Kai Fung , Kevin Kien Hoa Chung","doi":"10.1016/j.appdev.2025.101877","DOIUrl":"10.1016/j.appdev.2025.101877","url":null,"abstract":"<div><div>This study examined how parental play support and academic focus differentially predicted kindergarten children's longitudinal development in executive functions, word reading, and mathematics skills. Participants were 150 Hong Kong kindergarten children (47.3 % girls; mean age of 4.4 years at Time 1 and 5.4 years at Time 2) and their parents. At Time 1, parents reported demographic information and rated children's executive functions through questionnaire. Children were administered behavioral tasks assessing their word reading and mathematics. One year later, at Time 2, the parents rated children's executive functions, and children completed the same behavioral tasks again. Results from a path analytic model revealed the indirect relation between parental play support at Time 1 and word reading at Time 2, mediated through executive functions at Time 1, was positive and significant. However, parental academic focus was unrelated to children's academic skills. The results suggest fostering parental play support might facilitate kindergarten children's cognitive skills, academic learning, and holistic development.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101877"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220899","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

Comparison of group versus one-to-one delivery of an emotion socialization intervention 情绪社会化干预的群体与一对一交付的比较

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-08 DOI: 10.1016/j.appdev.2025.101888

Sophie S. Havighurst, Shaminka N. Mangelsdorf, Nikki Boswell, Jonathon Little, Clair Bennett, Ann E. Harley, Alessandra Radovini, Christiane E. Kehoe

{"title":"Comparison of group versus one-to-one delivery of an emotion socialization intervention","authors":"Sophie S. Havighurst, Shaminka N. Mangelsdorf, Nikki Boswell, Jonathon Little, Clair Bennett, Ann E. Harley, Alessandra Radovini, Christiane E. Kehoe","doi":"10.1016/j.appdev.2025.101888","DOIUrl":"10.1016/j.appdev.2025.101888","url":null,"abstract":"<div><div>Evidence based programs that focus on how parents respond to their children's emotions, such as <em>Tuning in to Kids®</em> (TIK), can be delivered in a number of ways, including in the group setting. However, attending a group does not suit all parents. The current study used a partially randomized controlled design to compare group versus one-to-one delivery of TIK with parents of 4–10-year-old children with challenging behaviors. TIK supports parents to improve their emotion awareness and regulation, and to respond to children using emotion coaching. Parents (<em>n</em> = 229) were randomly allocated to group TIK (<em>n</em> = 76), one-to-one TIK (<em>n</em> = 80), or a 9-month wait-list control (<em>n</em> = 73) with questionnaires for parents and teachers. Results showed both methods of delivery were effective. One-to-one was superior in improving parent emotion dismissing and parent stress as well as child behavior, however, participation in both interventions resulted in clinically significant reductions in child behavior problem intensity.</div><div>Trial Registration: Australian and New Zealand Clinical Trials Registry No. ACTRN12618000310268.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101888"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466367","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

Understanding Korean parents’ expectations and parenting: A sex perspective 理解韩国父母的期望和养育：一个性别视角

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.appdev.2025.101885

Cho Rong Lee, Qiong Wu, Sungmin Pearl Park, Crystal G. Marroquin, Karina Jalapa, Soojin Han, Dania Tawfiq

{"title":"Understanding Korean parents’ expectations and parenting: A sex perspective","authors":"Cho Rong Lee, Qiong Wu, Sungmin Pearl Park, Crystal G. Marroquin, Karina Jalapa, Soojin Han, Dania Tawfiq","doi":"10.1016/j.appdev.2025.101885","DOIUrl":"10.1016/j.appdev.2025.101885","url":null,"abstract":"<div><div>Guided by a sociocultural perspective, this study examined how Korean parents' expectations regarding money, fame, and social status (MFS) related to parenting behaviors (warmth and control) and children's academic and peer adjustment, with attention to child sex. Using longitudinal data from the Panel Study on Korean Children (<em>N</em> = 2122), parental MFS expectations were assessed at child age 6 years, parenting at child age 7 years, and child outcomes at age 8 years. Results showed that higher maternal MFS expectations were associated with higher control in mothers. Mothers with high MFS expectations showed greater warmth toward boys than girls, whereas fathers showed lower warmth for both boys and girls, and higher control especially toward boys. Fathers' MFS expectations were negatively related to boys' but not girls' peer adjustment, while paternal warmth was positively associated with academic and peer outcomes across the sexes. These findings highlight culturally embedded, sex-differentiated parenting practices and underscore the influence of paternal warmth in promoting child adjustment within Korea's sociocultural context.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101885"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466447","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

Stressed out and on screens: Associations between parent stress, child stress, and problematic media use during early-to-middle childhood 压力过大和看屏幕：父母压力、孩子压力和儿童早期到中期有问题的媒体使用之间的联系

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-09 DOI: 10.1016/j.appdev.2025.101884

Sarah M. Coyne , Adam A. Rogers , Cara Swit , Cambria Siddoway , Megan Van Alfen , Talise Hirschi , Hailey Holmgren , Blake Jones

{"title":"Stressed out and on screens: Associations between parent stress, child stress, and problematic media use during early-to-middle childhood","authors":"Sarah M. Coyne , Adam A. Rogers , Cara Swit , Cambria Siddoway , Megan Van Alfen , Talise Hirschi , Hailey Holmgren , Blake Jones","doi":"10.1016/j.appdev.2025.101884","DOIUrl":"10.1016/j.appdev.2025.101884","url":null,"abstract":"<div><div>Though most research has focused on problematic media use (PMU) in adolescents and adults, PMU may have its roots in early childhood. The current study examined longitudinal predictors of PMU in early-to-mid childhood, with a focus on parent and child stress and parental technoference to deal with stress. Participants included 244 children (<em>M</em> age at T1 = 65.53 months <em>SD</em> = 3.25 months; 52 % male; 63 % white) and a primary caregiver. Primary caregivers completed a number of questionnaires on media, stress, and their child's PMU over a one year period of time. Additionally, child stress was measured using cortisol levels from hair samples. Parent stress was associated with later child PMU, as mediated by technoference to deal with stress. Child stress was not related to PMU. This study has a number of implications for parents and families, and suggestions and coping mechanisms for decreasing parent stress are offered.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101884"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525549","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