Journal of Applied Developmental Psychology最新文献

{"title":"Socioemotional well-being and literacy in Syrian refugee children: Long-term outcomes post-resettlement","authors":"Sara Qadoumi ,&nbsp;Henry Brice ,&nbsp;Brooke Wortsman ,&nbsp;Angela Capani ,&nbsp;Raabya Rashad ,&nbsp;Mandana Jafarian ,&nbsp;Hassan Abdulrasul ,&nbsp;Sherry Wu ,&nbsp;Kaja Jasińska","doi":"10.1016/j.appdev.2025.101826","DOIUrl":"10.1016/j.appdev.2025.101826","url":null,"abstract":"<div><div>Many refugee children face challenges that negatively affect behavioral and academic outcomes post-resettlement. The present study explored socioemotional well-being (SEWB) and language and literacy skills in Syrian refugee children (<em>N</em> = 65, <em>M</em>_age = 13.53) in the longer-term (1–13 years) after resettlement in Canada. SEWB was assessed using the Strengths and Difficulties questionnaire. Language and literacy skills were assessed with a comprehensive battery of standardized measures. Refugee children and youth displayed low SEWB, specifically internalizing behavior. Participants displayed difficulties in all language and literacy skills. Low SEWB, specifically internalizing behavior, was found to be significantly related to poor word reading, phonological awareness and passage comprehension. Children with less internalizing behavior showed better passage comprehension with more time spent in Canada; generally, time in Canada since resettlement was related to better vocabulary and passage comprehension. Our findings demonstrate a relation between SEWB and academic outcomes and show the importance of interventions that bolster not only academics but the mental health needs of target populations.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101826"},"PeriodicalIF":2.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490397","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":"Helping hands: Encouraging parent-child gestures during informal mathematics activities","authors":"Raychel Barkin ,&nbsp;Gillian E. Grose ,&nbsp;Neela Krishnasamy ,&nbsp;Nicole R. Scalise ,&nbsp;Geetha B. Ramani","doi":"10.1016/j.appdev.2025.101827","DOIUrl":"10.1016/j.appdev.2025.101827","url":null,"abstract":"<div><div>Families' math-related talk can promote children's early math learning. However, less is known about how families use nonverbal communication, specifically hand gestures, during math activities and whether families provided information about math-related gestures might differ in their gesture use compared to families not provided information on gestures. Parents (96 % mothers; majority high household income and education) and their 3- to 5-year-old children (<em>N</em> = 51; 65 % Female; 63 % White) were randomly assigned to either watch a brief video on how using math gestures or how talking during play can support learning. Afterward, dyads read a number book and played a board game. Among dyads in the gesture condition, children used more gestures and parents used a higher proportion of higher-level math gestures (e.g., cardinality, arithmetic) than those in the talk condition. Results suggest that children's gesture usage and the mathematical content in parents' gestures during math activities may be malleable.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101827"},"PeriodicalIF":2.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490399","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":"Trajectories of early adolescents' psychological factors and academic outcomes: Three-year longitudinal study","authors":"Cheyeon Ha,&nbsp;Christina Cipriano","doi":"10.1016/j.appdev.2025.101831","DOIUrl":"10.1016/j.appdev.2025.101831","url":null,"abstract":"<div><div>The purpose of this longitudinal study is to explore how psychological factors in early adolescence predict subsequent academic achievement. Through secondary analyses, we analyzed the Korean Longitudinal Educational Study (KELS) national data collected from a cohort of 7234 students over a three-year period (i.e., 5th through 7th grades) on three psychological variables (i.e., self-management, social awareness, and academic stress) and academic achievement (i.e., standardized literacy and math tests). We analyzed longitudinal data focusing on between- and within-individual variation using the random intercept cross-lagged panel model (RI-CLPM) methods. The findings support that early adolescent learners' psychological factors and academic development are deeply interconnected, and results suggest that explicit social-emotional developmental support could positively contribute to student academic success in early adolescence from a developmental perspective.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101831"},"PeriodicalIF":2.2,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331056","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":"Integrating parent management training and emotion coaching for young children with callous-unemotional traits","authors":"Lynn Fainsilber Katz ,&nbsp;Suzanne E.U. Kerns ,&nbsp;Kyrill Gurtovenko ,&nbsp;Dave Pasalich ,&nbsp;Natalie Goulter ,&nbsp;Shannon Dorsey ,&nbsp;Michael D. Pullmann ,&nbsp;Alexis Dawson ,&nbsp;Liana R. Galtieri ,&nbsp;Robert J. McMahon","doi":"10.1016/j.appdev.2025.101808","DOIUrl":"10.1016/j.appdev.2025.101808","url":null,"abstract":"<div><div>Children with conduct problems and elevated callous-unemotional (CU) traits show poor prognosis. We describe a new parenting intervention that combines a behaviorally focused parenting management training intervention (i.e., “Helping the Noncompliant Child” [HNC]; McMahon &amp; Forehand, 2003) with an emotion coaching (EC) intervention (Katz et al., 2020) for young children (3–7 years) with conduct problems and elevated CU traits. The new integrated intervention (HNC-EC) targets the emotional deficits and parenting difficulties in this subgroup of children with conduct problems. Because the two interventions have different theoretical orientations, several conceptually based decisions were made during treatment development to facilitate integration. We describe the emotional and parenting processes targeted by the combined HNC-EC intervention, provide an overview of its content, and describe decision points where differences between basic principles of HNC and EC were addressed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101808"},"PeriodicalIF":2.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144322736","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":"Family functioning and youth adjustment: The role of sibling and friend security","authors":"Ryan J. Persram ,&nbsp;Melissa Commisso ,&nbsp;William M. Bukowski","doi":"10.1016/j.appdev.2025.101829","DOIUrl":"10.1016/j.appdev.2025.101829","url":null,"abstract":"<div><div>The present study examined the extent to which specific facets of family functioning were associated with adolescents' internalizing difficulties and the moderating effect of relationship security with a sibling and a best friend. This two-wave longitudinal study included 335 adolescents (<em>M</em> = 10.86, <em>SD</em> = 0.73) who completed a series of questionnaires on sibling and best friend security, as well as internalizing difficulties. Parents completed a measure on family functioning, which included two balanced scales (i.e., cohesion, flexibility) and four unbalanced scales (i.e., chaos, rigidity, enmeshment, disengagement). Results indicated that family chaos at T1 predicted increased depressed affect at T2. Additionally, cohesion predicted less depressed affect when sibling security was high. Chaos predicted greater depressed affect when friendship security was low or average. These findings provide support for the need to consider the specific familial and relational experiences that account for adolescents' social and emotional well-being.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101829"},"PeriodicalIF":2.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313223","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":"Considering children’s characteristics in Chinese American mothers’ attributions, well-being, and parenting practices","authors":"Bumo Zhang ,&nbsp;Charissa S.L. Cheah ,&nbsp;Huiguang Ren","doi":"10.1016/j.appdev.2025.101817","DOIUrl":"10.1016/j.appdev.2025.101817","url":null,"abstract":"<div><div>This study assessed whether: (a) the relation between mothers' attributions of parenting failures to uncontrollable causes (i.e., parenting skills, task difficulty) and parenting practices (i.e., warm parenting, psychologically controlling parenting) was explained by mothers' psychological well-being, and (b) children's difficult behaviors moderated the relation between mothers' attributions and psychological well-being. Data were collected from 270 Chinese American mothers (<em>M</em>_age = 37.8 years old) with young children (<em>M</em>_age = 4.6 years old, 50 % boys). Results revealed that mothers' attributions of caregiving failures to uncontrollable causes were associated with poorer psychological well-being, which in turn, was related to less warm parenting and more psychologically controlling parenting. Moreover, the indirect effects were significant only when children displayed low or moderate levels of difficult behaviors. Our findings can inform the design of culturally sensitive interventions to promote positive child-rearing beliefs and strategies in Chinese American families.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101817"},"PeriodicalIF":2.2,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307842","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":"Exploring the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties: The role of parents' self-compassion and mindful parenting","authors":"Matilde Paulo Rato ,&nbsp;Joana Serra ,&nbsp;Beatriz Boavida Gonçalves ,&nbsp;Maria Cristina Canavarro ,&nbsp;Raquel Pires","doi":"10.1016/j.appdev.2025.101816","DOIUrl":"10.1016/j.appdev.2025.101816","url":null,"abstract":"<div><div>Although adoptive parenthood appears to positively contribute to adoptees' emotional and behavioral development, little research has been done on the mechanisms through which adoptive parents may impact the developmental pathways of their children. This cross-sectional study aimed to explore the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties while examining the mediating role of adoptive parents' self-compassion and mindful parenting in this relationship, and to explore the extent to which the abovementioned associations differ from those observed in nonadoptive families. A sample of Portuguese adoptive parents (<em>n</em> = 400) and nonadoptive parents (<em>n</em> = 333) of children aged between 2 and 17 years old was collected through an online self-report survey. Serial mediation models showed that higher levels of adoptive parents' attachment-related avoidance or anxiety were associated with increased adoptees' emotional and behavioral difficulties. These relationships were found to be serially mediated by lower levels of self-compassion and mindful parenting. Moderated mediation analyses suggested that the association between parents' attachment anxiety and adoptees' emotional and behavioral difficulties through self-compassion and mindful parenting was significantly stronger in adoptive families compared to nonadoptive families. These findings contribute to a better understanding of the role adoptive parents might have on adoptees' postplacement emotional and behavioral difficulties, highlighting the importance of their levels of self-compassion and mindful parenting. They add new information for planning postadoption therapeutic services aimed to foster a positive adoptive parent–child relationship and, thus, the wellbeing of families challenged by adoption circumstances.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101816"},"PeriodicalIF":2.2,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271107","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 journey towards rightsland’: An intervention to foster school inclusion","authors":"Isabella Valbusa ,&nbsp;Maria Anna Donati ,&nbsp;Laura Nota ,&nbsp;Sara Santilli ,&nbsp;Caterina Primi ,&nbsp;Maria Cristina Ginevra","doi":"10.1016/j.appdev.2025.101815","DOIUrl":"10.1016/j.appdev.2025.101815","url":null,"abstract":"<div><div>The diversity of today's schools (i.e., children from different backgrounds) can lead to prejudices, stereotypes, and negative attitudes, which have been associated with discrimination and social exclusion. These phenomena constitute violations of children's rights. The intervention program ‘A journey towards Rightsland’ was developed to promote knowledge of rights associated with inclusion, social skills, and positive social relationships with all students. Ten classes (167 children, aged 8–10) were randomly assigned to an experimental group or a control group. All measures were administered two weeks before and after the intervention program. The mixed-effects models showed significant improvements for the experimental group, which held significantly more positive peer nominations, social skills, ability to collaborate with others, and intention to help classmates whose rights were violated. Wilcoxon tests revealed that children at risk of social exclusion in the experimental group received more positive behaviors from their classmates. The theoretical and practical implications are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101815"},"PeriodicalIF":2.2,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239853","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":"Exploring children's naturalistic educational media use: Prevalence, domains, and correlates","authors":"Rebecca A. Dore,&nbsp;Kelly M. Purtell,&nbsp;Tzu-Jung Lin,&nbsp;Laura M. Justice","doi":"10.1016/j.appdev.2025.101814","DOIUrl":"10.1016/j.appdev.2025.101814","url":null,"abstract":"<div><div>Media use is a pervasive context in children's lives and has the potential to shape development. This study examines the prevalence of educational content in first graders' media use, the educational domains represented, and whether educational media use is related to socioeconomic status, child gender, and time spent using media and reading. Caregivers of 346 first graders reported children's three to five most-used shows/videos and three to five most-used apps/games, which were coded for educational content and domain. Caregivers also reported demographics and time children spent using media and reading. Educational content comprised a small but measurable portion of media use and gender but not socioeconomic status is related to educational media use. Educational media use was associated with less time spent using media and more time spent reading. Findings have implications for the promotion and creation of educational media for different populations and in diverse domains.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101814"},"PeriodicalIF":2.2,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230278","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":"How knowledge of teacher-child interactions moderates the association between teacher-child relationships and children's self-regulation","authors":"Barry Bai ,&nbsp;Jing Li ,&nbsp;Chunmei Liao","doi":"10.1016/j.appdev.2025.101812","DOIUrl":"10.1016/j.appdev.2025.101812","url":null,"abstract":"<div><div>Children's self-regulation is shaped by multiple factors at both the individual and classroom levels. The present study, guided by the ecological system model, explored the role of teachers' knowledge of teacher-child interactions (KTCI) as a moderator in the association between individual teacher-child relationships and children's self-regulation. A two-level hierarchical linear modeling (HLM) approach was employed, analyzing data from 618 children (335 boys and 283 girls, aged 3–6 years) in 42 classrooms. The results revealed that, at the individual level, close teacher-child relationships were positively associated with children's self-regulation, while conflictual and dependent relationships were negatively related to their self-regulation. No significant variation in conflictual relationships was found between the classrooms, while significant variation was observed in close and dependent relationships. At the classroom level, KTCI did not have a direct association with children's self-regulation. However, cross-level moderating effects showed that KTCI, as a “catalyst”, strengthened the positive association between close relationships and children's self-regulation. These findings offer valuable insights into how KTCI and teacher-child relationships may interact and are associated with children's self-regulation, particularly within the Chinese cultural context.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101812"},"PeriodicalIF":2.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223355","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}