Journal of Applied Developmental Psychology最新文献_第6页

Societal language and social skills in preschool dual language learners 学前双语学习者的社会语言和社会技能

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.2025.101874

Sonja Hasler , Daniel Schmerse , Stefan Zehentmayer , Marina Jambreus , Larissa M. Troesch , Alexander Grob

{"title":"Societal language and social skills in preschool dual language learners","authors":"Sonja Hasler , Daniel Schmerse , Stefan Zehentmayer , Marina Jambreus , Larissa M. Troesch , Alexander Grob","doi":"10.1016/j.appdev.2025.101874","DOIUrl":"10.1016/j.appdev.2025.101874","url":null,"abstract":"<div><div>This longitudinal study examined the relationship between societal language skills of dual language learners and two forms of social behavior: peer social engagement and aggressive behavior. The study comprised 160 preschool children aged three to six years, all spoke German as a societal language. A cross-lagged panel model was employed to analyze data collected at three time points: 18 months before kindergarten entry, at the beginning, and at the end of kindergarten. Results revealed high stability in societal language skills across these time points. Aggressive behavior also demonstrated high stability; however, it was not significantly associated with language skills at any time point. In contrast, social engagement with peers showed a relationship with language skills before kindergarten and remained stable after kindergarten entry. Notably, early societal language skills predicted social engagement at the beginning of kindergarten and were linked to societal language skills at the same measurement interval. The findings underscore the critical role of early societal language skills in promoting peer social engagement as children transition to formal schooling.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101874"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220900","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

Promoting equitable learning and career pathways in STEAM through positive youth development 通过积极的青年发展促进STEAM的公平学习和职业发展途径

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-09-07 DOI: 10.1016/j.appdev.2025.101857

Jeremy J. Taylor , Christina Cipriano

{"title":"Promoting equitable learning and career pathways in STEAM through positive youth development","authors":"Jeremy J. Taylor , Christina Cipriano","doi":"10.1016/j.appdev.2025.101857","DOIUrl":"10.1016/j.appdev.2025.101857","url":null,"abstract":"<div><div>Extant research from across disciplines has documented disparities in Science, Technology, Engineering, and Math (STEM) fields as a function of a lack of access to advanced STEM course work; implicit bias in existing STEM curriculum and instructional practices; lower likelihood of having access to STEM extracurricular or enrichment opportunities or programs; and fewer STEM mentors or models with whom young people share identities. A growing body of research seeks to further explore these factors, how they influence young people, and how they might be undercut to interrupt existing cycles of inequity. This special issue highlights several contemporary examples of this research, across various learning contexts to explore (1) how young people's STEM or other professional identities develop, (2) how professional identities can be shaped by social interventions, and (3) how this might look across developmental levels (specifically middle school through post secondary programming). Additionally, as a result of many of the studies in this special issue employing qualitative or mixed methodology, the corpus of literature offered explores not only whether identity development occurs and/or interest in STEM is sparked, but also how and under what conditions that might happen. The identification of these mechanisms is essential for applying developmental science in action to address barriers to, and shift trajectories for, a skilled STEM workforce inclusive of individuals from historically underrepresented groups.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101857"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145011137","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

Adolescent voting competence: Can 14- to 17-year-olds vote as well as their parents? 青少年投票能力：14到17岁的青少年能像他们的父母一样投票吗？

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-03 DOI: 10.1016/j.appdev.2025.101883

Anna Lang

{"title":"Adolescent voting competence: Can 14- to 17-year-olds vote as well as their parents?","authors":"Anna Lang","doi":"10.1016/j.appdev.2025.101883","DOIUrl":"10.1016/j.appdev.2025.101883","url":null,"abstract":"<div><div>This study examined the voting competence of adolescents aged 14 to 17 by comparing their voting quality to that of their parents and exploring potential developmental differences among adolescents. Voting quality—defined as <em>normative voting</em>, that is, the consistency between one's political preferences and voting decisions—was used to assess voting competence. The sample comprised 178 parent–child dyads (<em>M</em><sub>adolescents</sub> <em>=</em> 15.4 years, <em>SD</em> = 1.1, 49 % female; <em>M</em><sub>parents</sub> <em>=</em> 46.2 years, <em>SD</em> = 7.5, 57 % female). Data were collected shortly before real state elections in Germany, in which parents but not adolescents were eligible to vote. Compared to their parents, adolescents were more neutral toward political issues, less interested in politics, and less engaged in political discussions. They were also more frequently indecisive, reporting that they did not yet know which party they would vote for. However, when adolescents did make a voting decision, their voting quality was comparable to that of their parents. Differences between younger and older adolescents were found only under the most lenient criterion for voting quality and did not hold in the age correlation. While the cross-sectional design and limited age range constrain developmental interpretations, the findings indicate that even adolescents as young as 14 may be able to make voting decisions of comparable quality to adults.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101883"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466366","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

Evaluating the Let's Connect® parenting program in a community-based, quasi-experimental program evaluation 在以社区为基础的准实验项目评估中评估Let's Connect®育儿项目

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-15 DOI: 10.1016/j.appdev.2025.101892

Kimberly Shipman, Marcela Torres Pauletic, Monica M. Fitzgerald

{"title":"Evaluating the Let's Connect® parenting program in a community-based, quasi-experimental program evaluation","authors":"Kimberly Shipman, Marcela Torres Pauletic, Monica M. Fitzgerald","doi":"10.1016/j.appdev.2025.101892","DOIUrl":"10.1016/j.appdev.2025.101892","url":null,"abstract":"<div><div>This project evaluated the outcomes of Let's Connect®(LC), an emotion-focused parenting program that teaches caregivers to identify and respond to children's emotional needs and behaviors in a way that builds connection and warmth and promotes children's emotional competence, mental and behavioral health, and overall wellbeing. LC was evaluated using a quasi-experimental design with parent-child dyads who participated in either the LC intervention group (<em>n</em> = 35) or a ‘Services as Usual’ (SAU) comparison group (<em>n</em> = 45). Caregivers were between 18 and 75 years of age with children 3–13 years of age. The majority of caregivers identified as female (96 %), Hispanic/Latine (76.3 %) and reported low socioeconomic status (72 %). The majority of caregivers in both groups experienced intimate partner violence, poverty, and/or other adverse life events. All services were delivered virtually due to the COVID-19 pandemic. Parents in the LC group, as compared to the SAU group, experienced greater reductions in parent distress with trends towards improvement in parent perception of challenges in the parent-child relationship and the use of mindful discipline practices. Children in the LC group, as compared to the SAU group, experienced a significant increase in their emotional competencies and a significant decrease in internalizing symptoms, behavioral problems, and posttraumatic stress symptoms. Future directions and implications for public health and policy are discussed with regard to the importance of prevention for supporting youth mental and behavioral health and for reducing health disparities.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101892"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525551","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

A longitudinal analysis of screen time and executive function in young children 儿童屏幕时间与执行功能的纵向分析

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-11-14 DOI: 10.1016/j.appdev.2025.101891

Shaocong Ma , Jingyi Wang , Eva E. Chen

引用次数: 0

Parenting stress among Latine mothers during the pandemic predicts children's emotional distress 大流行期间拉丁裔母亲的育儿压力预示着儿童的情绪困扰

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-09-18 DOI: 10.1016/j.appdev.2025.101873

Julia Mendez Smith , Sihong Li , Kaitlin Quick , Philip Fisher

{"title":"Parenting stress among Latine mothers during the pandemic predicts children's emotional distress","authors":"Julia Mendez Smith , Sihong Li , Kaitlin Quick , Philip Fisher","doi":"10.1016/j.appdev.2025.101873","DOIUrl":"10.1016/j.appdev.2025.101873","url":null,"abstract":"<div><div>The COVID-19 pandemic negatively impacted Latine families, who experienced disproportionate rates of infection and economic hardship. Using a national sample collected between April 2020 and September 2022, we explored parenting stress among 2191 Latine mothers of children under six years old in the U.S. Path analysis confirmed that household experiences of material hardship, but not parental unemployment, significantly predicted increases in parenting stress. Elevated parenting stress during the pandemic was further associated with significant increases in child fussiness/defiance and fear/anxiety behaviors. In addition, parental unemployment had a direct negative effect on children's fussiness/defiance behaviors. Structural Topic Modeling (Roberts, 2019) discerned 11 themes from open-ended survey responses provided in English on what was challenging for Latine mothers and their families. Four topics– cost of basic needs (food), disrupted family life and social isolation, struggles with emotional distress, and lack of childcare/early intervention services –were significant predictors of parenting stress, which was linked to significant increases in children's emotional distress. Universal and targeted strategies to promote resilience for Latine children are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101873"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106997","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

Problematic internet use, the behavioral activation system/behavioral inhibition system, and self-control in children and adolescents: A network analysis 儿童和青少年的网络问题、行为激活系统/行为抑制系统与自我控制：一个网络分析

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.2025.101881

Hui Zhou , Xinyi Xing , Jiaqi Zhang , Guangteng Meng , Kesong Hu , Ping Wei , Manqi Chen , Jing Xiao , Qi Li

{"title":"Problematic internet use, the behavioral activation system/behavioral inhibition system, and self-control in children and adolescents: A network analysis","authors":"Hui Zhou , Xinyi Xing , Jiaqi Zhang , Guangteng Meng , Kesong Hu , Ping Wei , Manqi Chen , Jing Xiao , Qi Li","doi":"10.1016/j.appdev.2025.101881","DOIUrl":"10.1016/j.appdev.2025.101881","url":null,"abstract":"<div><h3>Objective</h3><div>According to dual systems theory, excessive sensitivity to rewards and punishments, along with weakened self-control, contributes to the high prevalence of problematic internet use (PIU) among Chinese children and adolescents. This study investigates how these dual systems affect PIU and whether their relationships differ across age groups.</div></div><div><h3>Method</h3><div>A sample of 4029 Chinese children (9–12 years) and adolescents (13–18 years) completed measures from the Behavioral Activation System/Behavioral Inhibition System Scales (BAS/BIS), the Brief Self-Control Scale (SCS) and the Internet Addiction Test (IAT). We used <em>t-</em>tests and network analysis to examine both the age-related differences and the network structures.</div></div><div><h3>Results</h3><div>Compared with children, adolescents presented increased scores for total BAS, BAS (drive), and IAT but lower scores for SCS total and SCS (impulse control). Network analysis revealed that both the overall network and the separate networks for the two age groups identified SCSi (impulse control) and IAT as central bridge nodes and the negative connection between SCSi (impulse control) and IAT as the strongest edge. Additionally, a comparison of the network structures between the two age groups revealed that the negative correlation between the SCSd (self-discipline) and BASf (fun seeking) scores was stronger in adolescents than in children.</div></div><div><h3>Conclusions</h3><div>This study breaks through the dual-systems theory in a Chinese context by revealing the similarities and differences between the dual systems network and PIU among Chinese children and adolescents. Additionally, it highlights age-specific mechanisms, which can inform targeted interventions for internet dependence.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101881"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321247","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

Promoting early language development through parent education: A randomized trial of a text messaging intervention 通过父母教育促进早期语言发展：短信干预的随机试验

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-10-03 DOI: 10.1016/j.appdev.2025.101875

Jamlick Peter Ondieki Bosire , Amy R. Napoli

{"title":"Promoting early language development through parent education: A randomized trial of a text messaging intervention","authors":"Jamlick Peter Ondieki Bosire , Amy R. Napoli","doi":"10.1016/j.appdev.2025.101875","DOIUrl":"10.1016/j.appdev.2025.101875","url":null,"abstract":"<div><div>The integral role of early language skills on children's academic and social outcomes cannot be overemphasized. However, children arrive at kindergarten with different levels of these skills. One way to reduce these disparities is to use parent-implemented language interventions to support parent-child interactions early in children's lives. Although these interventions have shown effectiveness, variations in the quality of parent-child interactions persist among intervention participants. These variations have been linked to differences in family background and parent characteristics—which are not readily modifiable through intervention. To identify more proximal and readily modifiable characteristics to enhance parent-child interaction, we examined whether parents' knowledge of child development, parental self-efficacy (PSE), parent-child interaction, and children's early language skills are malleable through a text messaging intervention in a randomized controlled trial. We recruited 41 parents of 12 to 24 months-old-children and randomly assigned them to either a text message intervention group or a control waitlist. Using analysis of variance (ANOVA), results showed that the intervention increased parents' knowledge of child development, parent-child interaction, and children's early language skills. The intervention did not increase PSE. The results suggest that implementing structured parent-focused interventions can effectively improve parental knowledge of child development and promote more enriching parent-child interactions, which in turn support early language development.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101875"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220901","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

Academic outcomes of English learners in monolingual and dual language programs 单语和双语课程中英语学习者的学业成绩

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-11-01 Epub Date: 2025-09-15 DOI: 10.1016/j.appdev.2025.101869

Natalie L. Bohlmann , Natalia Palacios , Bethany A. Bell , Min Hyun Oh

引用次数: 0

Adults' perceptions of children's negotiation: Effects of target and perceiver gender 成人对儿童谈判的感知：目标性别和感知者性别的影响

IF 2.1 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-09-01 Epub Date: 2025-08-19 DOI: 10.1016/j.appdev.2025.101853

Meagan M. Patterson , Lisa H. Rosen , Elisabeth A. England , Morgan R. Vannoy

{"title":"Adults' perceptions of children's negotiation: Effects of target and perceiver gender","authors":"Meagan M. Patterson , Lisa H. Rosen , Elisabeth A. England , Morgan R. Vannoy","doi":"10.1016/j.appdev.2025.101853","DOIUrl":"10.1016/j.appdev.2025.101853","url":null,"abstract":"<div><div>Although there is extensive research on gender and negotiation in adults, research on how gender impacts adults' perceptions of negotiation in children is lacking. The current study used videos of child actors playing an “art dealer” game to examine whether adults perceived the children differently based on their gender and negotiation behaviors, with comparisons of four targets (i.e., boy who negotiated, boy who did not negotiate, girl who negotiated, and girl who did not negotiate) on perceived competence, agentic characteristics (e.g., assertive, confident), and communal characteristics (e.g., caring, kind). Results indicated that, compared to other targets, the girl who negotiated was viewed as high in competence and in both positive and negative agentic characteristics, but relatively low in communal characteristics. In contrast, the boy who did not negotiate was viewed as relatively low in competence and positive and negative agentic characteristics, but relatively high in both positive and negative communal characteristics. These results suggest that children's negotiation behaviors are evaluated relative to gendered expectations and that children's negotiation behaviors may impact adults' perceptions of other gender-typed characteristics in children, consistent with social role theory and the shifting standards model.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101853"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144863884","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