Journal of Applied Developmental Psychology最新文献_第7页

Adolescent perceptions of the ethnic composition of their friendship group and school 青少年对他们的友谊团体和学校的种族构成的看法

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-04-18 DOI: 10.1016/j.appdev.2025.101793

Melissa R. Witkow , Adrienne Nishina , Amy Bellmore

引用次数: 0

The effectiveness of a parent emotion socialization intervention in Norway 挪威父母情绪社会化干预的有效性

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-04-15 DOI: 10.1016/j.appdev.2025.101795

Evalill Bølstad , Maud Edvoll , Ole Andre Solbakken , Sophie S. Havighurst

{"title":"The effectiveness of a parent emotion socialization intervention in Norway","authors":"Evalill Bølstad , Maud Edvoll , Ole Andre Solbakken , Sophie S. Havighurst","doi":"10.1016/j.appdev.2025.101795","DOIUrl":"10.1016/j.appdev.2025.101795","url":null,"abstract":"<div><h3>Introduction</h3><div>Parent emotion socialization (ES) interventions have been found effective in improving children's emotional and behavioral functioning but have not been widely tested in non-English speaking countries. The current study was an effectiveness trial of the Australian ES program, Tuning in to Kids, with Norwegian parents of kindergarten children.</div></div><div><h3>Method</h3><div>261 parents were randomized into intervention or 12-month waitlist control. Parent questionnaires measured ES, parent functioning, child temperament, behavior and anxiety.</div></div><div><h3>Results</h3><div>Findings showed the program was effective in reducing child behavior problems and parent emotion dismissiveness, and increasing emotion coaching parenting. Exploratory moderation analyses found parents who self-reported having lower affect integration made greater changes. Children with higher temperamental shyness had lower anxiety at follow-up.</div></div><div><h3>Discussion</h3><div>Findings suggest the program was effective in improving ES and reducing child behavior problems when delivered by professionals in Norway. Anxiety, while unchanged for the total sample, improved for children with higher shyness.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101795"},"PeriodicalIF":2.2,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833273","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 study of parental attachment and career self-efficacy in college students 大学生父母依恋与职业自我效能感的纵向研究

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-04-14 DOI: 10.1016/j.appdev.2025.101794

Weiyi Xie , Zi Chen , Chan Wang , Xiaoyuan Han

{"title":"A longitudinal study of parental attachment and career self-efficacy in college students","authors":"Weiyi Xie , Zi Chen , Chan Wang , Xiaoyuan Han","doi":"10.1016/j.appdev.2025.101794","DOIUrl":"10.1016/j.appdev.2025.101794","url":null,"abstract":"<div><div>Guided by social cognitive career theory, attachment theory, and the relational theory of working, this two-wave longitudinal study examined the reciprocal relationships between Chinese college students' career search self-efficacy (CSSE) and three dimensions of attachment relationships (i.e., trust, communication, and alienation) with parents. The study utilized a sample of 867 college students engaging in career exploration at two time points, seven months apart. The results demonstrated that, at both time points, CSSE was positively associated with trust and communication while being negatively associated with alienation. In addition, the cross-lagged longitudinal results showed that CSSE at Time 1 predicted a decrease in alienation with mothers and fathers at Time 2. The study made a significant contribution to the current literature by employing a two-wave longitudinal design and emphasizing the predictive role of CSSE in attachment relationships with their parents. The findings underscore the potential for intervention aimed at boosting college students' CSSE to enhance family dynamics.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101794"},"PeriodicalIF":2.2,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826380","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

Co-development of career adaptability and academic self-efficacy in college: A four-wave investigation 大学生职业适应性与学业自我效能感的共同发展：四波调查

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-04-13 DOI: 10.1016/j.appdev.2025.101792

Cong Yi , Yonghe Ti , Yanyan Liu , Yisi Zhan , Jun Wei

{"title":"Co-development of career adaptability and academic self-efficacy in college: A four-wave investigation","authors":"Cong Yi , Yonghe Ti , Yanyan Liu , Yisi Zhan , Jun Wei","doi":"10.1016/j.appdev.2025.101792","DOIUrl":"10.1016/j.appdev.2025.101792","url":null,"abstract":"<div><div>This study examined the co-development of career adaptability and academic self-efficacy during college and their associations with earlier self-determined motivations for choosing college majors (SDMM). Participants were 744 college students (<em>M</em><sub>age</sub> = 18.63 years) in China taking online surveys annually from freshman to senior years. Participants reported on career adaptability and academic self-efficacy from sophomore to senior years, with SDMM assessed in freshman year. Latent growth modelling showed generally linear increases in career adaptability and academic self-efficacy from sophomore to senior years. Students with higher career adaptability in sophomore year had higher academic self-efficacy in sophomore year; similar positive associations emerged for the change rates of career adaptability and academic self-efficacy over time. Importantly, SDMM in freshman year predicted higher academic self-efficacy in sophomore year and faster increases in career adaptability from sophomore to senior years. These findings underscored the significance of SDMM in students' later career and academic development.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101792"},"PeriodicalIF":2.2,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823645","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

Motivational trajectories and sense of self: A longitudinal study of high school students in Taiwan 动机轨迹与自我意识：台湾高中生之纵向研究

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-04-10 DOI: 10.1016/j.appdev.2025.101790

Wen Cheng , Ling-Ling Kueh

引用次数: 0

Let's Connect®: An emotion-focused parenting program Let's Connect®：一个以情感为中心的育儿计划

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-04-01 DOI: 10.1016/j.appdev.2025.101771

Kimberly Shipman, Monica M. Fitzgerald, Marcela Torres Pauletic

{"title":"Let's Connect®: An emotion-focused parenting program","authors":"Kimberly Shipman, Monica M. Fitzgerald, Marcela Torres Pauletic","doi":"10.1016/j.appdev.2025.101771","DOIUrl":"10.1016/j.appdev.2025.101771","url":null,"abstract":"<div><div>For decades, clinical research has focused on developing and refining effective parenting interventions through promoting positive parenting practices. Many of these interventions, grounded in behavioral theories, highlight the importance of helping parents create predictable routines for children, attend to children's positive behavior, support positive parent-child interactions, and use contingency management strategies. Key to the success of any parenting intervention is the ability of parents to regulate their own emotions and incorporate emotion socialization practices such as emotion labeling, support, and coaching. There has been considerable interest in developing parenting interventions with a specific focus on parent emotion regulation and emotion socialization practices. This paper introduces an emotion-focused parenting program called Let's Connect® that translates what we know about emotional development, emotion socialization, and parenting into an innovative approach to working directly with families in ways that build supportive parent-child relationships as well as parent/child SEC, mental/behavioral health, and overall resilience.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101771"},"PeriodicalIF":2.2,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738780","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

Language, literacy, and media experiences at home and Chinese dual language development 语言、读写和媒体在国内和中国双语发展的经验

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-30 DOI: 10.1016/j.appdev.2025.101789

Lulu Song , Rufan Luo

{"title":"Language, literacy, and media experiences at home and Chinese dual language development","authors":"Lulu Song , Rufan Luo","doi":"10.1016/j.appdev.2025.101789","DOIUrl":"10.1016/j.appdev.2025.101789","url":null,"abstract":"<div><div>Chinese-English dual language learners (DLLs) are the second largest DLL population in the United States. The current study examined Chinese-English DLLs' language, literacy, and media experiences at home in relation to children's receptive vocabulary in both languages. Participants were 90 Chinese-English DLL preschoolers and their parents. Parents reported children's relative language exposure and use, and engagement in language (e.g., storytelling), literacy (e.g., book reading), and media (e.g., TV/video watching) activities in Chinese and English at home. Children's Chinese and English receptive vocabularies were assessed twice in the preschool year. Children's engagement in Chinese media activities and English language and media activities predicted DLLs' receptive vocabulary in the respective language. Using a person-centered approach, we identified three distinct profiles of Chinese DLLs' language, literacy, and media experiences at home, which were further linked to four different patterns of receptive vocabulary development. Theoretical and practical implications of these findings were discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101789"},"PeriodicalIF":2.2,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735274","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 acquisition of social, personal, and individualist values in four intensive, non-formal education programs 青少年在四个密集的非正规教育项目中获得社会、个人和个人主义价值观

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-28 DOI: 10.1016/j.appdev.2025.101788

Santos Orejudo , Belén Serrano , Alvaro J. Balaguer Estaña

引用次数: 0

A text message-based home numeracy pilot intervention for parents of preschoolers 一项针对学龄前儿童父母的基于文本信息的家庭算术试验干预

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-26 DOI: 10.1016/j.appdev.2025.101784

Amy R. Napoli , Patrick Ehrman , David J. Purpura

{"title":"A text message-based home numeracy pilot intervention for parents of preschoolers","authors":"Amy R. Napoli , Patrick Ehrman , David J. Purpura","doi":"10.1016/j.appdev.2025.101784","DOIUrl":"10.1016/j.appdev.2025.101784","url":null,"abstract":"<div><div>Children's exposure to early numeracy activities in the home is associated with mathematics development. Importantly, the home numeracy environment (HNE) has been shown to be malleable, with interventions successfully increasing the frequency of numeracy activities. The aim of the current study was to pilot an HNE intervention with preschool-aged children (<em>M</em> = 3.90 years; 59.5 % male; 70.7 % White). Parents (<em>n</em> = 42; 92.8 % mothers) were randomly assigned to the HNE intervention or an active comparison condition (focused on general development). Both groups of parents attended an informational meeting and received daily text messages for four weeks. Findings indicate that parents who participated in the intervention reported more frequent direct HNE activities and their children showed greater improvement on numeracy skills. There were no group differences on beliefs of importance, self-efficacy, or engagement in indirect HNE practices. The study provides initial evidence that a brief HNE intervention may be feasible for some families and may improve preschool children's numeracy skills.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101784"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143698019","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}

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Motivations for social withdrawal and socio-emotional functioning among urban/suburban Chinese children 中国城市/郊区儿童社会退缩和社会情感功能的动机

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-25 DOI: 10.1016/j.appdev.2025.101787

Xuechen Ding , Alicia McVarnock , Mingxin Li , Robert J. Coplan , Laura L. Ooi , Jie Yu , Biao Sang

{"title":"Motivations for social withdrawal and socio-emotional functioning among urban/suburban Chinese children","authors":"Xuechen Ding , Alicia McVarnock , Mingxin Li , Robert J. Coplan , Laura L. Ooi , Jie Yu , Biao Sang","doi":"10.1016/j.appdev.2025.101787","DOIUrl":"10.1016/j.appdev.2025.101787","url":null,"abstract":"<div><div>The aim of the present study was to compare the relations between different motivations for social withdrawal (i.e., shyness, unsociability, social avoidance) and indices of socio-emotional functioning among urban and suburban Chinese children. Participants included 770 children (<em>M</em><sub>age</sub> = 10.98 years) from urban areas and 815 children (<em>M</em><sub>age</sub> = 11.21 years) from suburban areas in mainland China. Motivations for social withdrawal and indices of socio-emotional functioning were assessed via self-reports, peer nominations, and teacher ratings. Results indicated that shyness tended to be more strongly associated with socio-emotional difficulties among urban compared to suburban children. In contrast, the associations between unsociability and indices of maladjustment were stronger among suburban than urban children. For social avoidance, associations with socio-emotional difficulties were significant across groups of both urban and suburban children, but appeared to carry at least some additional risk for urban Chinese children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101787"},"PeriodicalIF":2.2,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143679299","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