Journal of Applied Developmental Psychology最新文献_第8页

Maternal parenting stress and child externalizing behaviors: Low-income as a context 母亲的养育压力与儿童的外化行为：以低收入为背景

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101673

Matthew L. Cook , Jia (Julia) Yan , Kevin Butler

{"title":"Maternal parenting stress and child externalizing behaviors: Low-income as a context","authors":"Matthew L. Cook , Jia (Julia) Yan , Kevin Butler","doi":"10.1016/j.appdev.2024.101673","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101673","url":null,"abstract":"<div><p>This study tested the transactional associations of maternal parenting stress and child externalizing behaviors in the context of socioeconomic disadvantage. We employed a multiple group random intercept cross-lagged panel model (RI-CLPM) to analyze four waves of data from 4065 families from the Future of Families and Child Wellbeing Study (at age 3, 5, 9, and 15; 51.96% boys; 48.78% Black, 30.33% White). Results revealed within-family associations between maternal parenting stress and child externalizing behaviors. These results were driven by families with income-to-needs ratios lower than two (mean cross-lagged standardized effects across time; child-driven = 0.15 and parent-driven = 0.12). Moreover, the child-driven effects from child externalizing behaviors to maternal parenting stress became larger as children aged. The findings contributed to the understanding of the associations between child externalizing behaviors and parenting stress in the context of financial hardship and highlighted the significance of support to families with scarce economic resources.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101673"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596858","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

Short-term longitudinal relationship between cumulative ecological risk and smartphone addiction in Chinese adolescents: Gratitude and impulsivity as moderators 中国青少年累积生态风险与智能手机成瘾之间的短期纵向关系：感恩和冲动是调节因素

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-01 DOI: 10.1016/j.appdev.2024.101677

Anqi Zhang , Yi Xu , Bin Zhang , Yun Chen , Sicheng Xiong

{"title":"Short-term longitudinal relationship between cumulative ecological risk and smartphone addiction in Chinese adolescents: Gratitude and impulsivity as moderators","authors":"Anqi Zhang , Yi Xu , Bin Zhang , Yun Chen , Sicheng Xiong","doi":"10.1016/j.appdev.2024.101677","DOIUrl":"10.1016/j.appdev.2024.101677","url":null,"abstract":"<div><p>The study used the Ecological Systems Theory as a framework to test the short-term longitudinal association between cumulative ecological risk and smartphone addiction, and the Ecological Risk/Protective Theory as a framework to test gratitude as a protective factor, and impulsivity as a risk factor, in this association. We used a two-wave longitudinal design with an interval of six months. Participants were 452 adolescents (46.7% girls, aged 12–16 years) from two middle schools in Changsha, China who completed questionnaires in their classrooms at both time points. The results of regression-based analyses indicated that cumulative ecological risk positively predicted later smartphone addiction, and this longitudinal relationship was stronger among adolescents with high gratitude and high impulsivity. The results provide a theoretical and empirical basis for the development of prevention strategies and intervention policies to reduce the likelihood of smartphone addiction in adolescents.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101677"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141622747","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

Pathways between parental depressed mood and child cognition in economically marginalized populations 经济边缘化人群中父母抑郁情绪与儿童认知能力之间的关系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-21 DOI: 10.1016/j.appdev.2024.101670

Simone Chad-Friedman, Jamie R. Kleiner, Brendan A. Rich

{"title":"Pathways between parental depressed mood and child cognition in economically marginalized populations","authors":"Simone Chad-Friedman, Jamie R. Kleiner, Brendan A. Rich","doi":"10.1016/j.appdev.2024.101670","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101670","url":null,"abstract":"<div><p>Research supports parental depressed mood, negative parenting, and family conflict as risk factors for poorer cognition in early childhood. The current study is the first to examine bidirectional associations between maternal and paternal depressed mood, negative maternal and paternal parenting, family conflict, and child cognition. Data was drawn from the Early Head Start Research and Evaluation study using interviews, self-report, and performance-based measures completed by parents when children were age 14 months, age 2 years, and age 3 years. Results showed bidirectional pathways between maternal depressed mood and child cognition, but a unidirectional pathway from child cognition to paternal depressed mood. Family conflict mediated links between greater maternal depressed mood and poorer child cognition, but negative maternal parenting mediated links between poorer child cognition and negative maternal depressed mood. Results highlight transactional relations among parents and children as well as the salience of family conflict and negative parenting in exacerbating this transaction.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101670"},"PeriodicalIF":2.2,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141438430","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

Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers 在幼儿保育和教育中心学习双语与不同语言学龄前儿童词汇量增长之间的关系

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-14 DOI: 10.1016/j.appdev.2024.101657

Josje Verhagen , Jan Boom , Anne-Mieke Thieme , Folkert Kuiken , Darlene Keydeniers , Suzanne Aalberse , Sible Andringa

{"title":"Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers","authors":"Josje Verhagen , Jan Boom , Anne-Mieke Thieme , Folkert Kuiken , Darlene Keydeniers , Suzanne Aalberse , Sible Andringa","doi":"10.1016/j.appdev.2024.101657","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101657","url":null,"abstract":"<div><p>Earlier work has shown that bilingual Early Childhood Education and Care (ECEC) has positive effects on children's development of the minority language, and does not negatively impact on their development of the majority language. However, past studies leave unclear if these effects remain if home language exposure is taken into analysis. This study examines the effects of bilingual exposure at ECEC on vocabulary development in a linguistically diverse sample of 584 two- to four-year-old children attending bilingual (Dutch-English) ECEC in the Netherlands, taking into account the amount of exposure children received to Dutch and English at home. Latent Growth Modeling analyses showed that the amount of exposure to the non-majority language (English) at ECEC was positively related to children's growth of English receptive and expressive vocabulary. Amount of exposure to the majority language (Dutch) at ECEC did not bear significant relationships with growth of Dutch receptive and expressive vocabulary. The strengths of the relationships between the amount of Dutch and English exposure at ECEC and vocabulary development did not differ between two child groups depending on whether they were exposed to Dutch or English at home. Taken together, these results corroborate earlier effects of bilingual ECEC from small-scale studies for a larger sample, and indicate that these effects may remain if differences in home language exposure are taken into consideration.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101657"},"PeriodicalIF":3.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000261/pdfft?md5=62a426f892bb1d6b560d45857b279d37&pid=1-s2.0-S0193397324000261-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141323351","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

Executive function training in family card games 家庭纸牌游戏中的执行功能训练

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-08 DOI: 10.1016/j.appdev.2024.101660

Tingyu Gu , Xiaosong Gai , Yuan Wang

引用次数: 0

Mastery motivation is associated with early development in children with motor delays 掌握动机与运动迟缓儿童的早期发展有关

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-07 DOI: 10.1016/j.appdev.2024.101658

Iryna Babik , Andrea B. Cunha , Lin-Ya Hsu , Regina T. Harbourne , Stacey C. Dusing , Natalie A. Koziol , Sarah W. McCoy , Sandra L. Willett , James A. Bovaird , Michele A. Lobo

{"title":"Mastery motivation is associated with early development in children with motor delays","authors":"Iryna Babik , Andrea B. Cunha , Lin-Ya Hsu , Regina T. Harbourne , Stacey C. Dusing , Natalie A. Koziol , Sarah W. McCoy , Sandra L. Willett , James A. Bovaird , Michele A. Lobo","doi":"10.1016/j.appdev.2024.101658","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101658","url":null,"abstract":"<div><p>This longitudinal study related children's mastery motivation to a variety of biological, environmental, and developmental factors. The sample consisted of 40 children (24 males) with motor delays (10.93 ± 2.56 months corrected age at baseline), tested at baseline and 3-, 6-, 12-, and 36-months post-baseline. No significant relations were observed between mastery motivation and sex (biological factor) or socioeconomic status and home affordances (environmental factors). Children with mild motor delays (biological risk) had higher mastery motivation at the age of four years compared to children with significant delays. Advanced early development of fine motor, receptive language, expressive language, means-end problem-solving, and cognitive skills was associated with higher mastery motivation at four years. Mastery motivation may be linked with children's level of physical disability as well as their prior developmental experience.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101658"},"PeriodicalIF":3.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141289597","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 features of the self-regulatory environment in kindergarten classrooms 探索幼儿园课堂自律环境的特点

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-06-05 DOI: 10.1016/j.appdev.2024.101659

Anne Martin , Anna Wright , Deborah A. Phillips , Sherri Castle , Anna D. Johnson , The Tulsa SEED Study Team

{"title":"Exploring the features of the self-regulatory environment in kindergarten classrooms","authors":"Anne Martin , Anna Wright , Deborah A. Phillips , Sherri Castle , Anna D. Johnson , The Tulsa SEED Study Team","doi":"10.1016/j.appdev.2024.101659","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101659","url":null,"abstract":"<div><p>Self-regulatory skills are increasingly recognized as critical early education goals, but few efforts have been made to identify all the features of the classroom that actually promote such skills. This study experiments with a new observational measure capturing three dimensions of the classroom environment hypothesized to influence self-regulation: classroom management, emotionally supportive interactions, and direct promotion of self-regulatory skills. These classroom dimensions were tested as predictors of change over the kindergarten year in both self-regulatory and academic skills in a sample of racially/ethnically-diverse low-income children in Tulsa, OK. Results showed that classroom management was associated with small gains in one of four measures of self-regulation, and four of six measures of academic skills. The other dimensions of the environment had weak or no associations with outcomes. These results indicate that further work is needed to refine both models and measures of the self-regulatory environment.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"93 ","pages":"Article 101659"},"PeriodicalIF":3.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141250701","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

Interacting adult-child relationships and school adjustment: Findings from growing up in Ireland 互动的成人-儿童关系与学校适应：在爱尔兰成长的研究结果

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101653

Caoimhe Dempsey , Rory Devine , Jennifer Symonds , Seaneen Sloan , Claire Hughes

{"title":"Interacting adult-child relationships and school adjustment: Findings from growing up in Ireland","authors":"Caoimhe Dempsey , Rory Devine , Jennifer Symonds , Seaneen Sloan , Claire Hughes","doi":"10.1016/j.appdev.2024.101653","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101653","url":null,"abstract":"<div><p>Although children's relationships with their parents and teachers contribute to their school adjustment and achievement, few studies have examined interactions between these relationships, particularly for father-child relationships. Using the Growing Up in Ireland birth cohort (<em>N</em> = 7507, 50.3% male), we examined child-adult relationship quality – rated by parents at age 3 and by teachers at age 5 – as predictors of teacher-rated behavioural adjustment and academic achievement at age 9 (indexed by self-reported academic self-concepts and performance on formal reading assessments). Controlling for prior levels of problem behaviours, verbal ability, and family SES, our results indicated that children's relationships with parents and teachers showed small and comparable independent effects on school adjustment and achievement. For mothers and teachers, moderation analyses showed a cumulative risk pattern for conflictual relationships and a compensatory pattern for close relationships. Children are likely to benefit from improving closeness and reducing conflict in adult-child relationships as well as interventions that involve mothers, fathers, and teachers.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101653"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000224/pdfft?md5=7ef8e0d1a93377225f0db99ca4afa448&pid=1-s2.0-S0193397324000224-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140822334","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

Characterizing Expert-Novice Differences on a Repeating Pattern Task 描述专家与新手在重复模式任务上的差异

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101656

Giulia A. Borriello , Emily R. Fyfe

引用次数: 0

Secure base script knowledge and video-feedback intervention to promote positive parenting-sensitive discipline 安全基础脚本知识和视频反馈干预，以促进积极的亲子敏感管教

IF 3 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101651

Annemieke M. Witte , Jana Runze , Marinus H. van IJzendoorn , Marian J. Bakermans-Kranenburg

{"title":"Secure base script knowledge and video-feedback intervention to promote positive parenting-sensitive discipline","authors":"Annemieke M. Witte , Jana Runze , Marinus H. van IJzendoorn , Marian J. Bakermans-Kranenburg","doi":"10.1016/j.appdev.2024.101651","DOIUrl":"https://doi.org/10.1016/j.appdev.2024.101651","url":null,"abstract":"<div><p>This preregistered randomized controlled study investigated the effects of Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) on parents' secure base script knowledge (SBSK). Furthermore, we examined whether effects of VIPP-SD on sensitive caregiving and sensitive discipline behavior and parents' attitudes toward these behaviors were moderated by SBSK at baseline. Families (<em>n</em> = 445) with pre- and school-aged children (<em>n</em> = 890) were randomized to receive VIPP-SD or telephone calls. Results showed no effects of VIPP-SD on SBSK. Furthermore, there was no moderation of effects on sensitive caregiving or sensitive discipline behavior by SBSK. VIPP-SD promoted positive attitudes toward sensitive caregiving and sensitive discipline behavior. The latter effect was moderated by SBSK: parents with lower SBSK showed the strongest improvements in positive attitudes toward sensitive discipline behavior. This effect was driven by a subgroup of younger children. These findings highlight the potential importance of tailoring interventions to meet the specific needs of parents with varying levels of SBSK.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"92 ","pages":"Article 101651"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000200/pdfft?md5=076ea2e4310ece89ddeb4aabd6ef3829&pid=1-s2.0-S0193397324000200-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140880223","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