Journal of Applied Developmental Psychology最新文献

{"title":"Parent-teacher discrepancies in externalizing behavior predicting social skills development in middle childhood","authors":"Taehee Kim,&nbsp;Kristen L. Bub,&nbsp;Sadona K.R. Thompson","doi":"10.1016/j.appdev.2025.101856","DOIUrl":"10.1016/j.appdev.2025.101856","url":null,"abstract":"<div><div>This longitudinal study examined parent-teacher agreement and discrepancies in externalizing behavior assessments and their association with children's social skill development. Using third-grade externalizing behavior reports, 927 students were categorized into four groups: both informants reporting clinical concerns, only teacher reporting clinical concerns, only parent reporting clinical concerns, and both reporting normative levels. A multi-group latent growth model analyzed social skill trajectories from third through sixth grade. Results indicated that 21% of students fell within discrepancy groups, where parents and teachers reported different levels of behavior severity. These groups included a higher proportion of students from non-White and low socioeconomic status backgrounds. Students in discrepancy groups showed more adaptive social skill trajectories than peers with clinical concerns reported by both informants but exhibited less favorable trajectories compared to those with normative behavior reports across contexts. Notably, students identified by teachers as demonstrating elevated externalizing behaviors showed significant linear growth in school-based social skills over time, suggesting a potential impact of teacher-initiated interventions. Findings highlight the importance of a multi-informant approach in accurately understanding and supporting students' social development, as parent and teacher perspectives provide complementary information about children's behavioral functioning across contexts.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101856"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144903912","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":"Computational thinking training and its effects on working memory, flexibility, and inhibition: Randomized controlled trial in fifth-grade children","authors":"Carolina Robledo-Castro ,&nbsp;Luis Fernando Castillo-Ossa ,&nbsp;Christian Hederich-Martínez","doi":"10.1016/j.appdev.2025.101850","DOIUrl":"10.1016/j.appdev.2025.101850","url":null,"abstract":"<div><div>This study aimed to examine how computational thinking instruction in elementary school relates to the development of executive functions in children. It evaluated the effect of a computational thinking training program on working memory, cognitive flexibility and inhibition in fifth grade children. A randomized controlled trial was conducted in Colombia with a sample of 111 typically developing children (experimental group <em>N</em> = 57; control group <em>N</em> = 54; M_age = 10.7). Participants were randomly assigned to either an experimental group, which underwent a 12-week computational thinking training program with both unplugged and plugged activities involving game programming and educational robotics, or to an active control group receiving treatment as usual (TAU), which followed the standard curriculum. Executive functions were assessed pre- and post- intervention using validated and reliable neuropsychological tests (Corsi block-tapping test, digit span test, visual span test, Stroop test, and Wisconsin card sorting test). Following the training program, the experimental group showed significant improvements in several executive functions compared to the control group. A large effect size was observed in auditory working memory (<em>η</em>^<em>2</em>_<em>p</em> = 0.17), along with medium effect in visual (<em>η</em>^<em>2</em>_<em>p</em> = 0.05) and visuospatial working memory (<em>η</em>^<em>2</em>_<em>p</em> = 0.08), and a small effect on inhibition skills (<em>η</em>^<em>2</em>_<em>p</em> = 0.05). No changes in cognitive flexibility associated with the intervention were observed. These results suggest that teaching computational thinking through both unplugged and plugged activities has a significant effect on executive functions associated with working memory, planning and inhibition in children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101850"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739095","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":"Using machine learning algorithms to predict students' general self-efficacy in PISA 2018","authors":"Bin Tan ,&nbsp;Hao-Yue Jin ,&nbsp;Maria Cutumisu","doi":"10.1016/j.appdev.2025.101828","DOIUrl":"10.1016/j.appdev.2025.101828","url":null,"abstract":"<div><div>Self-efficacy is a critical psychological construct that exerts a positive impact on students' learning experiences and global well-being. Previous studies explored the factors related to the development and variation of students' self-efficacy, but they only focused on a limited set of predictors. To gain a more comprehensive understanding of the factors affecting self-efficacy, it is necessary to build a predictive model based on a large number of predictors using a data-driven approach. Therefore, guided by socio-ecological theory, we categorized 256 candidate predictors from the PISA 2018 student and school questionnaires in five levels of socio-ecological systems. We then used two machine learning algorithms, Lasso and XGBoost, to predict self-efficacy of 612,004 students aged 15 to 16 years from 79 countries and regions. The results showed that XGBoost outperformed Lasso. We then extracted feature importance from the best-performing XGBoost model to rank the features both overall and within each level of the socio-ecological systems. The analysis revealed that individual-level attributes such as mastery goal orientation, meaning of life, and positive emotions were the most important predictors of self-efficacy. Other significant contextual factors included parents' emotional support, home possessions, and school climate factors (e.g., cooperation climate). Furthermore, self-efficacy varied significantly across countries. This study advances our understanding of self-efficacy by identifying the important predictors from different levels of socio-ecological perspectives. The results suggest that self-efficacy is a composite outcome shaped by a myriad of influences spanning from individual factors to broader socio-ecological perspectives.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101828"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490398","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":"Longitudinal pathways to children's emotional eating behaviors: Mealtime technoference and child self-regulation","authors":"Merve Nur Altundal,&nbsp;Ibrahim H. Acar","doi":"10.1016/j.appdev.2025.101839","DOIUrl":"10.1016/j.appdev.2025.101839","url":null,"abstract":"<div><div>This study investigated the roles of parental mealtime technoference and child self-regulation in emotional eating behaviors (overeating and undereating) in Turkish preschool children. Data were collected from 203 children aged 36 to 76 months (<em>M</em> = 59.40, <em>SD</em> = 8.70) at Time 1 and 50 to 80 months (<em>M</em> = 65.54, <em>SD</em> = 7.03) at Time 2 across two academic semesters. Parents provided reports on their children's eating behaviors and mealtime technoference, while researchers evaluated the children's self-regulation. Cross-lagged path analyses revealed that emotional overeating in children at Time 1 was linked to lower parental mealtime technoference at Time 2, whereas parental mealtime technoference at Time 1 was associated with increased child emotional overeating at Time 2. Emotional undereating in children at Time 1 was linked to lower child self-regulation at Time 2. These findings underscore the bidirectional influences of child- and parent-driven factors on emotional eating, framed within the Transactional Human Development Model.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101839"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623518","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":"Parental expressive suppression undermines adolescent-parent's neural synchrony in response to emotional stimulus","authors":"Xuan Liu ,&nbsp;Xinqi Li ,&nbsp;Xinmei Deng","doi":"10.1016/j.appdev.2025.101837","DOIUrl":"10.1016/j.appdev.2025.101837","url":null,"abstract":"<div><div>Emotional communication plays a crucial role in the adolescent-parent relationship, and parents' ability to regulate emotions is particularly important. Parental expressive suppression has been found to negatively affect adolescent-parent relationships, but the specific neural mechanisms underlying these effects are unknown. This study examines how parental expressive suppression impacts neural synchrony during emotional responses. Using EEG hyperscanning, we recorded brain activity in 21 high expressive suppression (HEP) and 28 low expressive suppression (LEP) adolescent-parent dyads while viewing emotional images. Results show LEPs rated positive images higher and exhibited greater inter-brain synchrony across all frequency bands. The results suggest that parental expressive suppression weakens neural synchronization with adolescents, which may affect the quality of the adolescent-parent relationship. This study provides new perspectives for understanding the biological basis of adolescent-parent relationships.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101837"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605701","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":"Belonging contributes to compassion: A longitudinal study of middle school students' prosocial competencies","authors":"Allison Rae Ward-Seidel ,&nbsp;Sara E. Rimm-Kaufman ,&nbsp;Bethany A. Bell ,&nbsp;Lia E. Sandilos","doi":"10.1016/j.appdev.2025.101834","DOIUrl":"10.1016/j.appdev.2025.101834","url":null,"abstract":"<div><div>Crucial skills for early adolescents to develop include respecting people from different backgrounds, showing empathy and compassion, and making ethical decisions in challenging situations. This exploratory study aims to understand the extent to which <em>students' perceptions of teacher caring and belonging related to changes in their self-reported prosocial competencies (</em>i.e.<em>, cultural respect, empathy, compassion, integrity)?</em> We conducted a multilevel longitudinal analysis with diverse sample of early adolescents from nine schools in four U.S. cities in their first two years of middle school (<em>n</em> = 186; <em>M</em>_age = 10.91 years). Results indicate that school experiences are correlated with prosocial competencies at the beginning of middle school. Yet only sense of belonging in the school community was positively associated with the rate of development of compassion over two years of middle school. Implications for promoting school conditions that support students' development of prosocial competencies are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101834"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563420","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":"2025-07-01","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}

{"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":"2025-07-01","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":"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":"2025-07-01","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":"Trajectories and predictors of racial authenticity challenges among adolescents from multicultural intermarried families in a National Sample of South Korea","authors":"Jayoon Choi ,&nbsp;Hye In Jang ,&nbsp;Jeeyeon Hong ,&nbsp;Ju Hee Park","doi":"10.1016/j.appdev.2025.101833","DOIUrl":"10.1016/j.appdev.2025.101833","url":null,"abstract":"<div><h3>Background</h3><div>The increase in multicultural intermarriages in South Korea has led to a growing population of adolescents from multicultural families, many of whom encounter unique social challenges. Racial Authenticity Challenges (RAC) refer to the difficulties these adolescents experience when they seek their identity and continue to interact with their social environment. This study aimed to explore the trajectories of RAC among adolescents from intermarried families in Korea and examine both adolescent- and mother-related predictors that influence these trajectories over time.</div></div><div><h3>Method</h3><div>This study used four waves of data from the Multicultural Adolescents Panel Study (MAPS) conducted from 2012 to 2015, including 784 adolescents (377 boys, 48.1 %, aged 10–15 years) and their immigrant mothers. The mothers' rational backgrounds were as follows: Japan (37.9 %), the Philippines (28.1 %), China (24.7 %), Thailand (3.7 %), Vietnam (1.8 %), and other countries (3.8 %). Latent growth modeling and latent class growth modeling were performed to determine the number and patterns of RAC trajectories among adolescents. Additionally, multinomial logistic regression analysis was conducted to examine the influence of adolescents- and mother-related predictors.</div></div><div><h3>Results</h3><div>Four distinct RAC trajectories were identified: (1) high and stable (i.e., consistently high RAC levels over time), (2) low and stable (i.e., consistently low RAC levels over time over time), (3) low to high (i.e., initially low RAC levels that increase over time), (4) high to low (i.e., initially high RAC levels that decrease over time). Significant predictors of RAC trajectory membership were found, including adolescents' Korean proficiency, support from friends, academic achievement, and immigrant mothers' acculturative stress.</div></div><div><h3>Conclusion</h3><div>This study found that adolescents from intermarried families in Korea, despite being born and raised in the country for over a decade, continue to face significant challenges with social integration and a sense of belonging. Four distinct trajectories of RAC trajectories were identified, each influenced by specific factors. These findings underscore the importance of customized interventions that consider the diversity in RAC trajectories and address the unique needs for each group. By considering key predictors, such as language skills and social support, it is possible to reduce RAC and improve the social integration of adolescents from multicultural families.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101833"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581008","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}