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

Ethnic-racial identity among White adolescents: Patterns and links to adjustment 白人青少年的种族认同：模式及其与适应的联系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-06 DOI: 10.1016/j.appdev.2025.101772

Kristia A. Wantchekon , Megan Satterthwaite-Freiman , Adriana J. Umaña-Taylor

{"title":"Ethnic-racial identity among White adolescents: Patterns and links to adjustment","authors":"Kristia A. Wantchekon , Megan Satterthwaite-Freiman , Adriana J. Umaña-Taylor","doi":"10.1016/j.appdev.2025.101772","DOIUrl":"10.1016/j.appdev.2025.101772","url":null,"abstract":"<div><div>The racially charged sociopolitical climate in the U.S. amplifies the salience of ethnic-racial identity (ERI) among all youth, including White youth. To build a better understanding of how White youth's ERI development and beliefs manifest and the implications of these patterns, this study identified ERI profiles among White adolescents (<em>n =</em> 525, M<sub>age</sub> = 16.30; 51 % girls, 49 % boys) and examined relations between profile membership and two indicators of adjustment tied to intergroup contact attitudes: anxiety and self-esteem. Three profiles emerged: <em>Secure & Identity Aware</em> (<em>n</em> = 118), <em>Moratorium & Negative Affect</em> (<em>n</em> = 35), and <em>Diffuse & Detached</em> (<em>n</em> = 371). The <em>Secure & Identity Aware</em> profile reported the highest self-esteem and lowest anxiety, and the <em>Moratorium & Negative Affect</em> profile reported the lowest self-esteem and highest anxiety. Discussion draws connections between these findings and prior white identity research to consider potential implications of profile membership for social attitudes.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101772"},"PeriodicalIF":2.2,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548473","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

Testing for indirect pathways between parental phubbing and cyberbullying in Chinese adolescents 中国青少年父母低头行为与网络欺凌之间间接通路的检验

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-05 DOI: 10.1016/j.appdev.2025.101768

Xiaowei Chu , Yuxin Yang , Qing Li , Yunzhen Jia , Haide Chen

{"title":"Testing for indirect pathways between parental phubbing and cyberbullying in Chinese adolescents","authors":"Xiaowei Chu , Yuxin Yang , Qing Li , Yunzhen Jia , Haide Chen","doi":"10.1016/j.appdev.2025.101768","DOIUrl":"10.1016/j.appdev.2025.101768","url":null,"abstract":"<div><div>Following the general aggression model, this study investigated the potential explanatory mechanisms of social media fatigue and online moral disengagement between parental phubbing and cyberbullying perpetration and victimization in Chinese adolescents, using a two-wave longitudinal design with a 6-month interval. The sample consisted of 765 adolescents, aged 14–18 years (<em>M</em> = 15.59, <em>SD</em> = 0.67), who completed self-report questionnaires assessing parental phubbing, social media fatigue, online moral disengagement, and cyberbullying perpetration and victimization. Structural equation modeling showed that, at Time 1 (T1), parental phubbing predicted cyberbullying perpetration and victimization through online moral disengagement. At Time 2 (T2), parental phubbing predicted cyberbullying perpetration through social media fatigue. Additionally, parental phubbing at T1 predicted cyberbullying victimization at T2 through online moral disengagement at T2. These findings underscore the importance of parental behavior and the influence of affective and cognitive factors within social media environments in reducing adolescent cyberbullying.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101768"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548198","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 mental health in the context of discrimination: Examining Multiracial racial socialization 歧视背景下的青少年心理健康：考察多种族种族社会化

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-04 DOI: 10.1016/j.appdev.2025.101770

Shannon Savell , Mihret Niguse , Jazmin Brown-Iannuzzi , Kathryn Lemery-Chalfant , Daniel S. Shaw

引用次数: 0

Exploring emotional regulation, well-being, and academic engagement: A comparative study among Chinese high school and college EFL learners 情绪调节、幸福感与学习投入：中国高中和大学英语学习者的比较研究

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-04 DOI: 10.1016/j.appdev.2025.101773

Hong Shi, Wei Sun

引用次数: 0

fsQCA for discovering social emotional pathways to adult STEM engagement fsQCA发现成人参与STEM的社会情感途径

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-03-01 DOI: 10.1016/j.appdev.2025.101767

Deborah L. Wasserman , Jason Torres Altman , Christine Klein , Priya Mohabir , Carey Tisdal

{"title":"fsQCA for discovering social emotional pathways to adult STEM engagement","authors":"Deborah L. Wasserman , Jason Torres Altman , Christine Klein , Priya Mohabir , Carey Tisdal","doi":"10.1016/j.appdev.2025.101767","DOIUrl":"10.1016/j.appdev.2025.101767","url":null,"abstract":"<div><div>The Roads Taken Project utilized fuzzy set qualitative comparative analysis (fsQCA) to examine necessary and sufficient conditions for achieving STEM involvement of alumnae(i) of six intensive STEM-based youth programs 15 to 25 years after participation. Outcomes included overall STEM involvement (including STEM academics and careers, personal STEM involvement, community STEM involvement, and long-term STEM identity), and post-program and program contribution to social-emotional learning and development. We identified conditions contributing to pathways to these outcomes. Results revealed that, although differing for the varied participant groups, social-emotional learning and development played a role in all the pathways but was particularly prominent in pathways to community STEM involvement. High program dose accompanied by a sense of competence, relatedness, and autonomy in programs with highly varied strategies led to social-emotional learning and varied by participant groups. Along with presenting findings, this study highlights fsQCA as a method for revealing the complex relationship of social-emotional development to STEM outcomes and the multiple pathways for achieving them.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101767"},"PeriodicalIF":2.2,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521128","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

Perfect fronts, fragile bonds: Prospective associations between perfectionistic self-presentation and peer experiences 完美的正面，脆弱的纽带：完美主义自我表现与同伴体验之间的前瞻性联系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-24 DOI: 10.1016/j.appdev.2025.101769

Melissa Blackburn , Hanna Puffer , Danielle S. Molnar , Dawn Zinga

{"title":"Perfect fronts, fragile bonds: Prospective associations between perfectionistic self-presentation and peer experiences","authors":"Melissa Blackburn , Hanna Puffer , Danielle S. Molnar , Dawn Zinga","doi":"10.1016/j.appdev.2025.101769","DOIUrl":"10.1016/j.appdev.2025.101769","url":null,"abstract":"<div><div>Although theory links perfectionism and negative social outcomes, little is known about their longitudinal associations in adolescence. As such, prospective, reciprocal associations between perfectionistic self-presentation and peer experiences were tested among a community sample of adolescents (<em>M</em><sub><em>age</em></sub> = 17.79, <em>SD</em> = 1.29; 72.38 % girls) via a random intercept cross-lagged panel model with four timepoints. Results demonstrated that, on average, adolescents higher on perfectionistic self-presentation had less favourable peer experiences. Moreover, there was a reciprocal relationship between non-display of imperfections and peer prosociality, such that within-person increases in attempts to conceal perceived flaws predicted decreases in receiving prosocial acts from peers which, in turn, promoted increases in this facet of perfectionistic self-presentation. However, findings also revealed a decrease in perfectionistic self-presentation in response to increases in peer prosociality, suggesting that, through positive peer experiences, adolescents may learn that perfectionism serves as a barrier to meaningful social relationships and adjust accordingly.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101769"},"PeriodicalIF":2.2,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474234","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

The joint development of self-regulation and expressive language in preschool classrooms: Preliminary evidence from a low-income sample 幼儿课堂中自我调节和表达性语言的共同发展：来自低收入样本的初步证据

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-13 DOI: 10.1016/j.appdev.2025.101763

Pilar Alamos , Khara L.P. Turnbull , Amanda P. Williford , Jason T. Downer

{"title":"The joint development of self-regulation and expressive language in preschool classrooms: Preliminary evidence from a low-income sample","authors":"Pilar Alamos , Khara L.P. Turnbull , Amanda P. Williford , Jason T. Downer","doi":"10.1016/j.appdev.2025.101763","DOIUrl":"10.1016/j.appdev.2025.101763","url":null,"abstract":"<div><div>Self-regulation and expressive language are theorized to develop in tandem, shaped by children's social interactions in context, including interactions with teachers and peers in the preschool classroom. In the present study, we examined reciprocal associations between two components of self-regulation (behavior regulation and emotion regulation) and two components of expressive language skills (expressive vocabulary and narrative language) across two time points during the preschool year. We also explored whether individual children's interactions with teachers and peers moderate these associations. Participants were 767 preschool children (49 % female; <em>M</em> = 53 months old; 49 % Black, 22 % White, 13 % Hispanic, 14 % multiracial/other) from low-income households. A multivariate latent change score model provided evidence that early self-regulation predicts increases in expressive language; fall emotion regulation predicted increases in narrative language and fall behavior regulation predicted increases in expressive vocabulary. Empirical support was also found for early expressive language predicting increases in self-regulation; fall expressive vocabulary predicted increases in behavior regulation. Moderation analysis indicated that some of these associations depended on individual children's interactions with peers, but not with teachers. Results provide preliminary evidence for the joint development of expressive language and self-regulation in early childhood classrooms.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101763"},"PeriodicalIF":2.2,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395071","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

Parent psychological well-being, home learning environment, and child development among Kenyan families 肯尼亚家庭的父母心理健康、家庭学习环境与儿童发展

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-13 DOI: 10.1016/j.appdev.2025.101760

Ye Rang Park , Madeline Duhon , Kyong Ah Kwon , Amber H. Beisly , Michael Walker , Edward Miguel

{"title":"Parent psychological well-being, home learning environment, and child development among Kenyan families","authors":"Ye Rang Park , Madeline Duhon , Kyong Ah Kwon , Amber H. Beisly , Michael Walker , Edward Miguel","doi":"10.1016/j.appdev.2025.101760","DOIUrl":"10.1016/j.appdev.2025.101760","url":null,"abstract":"<div><div>While child poverty is declining globally, many children in Sub-Saharan Africa still live in poverty and face obstacles that hinder them from achieving their full developmental potential. Parents' psychological well-being has important influences on child development directly or indirectly through the home learning environment (HLE). Still, there is a lack of research on this topic from Sub-Saharan Africa. To fill this gap, the present study examined associations among parents' psychological well-being, HLE, and children's socioemotional and cognitive development, using a large sample of 1633 parents (73 % mothers, 88 % married; 38 % completed some secondary school) and their children (<em>M</em> age = 7.7 years) from Kenya. There were unique processes between different aspects of parents' psychological well-being and child development: Parent depressive symptoms were directly associated with child development, whereas parent self-efficacy was directly and indirectly associated through HLE. The findings provide implications for developing family-focused preventive interventions in Sub-Saharan Africa.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101760"},"PeriodicalIF":2.2,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395070","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

Finding peers “like me”: Student strategies for increasing belonging and flourishing in STEM 寻找“像我一样”的同伴：学生在STEM中增加归属感和繁荣的策略

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-12 DOI: 10.1016/j.appdev.2025.101758

Rachel Chaffee , Peter Bjorklund Jr , Coral Braverman , Preeti Gupta , Karen Hammerness , Alan J. Daly , Anna MacPherson , Jennifer D. Adams , Mahmoud Abouelkheir , Jahneal Francis , Priya-Syrina Li Hinton , Lucie Lagodich , Lois Wu

{"title":"Finding peers “like me”: Student strategies for increasing belonging and flourishing in STEM","authors":"Rachel Chaffee , Peter Bjorklund Jr , Coral Braverman , Preeti Gupta , Karen Hammerness , Alan J. Daly , Anna MacPherson , Jennifer D. Adams , Mahmoud Abouelkheir , Jahneal Francis , Priya-Syrina Li Hinton , Lucie Lagodich , Lois Wu","doi":"10.1016/j.appdev.2025.101758","DOIUrl":"10.1016/j.appdev.2025.101758","url":null,"abstract":"<div><div>This mixed-methods study examined the role of belonging and flourishing in the college experiences of undergraduate students from communities historically underrepresented in science, technology, engineering, and mathematics (STEM) majors. Qualitative findings show that students engaged in strategies to find and develop peer relationships to facilitate their sense of belonging in their STEM major/discipline. Findings from a larger quantitative dataset of undergraduate students reveal an important relationship between sense of belonging in an academic domain and flourishing. Data underscores the critical role of belonging, including feelings of acceptance and membership (e.g. feeling inside the community of one's STEM major), and the potential that students who feel they belong in their majors are more likely to also report thriving in their discipline.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101758"},"PeriodicalIF":2.2,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395069","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

Stability and cross-lagged associations between parenting and children's moral self 父母教养与孩子道德自我之间的稳定性和交叉滞后关系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2025-02-12 DOI: 10.1016/j.appdev.2025.101766

Jessica Wilke , Erin Ruth Baker

{"title":"Stability and cross-lagged associations between parenting and children's moral self","authors":"Jessica Wilke , Erin Ruth Baker","doi":"10.1016/j.appdev.2025.101766","DOIUrl":"10.1016/j.appdev.2025.101766","url":null,"abstract":"<div><div>Although prior research has highlighted the importance of parenting for children's moral self-development, longitudinal studies examining the bidirectional relationships between parental warmth, parental harshness, and children's moral self remain scarce. This study addresses this gap by investigating the reciprocal associations between parental warmth, parental harshness, and children's moral self during middle childhood. We conducted a questionnaire study (T1: November 2022 to June 2023, T2: 6 months later) with <em>N</em> = 189 children (mean age <em>M</em><sub><em>ageT1</em></sub> = 8.21 years, <em>SD</em><sub><em>T1</em></sub> = 1.30, 55.2 % girls) and their caregivers. Children rated the personal importance of moral traits, while parents assessed their parental warmth and harshness. Results of cross-lagged panel modeling revealed high autoregressive effects and reciprocal effects between parental warmth and children's moral self, suggesting that parental warmth fosters children's moral self, which in turn reinforces parental warmth over time. No significant longitudinal effects were found between parental harshness and children's moral self.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101766"},"PeriodicalIF":2.2,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395068","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