Journal of Applied Developmental Psychology最新文献

{"title":"Enhancing prosocial behaviors, reducing aggression: Effects of CEPIDEAS junior in primary school","authors":"Giovanni Maria Vecchio ,&nbsp;Federica Zava ,&nbsp;Antonio Zuffianò ,&nbsp;Maria Gerbino ,&nbsp;Concetta Pastorelli ,&nbsp;Bernadette Paula Luengo Kanacri ,&nbsp;Gian Vittorio Caprara","doi":"10.1016/j.appdev.2025.101835","DOIUrl":"10.1016/j.appdev.2025.101835","url":null,"abstract":"<div><div>Prosocial behavior is crucial for positive development, protecting against negative outcomes throughout childhood and adolescence. The CEPIDEAS Junior program (Emotional and Prosocial Competence: An Idea for School) is a school-based intervention based on Social Cognitive Theory, which promotes prosocial behaviors in primary school by integrating its contents into the regular curriculum. Adopting a quasi-experimental design, this study evaluated the effects of the program on prosocial and aggressive behaviors among <em>N</em> = 858 primary school children (381 girls, M = 8.46 years). The intervention group included 435 children (198 girls, M = 8.44 years), while the control group had 423 children (183 girls, M = 8.49 years). Using teacher ratings and self-reports, the results of two bivariate Latent Difference Score models showed the positive impact of the program on prosocial and aggressive behaviors. These results confirm the efficacy of the CEPIDEAS Junior demonstrating the benefits of integrating prosocial into the school curriculum.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101835"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549254","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":"Considering children’s characteristics in Chinese American mothers’ attributions, well-being, and parenting practices","authors":"Bumo Zhang ,&nbsp;Charissa S.L. Cheah ,&nbsp;Huiguang Ren","doi":"10.1016/j.appdev.2025.101817","DOIUrl":"10.1016/j.appdev.2025.101817","url":null,"abstract":"<div><div>This study assessed whether: (a) the relation between mothers' attributions of parenting failures to uncontrollable causes (i.e., parenting skills, task difficulty) and parenting practices (i.e., warm parenting, psychologically controlling parenting) was explained by mothers' psychological well-being, and (b) children's difficult behaviors moderated the relation between mothers' attributions and psychological well-being. Data were collected from 270 Chinese American mothers (<em>M</em>_age = 37.8 years old) with young children (<em>M</em>_age = 4.6 years old, 50 % boys). Results revealed that mothers' attributions of caregiving failures to uncontrollable causes were associated with poorer psychological well-being, which in turn, was related to less warm parenting and more psychologically controlling parenting. Moreover, the indirect effects were significant only when children displayed low or moderate levels of difficult behaviors. Our findings can inform the design of culturally sensitive interventions to promote positive child-rearing beliefs and strategies in Chinese American families.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101817"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307842","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 of early adolescents' psychological factors and academic outcomes: Three-year longitudinal study","authors":"Cheyeon Ha,&nbsp;Christina Cipriano","doi":"10.1016/j.appdev.2025.101831","DOIUrl":"10.1016/j.appdev.2025.101831","url":null,"abstract":"<div><div>The purpose of this longitudinal study is to explore how psychological factors in early adolescence predict subsequent academic achievement. Through secondary analyses, we analyzed the Korean Longitudinal Educational Study (KELS) national data collected from a cohort of 7234 students over a three-year period (i.e., 5th through 7th grades) on three psychological variables (i.e., self-management, social awareness, and academic stress) and academic achievement (i.e., standardized literacy and math tests). We analyzed longitudinal data focusing on between- and within-individual variation using the random intercept cross-lagged panel model (RI-CLPM) methods. The findings support that early adolescent learners' psychological factors and academic development are deeply interconnected, and results suggest that explicit social-emotional developmental support could positively contribute to student academic success in early adolescence from a developmental perspective.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101831"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331056","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":"Exploring children's naturalistic educational media use: Prevalence, domains, and correlates","authors":"Rebecca A. Dore,&nbsp;Kelly M. Purtell,&nbsp;Tzu-Jung Lin,&nbsp;Laura M. Justice","doi":"10.1016/j.appdev.2025.101814","DOIUrl":"10.1016/j.appdev.2025.101814","url":null,"abstract":"<div><div>Media use is a pervasive context in children's lives and has the potential to shape development. This study examines the prevalence of educational content in first graders' media use, the educational domains represented, and whether educational media use is related to socioeconomic status, child gender, and time spent using media and reading. Caregivers of 346 first graders reported children's three to five most-used shows/videos and three to five most-used apps/games, which were coded for educational content and domain. Caregivers also reported demographics and time children spent using media and reading. Educational content comprised a small but measurable portion of media use and gender but not socioeconomic status is related to educational media use. Educational media use was associated with less time spent using media and more time spent reading. Findings have implications for the promotion and creation of educational media for different populations and in diverse domains.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101814"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230278","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 of adolescent friendship stability: Links to internalizing and physical health symptoms","authors":"Alexandra D. Ehrhardt ,&nbsp;Adam J. Hoffman ,&nbsp;Hannah L. Schacter","doi":"10.1016/j.appdev.2025.101836","DOIUrl":"10.1016/j.appdev.2025.101836","url":null,"abstract":"<div><div>Although the protective effects of high-quality friendships in adolescence are well-established, less is known about how adolescents' friendship stability changes over time and whether adolescents' friendship stability shapes health outcomes. Using six waves of data from 388 adolescents (<em>M</em>_age = 14.05, <em>SD</em> = 0.41; 61% female), the current study examined trajectories of friendship stability across high school and assessed whether friendship stability predicted internalizing and physical health symptoms. Results demonstrated declines in friendship stability throughout high school and indicated that greater average levels of stability, but not linear trajectories of stability, over time predicted better health. Findings suggest that although friendships become increasingly unstable across high school, adolescents with higher overall levels of friendship stability experience better health.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101836"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571886","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":"Negative automatic thoughts, gratitude, and subjective happiness in Chinese children: A cross-lagged panel analysis","authors":"Hongqing Yao ,&nbsp;Jing Fang ,&nbsp;Ruibo Xie ,&nbsp;Xiaoyue Wang ,&nbsp;Die Wang ,&nbsp;Weijian Li ,&nbsp;Wan Ding","doi":"10.1016/j.appdev.2025.101832","DOIUrl":"10.1016/j.appdev.2025.101832","url":null,"abstract":"<div><div>Gratitude is a complex socioemotional construct that emerges during early childhood and undergoes developmental changes over time. This study aims to investigate the bidirectional relationships between negative automatic thoughts (NATs), gratitude, and subjective happiness among Chinese children. Additionally, we explored the mediating role of gratitude in the association between NATs and subjective happiness. A sample of 972 Chinese children (<em>M</em>_<em>age</em> = 9.60 years at baseline) completed assessments of NATs, gratitude, and subjective happiness at three different time points with six-month intervals. The findings revealed that gratitude significantly predicted subsequent levels of NATs and subjective happiness, while NATs also had a direct impact on subsequent levels of gratitude and subjective happiness. Moreover, subjective happiness at time 2 was found to significantly predict levels of gratitude and NATs only at time 3. Importantly, our results demonstrated that gratitude played a crucial mediating role in the relationship between NATs and subjective happiness across time. These novel findings contribute to our comprehensive understanding of how gratitude contributes to holistic development in children, providing valuable scientific evidence for positive development among Chinese children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101832"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522726","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":"Exploring the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties: The role of parents' self-compassion and mindful parenting","authors":"Matilde Paulo Rato ,&nbsp;Joana Serra ,&nbsp;Beatriz Boavida Gonçalves ,&nbsp;Maria Cristina Canavarro ,&nbsp;Raquel Pires","doi":"10.1016/j.appdev.2025.101816","DOIUrl":"10.1016/j.appdev.2025.101816","url":null,"abstract":"<div><div>Although adoptive parenthood appears to positively contribute to adoptees' emotional and behavioral development, little research has been done on the mechanisms through which adoptive parents may impact the developmental pathways of their children. This cross-sectional study aimed to explore the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties while examining the mediating role of adoptive parents' self-compassion and mindful parenting in this relationship, and to explore the extent to which the abovementioned associations differ from those observed in nonadoptive families. A sample of Portuguese adoptive parents (<em>n</em> = 400) and nonadoptive parents (<em>n</em> = 333) of children aged between 2 and 17 years old was collected through an online self-report survey. Serial mediation models showed that higher levels of adoptive parents' attachment-related avoidance or anxiety were associated with increased adoptees' emotional and behavioral difficulties. These relationships were found to be serially mediated by lower levels of self-compassion and mindful parenting. Moderated mediation analyses suggested that the association between parents' attachment anxiety and adoptees' emotional and behavioral difficulties through self-compassion and mindful parenting was significantly stronger in adoptive families compared to nonadoptive families. These findings contribute to a better understanding of the role adoptive parents might have on adoptees' postplacement emotional and behavioral difficulties, highlighting the importance of their levels of self-compassion and mindful parenting. They add new information for planning postadoption therapeutic services aimed to foster a positive adoptive parent–child relationship and, thus, the wellbeing of families challenged by adoption circumstances.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101816"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271107","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":"Pathways linking ethnic marginalization to Latino/a youth's academic success via depressive symptoms","authors":"Esther J. Calzada ,&nbsp;Roushanac Partovi ,&nbsp;Rebecca M.B. White ,&nbsp;Kathleen M. Roche","doi":"10.1016/j.appdev.2025.101840","DOIUrl":"10.1016/j.appdev.2025.101840","url":null,"abstract":"<div><div>The present study examined how two forms of marginalization – peer ethnic-racial discrimination and mothers' immigration-related stressors - were associated with changes in adolescents' grade point average by way of changes in adolescent depressive symptoms. A secondary aim was to examine <em>familismo</em> as a moderator mitigating marginalization's harmful effects on depressive symptoms. Data derived from a longitudinal study of 547 mother-adolescent dyads in suburban Atlanta, GA (<em>M</em>_<em>age</em> = 13.31 years old; 55.4 % girls; 10.4 % first-generation immigrants; 65.3 % second-generation immigrants; 24.3 % later generation immigrants). Most youth participants identified as only Latino/a (42 %) or Latino/a and White (31 %). Results showed that immigration-related stressors were associated with increases in adolescents' depressive symptoms, which in turn, was associated with poorer academic performance two years later. <em>Familismo</em> did not moderate any associations. Findings underscore the harmful effects of marginalizing experiences on Latino/a adolescents' adjustment.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101840"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665820","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":"Family functioning and youth adjustment: The role of sibling and friend security","authors":"Ryan J. Persram ,&nbsp;Melissa Commisso ,&nbsp;William M. Bukowski","doi":"10.1016/j.appdev.2025.101829","DOIUrl":"10.1016/j.appdev.2025.101829","url":null,"abstract":"<div><div>The present study examined the extent to which specific facets of family functioning were associated with adolescents' internalizing difficulties and the moderating effect of relationship security with a sibling and a best friend. This two-wave longitudinal study included 335 adolescents (<em>M</em> = 10.86, <em>SD</em> = 0.73) who completed a series of questionnaires on sibling and best friend security, as well as internalizing difficulties. Parents completed a measure on family functioning, which included two balanced scales (i.e., cohesion, flexibility) and four unbalanced scales (i.e., chaos, rigidity, enmeshment, disengagement). Results indicated that family chaos at T1 predicted increased depressed affect at T2. Additionally, cohesion predicted less depressed affect when sibling security was high. Chaos predicted greater depressed affect when friendship security was low or average. These findings provide support for the need to consider the specific familial and relational experiences that account for adolescents' social and emotional well-being.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101829"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313223","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":"Play therapy in preschool: Promoting teacher empathy and strengthening child-teacher bonds","authors":"Priscilla Goble ,&nbsp;Sarah M. Blalock ,&nbsp;Cambrian Nauman ,&nbsp;Toria Flynn ,&nbsp;Pond Ezra ,&nbsp;Sarah Moreno ,&nbsp;Emma Sharber","doi":"10.1016/j.appdev.2025.101838","DOIUrl":"10.1016/j.appdev.2025.101838","url":null,"abstract":"<div><div>A quasi-experimental design was used to examine a play therapy intervention (CTRT: Child Teacher Relationship Training) aimed to improve children's behavior, the quality of teacher-child relationships, and teacher's empathy. Participants included 18 teachers and 175 preschool children. Classrooms were assigned to CTRT, time-control, or business-as-usual conditions. Hierarchical regression analyses revealed a main effect of intervention condition for teacher empathy but not for child behavior and teacher-child relationship quality. CTRT teachers demonstrated improvements in empathic interactions. Follow-up analyses revealed that the effects of children's initial levels of behavior problems on post-intervention outcomes were moderated by intervention condition. Participation in the CTRT condition buffered the deleterious effects of initial behavior problems on later teacher-child relationship quality. Researchers concluded that this study provides preliminary evidence that CTRT may be effective in building teacher empathy and teacher-child closeness.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101838"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633240","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}