Journal of Applied Developmental Psychology最新文献_第9页

Longitudinal relationship between parent–child attachment and suicidal ideation in children: Mediating roles of beliefs about adversity and hope 亲子依恋与儿童自杀倾向之间的纵向关系：逆境和希望信念的中介作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-24 DOI: 10.1016/j.appdev.2024.101700

Mengxue Fang, Ruibo Xie, Wan Ding, Yu Zhang, Ye Zhang, Min Jiang, Weijian Li

{"title":"Longitudinal relationship between parent–child attachment and suicidal ideation in children: Mediating roles of beliefs about adversity and hope","authors":"Mengxue Fang, Ruibo Xie, Wan Ding, Yu Zhang, Ye Zhang, Min Jiang, Weijian Li","doi":"10.1016/j.appdev.2024.101700","DOIUrl":"10.1016/j.appdev.2024.101700","url":null,"abstract":"<div><p>Suicide has been an important topic in recent years, but no previous studies have investigated suicide from the perspective of parent–child attachment and positive psychological qualities. Thus, we aimed to examine the relationship between parent–child attachment and children's suicidal ideation, as well as the mechanism involved. In total, 681 fourth-grade students from three elementary schools in Suzhou, China, were surveyed for two years. The results showed the following. (1) Mother–child attachment directly predicted suicidal ideation in children whereas father–child attachment did not. (2) Mother–child attachment indirectly predicted suicidal ideation in children via beliefs about adversity and hope, and father–child attachment indirectly predicted suicidal ideation in children via beliefs about adversity. (3) Parent–child attachment indirectly predicted suicidal ideation in children through beliefs about adversity (<em>M</em><sub>1</sub>) and hope (<em>M</em><sub>2</sub>) as a mediator set. Revealing the mechanisms associated with the generation and formation of suicidal ideation in children can help prevent possible future suicidal behaviors in children.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101700"},"PeriodicalIF":2.2,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048681","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

Empowering behaviors to address race with kids (EmBARK): A racial socialization program for white families 与孩子一起解决种族问题的授权行为（EmBARK）：针对白人家庭的种族社会化计划

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-21 DOI: 10.1016/j.appdev.2024.101696

Katharine E. Scott , Nicole Huth , Eren Fukuda , Kristin Shutts , Patricia G. Devine

{"title":"Empowering behaviors to address race with kids (EmBARK): A racial socialization program for white families","authors":"Katharine E. Scott , Nicole Huth , Eren Fukuda , Kristin Shutts , Patricia G. Devine","doi":"10.1016/j.appdev.2024.101696","DOIUrl":"10.1016/j.appdev.2024.101696","url":null,"abstract":"<div><p>We evaluated the EmBARK (Empowering Behaviors to Address Race with Kids) program, which we developed to help White parents in the US address race and racial biases with their White 5- to 7-year-old children. Parents (<em>N</em> = 73) completed EmBARK or control condition activities matched for time commitment and engagement with their child. We achieved remarkable compliance with EmBARK, with 95% of parents completing every program component. Parents also liked EmBARK, found EmBARK useful, and successfully implemented EmBARK activities with their children. Parents praised EmBARK's structured guidance for having conversations about race with their children. Parents in the EmBARK condition (vs. control) expressed more concern about, and self-efficacy to address, children's racial biases. This study lays groundwork for assessing the long-term impact of EmBARK on reducing children's racial biases. The findings provide hope that when given resources and guidance, White parents could become active agents in addressing children's racial biases.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101696"},"PeriodicalIF":2.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142020651","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 role of cognitive flexibility in emergent literacy 认知灵活性在萌芽识字中的作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-20 DOI: 10.1016/j.appdev.2024.101692

Dana Tal, Shelley Shaul

引用次数: 0

Classroom social hierarchy and associations between children's behavioral control and peer relationships 课堂社会等级与儿童行为控制和同伴关系之间的联系

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-20 DOI: 10.1016/j.appdev.2024.101698

Monica S. Lu , Tzu-Jung Lin , Laura M. Justice , Kelly Purtell , Arya Ansari , Nan Xiao

{"title":"Classroom social hierarchy and associations between children's behavioral control and peer relationships","authors":"Monica S. Lu , Tzu-Jung Lin , Laura M. Justice , Kelly Purtell , Arya Ansari , Nan Xiao","doi":"10.1016/j.appdev.2024.101698","DOIUrl":"10.1016/j.appdev.2024.101698","url":null,"abstract":"<div><p>Our study investigated concurrent associations between classroom-level social hierarchy and preschool to third-grade children's friendship and victimization. We considered its moderating role in the associations between children's behavioral control and their friendship and victimization, and explored grade level differences. We conducted three parallel sets of analyses using three operationalizations of classroom social hierarchy: social impact, peer liking, and social preference. Results revealed the three operationalizations of classroom social hierarchy were positively associated with victimization but not friendship. In hierarchical classrooms (operationalized as social preference), children with higher behavioral control had more friends and experienced less victimization (though random slope was nonsignificant) than children with lower behavioral control. In less hierarchical classrooms, behavioral control was unrelated to friendship and victimization. Analyses using social impact or peer liking did not show significant interactions. Associations were consistent across grade levels. Findings underscore the roles of classroom social hierarchy in young children's peer relationships.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101698"},"PeriodicalIF":2.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011714","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

Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach 在预测儿童自我调节和社会情感技能时研究师幼关系概况：多层次潜在概况法

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-20 DOI: 10.1016/j.appdev.2024.101697

Jing Li, Barry Bai

{"title":"Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach","authors":"Jing Li, Barry Bai","doi":"10.1016/j.appdev.2024.101697","DOIUrl":"10.1016/j.appdev.2024.101697","url":null,"abstract":"<div><p>Numerous studies have highlighted the crucial role of teacher-child relationships in children's self-regulation and social-emotional skills. However, whether teacher-child relationship profiles are linked to self-regulation and social-emotional skills remains unclear. The present study employed multilevel latent profile analysis (MLPA) to explore the teacher-child relationship profiles and their associations with self-regulation and social-emotional skills at both the child and class levels. Utilizing data from 584 children nested in 42 preschool classes, single-level LPA unveiled three teacher-child relationship profiles associated with different self-regulation and social-emotional skills. Notably, closeness and conflict emerged as significant factors in profile assignments. Children with low closeness and high conflict tended to experience challenges in self-regulation and social-emotional skills, whereas those with moderate to high closeness reported better outcomes. Furthermore, MLPA identified three class profiles based on the prevalence of children's profiles and their relationships with different class-mean self-regulation and social-emotional skills. Children's age, gender, and teachers' teaching experience were identified as factors related to child- and class-level profiles. These findings emphasize the interplay between teacher-child relationship profiles and classroom dynamics in relation to children's self-regulation and social-emotional skills within a Chinese cultural context.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101697"},"PeriodicalIF":2.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011643","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

From opportunity gap to opportunity yield: The benefits of out-of-school authentic mentored research for youth from historically marginalized communities in STEM 从机会差距到机会收益：校外真实指导研究对 STEM 领域历史上被边缘化社区青年的益处

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-19 DOI: 10.1016/j.appdev.2024.101694

Karen Hammerness , Preeti Gupta , Rachel Chaffee , Peter Bjorklund Jr. , Anna MacPherson , Mahmoud Abouelkheir , Lucie Lagodich , Tim Podkul , Daniel Princiotta , Kea Anderson , Jennifer D. Adams , Alan J. Daly

{"title":"From opportunity gap to opportunity yield: The benefits of out-of-school authentic mentored research for youth from historically marginalized communities in STEM","authors":"Karen Hammerness , Preeti Gupta , Rachel Chaffee , Peter Bjorklund Jr. , Anna MacPherson , Mahmoud Abouelkheir , Lucie Lagodich , Tim Podkul , Daniel Princiotta , Kea Anderson , Jennifer D. Adams , Alan J. Daly","doi":"10.1016/j.appdev.2024.101694","DOIUrl":"10.1016/j.appdev.2024.101694","url":null,"abstract":"<div><p>Our longitudinal, mixed methods study explores the experiences of over five hundred youth in long-term mentored research experiences outside of school, paired with data on their reports of plans to pursue STEM. Our participants, youth from historically marginalized communities, represent the most promise for diversifying STEM: 81% are students of color, and almost half are multilingual. This paper shares an analysis of a cross-section of quantitative data collected from this large-scale study as well as qualitative data in the form of participant interviews. Drawing from our quantitative data, we find that in stark contrast to the opportunity gaps that youth like our participants encounter, participating in out of school research generates a ‘yield’ of opportunities to engage in science practices–significantly more than in school– and to contribute meaningfully to a science community of practice. Our qualitative data suggests that this ‘opportunity yield’ may also contribute to their continued pursuit of STEM. Taken together, these findings underscore the critical role that learning in out-of-school mentored research settings can play for students revealing its important, complementary role in a STEM ecosystem.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101694"},"PeriodicalIF":2.2,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000637/pdfft?md5=1a23a926898dec6d01cb90e552e2c82d&pid=1-s2.0-S0193397324000637-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006403","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

Under pressure: Effects of distraction and reappraisal on adolescents' psychophysiological stress responses 压力之下：转移注意力和重新评估对青少年心理生理压力反应的影响

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-17 DOI: 10.1016/j.appdev.2024.101693

Jolien Braet, Matteo Giletta, Laura Wante, Caroline Braet

{"title":"Under pressure: Effects of distraction and reappraisal on adolescents' psychophysiological stress responses","authors":"Jolien Braet, Matteo Giletta, Laura Wante, Caroline Braet","doi":"10.1016/j.appdev.2024.101693","DOIUrl":"10.1016/j.appdev.2024.101693","url":null,"abstract":"<div><p>Although cognitive reappraisal and distraction are generally both beneficial to down-regulate negative affect, it remains unknown whether one may be more effective in helping adolescents handle stressful situations. Therefore, this study compared the effects of both strategies on adolescent's psychophysiological stress responses. Belgian adolescents (<em>N</em> = 82, <em>M</em><sub><em>age</em></sub> = 13.99 years, <em>SD</em><sub><em>age</em></sub> = 0.62; 38% males) received a 100-min training on cognitive reappraisal or distraction to ensure adolescents could use the strategies when instructed; subsequently they were exposed to a standardized interpersonal stressor after which they were instructed to use the learned technique. As compared to participants in the cognitive reappraisal condition, participants in the distraction condition reported larger increases in positive affect during the initial minutes of stress recovery. However, no clear differences emerged when examining negative affect and respiratory sinus arrythmia recovery. These findings provide new insights into the effectiveness of cognitive reappraisal and distraction in adolescents.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101693"},"PeriodicalIF":2.2,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997293","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 impact of brief information-based interventions on the home math environment 基于信息的简短干预对家庭数学环境的影响

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-07 DOI: 10.1016/j.appdev.2024.101682

Ashli-Ann Douglas , Camille Msall , Faith Logan , Bethany Rittle-Johnson

{"title":"The impact of brief information-based interventions on the home math environment","authors":"Ashli-Ann Douglas , Camille Msall , Faith Logan , Bethany Rittle-Johnson","doi":"10.1016/j.appdev.2024.101682","DOIUrl":"10.1016/j.appdev.2024.101682","url":null,"abstract":"<div><p>This study evaluated the effect of two light-touch home math environment (HME) interventions on parental math support, knowledge about early math development, and expectations for their child's math development, with attention to both numeracy and repeating patterns. Participants were 107 parents (74% college educated, 53% high income, 54% White, 36% Black) and their four-year-old children. Parents completed surveys and a parent-child play session before and after an intervention during which they received information about numeracy (<em>n</em> = 54) or patterning (<em>n</em> = 53) development via a brief discussion and text messaging. The interventions increased some aspects of parental math support, particularly the frequency of observed support of patterning skills. However, potentially due to ceiling effects prior to the interventions, they did not substantially impact parental knowledge about nor expectations for early math development. We discuss these results with attention to the promise of light-touch HME interventions that utilize text messaging.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101682"},"PeriodicalIF":2.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000510/pdfft?md5=cf43791823137f61215da805737b467d&pid=1-s2.0-S0193397324000510-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943402","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

Cross-lagged analysis of cyberbullying and cybervictimization: The critical roles of resistance to peer pressure and online socializing among adolescents 网络欺凌和网络受害的交叉滞后分析：青少年抵制同伴压力和网络社交的关键作用

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-08-01 DOI: 10.1016/j.appdev.2024.101680

Hezron Onditi , Bowen Xiao , Natasha Parent , Danielle Law , Takara Bond , Johanna Sam , Jennifer Shapka

{"title":"Cross-lagged analysis of cyberbullying and cybervictimization: The critical roles of resistance to peer pressure and online socializing among adolescents","authors":"Hezron Onditi , Bowen Xiao , Natasha Parent , Danielle Law , Takara Bond , Johanna Sam , Jennifer Shapka","doi":"10.1016/j.appdev.2024.101680","DOIUrl":"10.1016/j.appdev.2024.101680","url":null,"abstract":"<div><p>The aim of this three-wave longitudinal study was to examine associations among cyberbullying, cybervictimization, resistance to peer pressure, and online socializing among Canadian adolescents. A total of 378 adolescents (192 boys; <em>M</em><sub><em>age</em></sub> = 13.02 years, <em>SD</em> = 0.71 year) from Southern British Columbia participated in this study. A self-report questionnaire was used to collect data over a period of three years. Results indicated that resistance to peer pressure at Time 1 predicted lower levels of reported engagement in cyberbullying behavior and fewer reported experiences of cybervictimization at Time 2. In addition, resistance to peer pressure at Time 2 predicted fewer experiences of cybervictimization at Time 3. Finally, a significant reciprocal association was found between cybervictimization and online socializing from Time 1 to Time 2, and online socializing at Time 2 predicted cybervictimization at Time 3. For implications, empirically informed educational programs on resistance to peer pressure and with proper content targeting time spent online and online socializing are recommended.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101680"},"PeriodicalIF":2.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885390","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

Dispositional and state sadness, interpersonal features, and internalizing/externalizing symptoms: A network analysis 倾向性和状态性悲伤、人际关系特征以及内化/外化症状：网络分析

IF 2.2 2区心理学

Journal of Applied Developmental Psychology Pub Date : 2024-07-29 DOI: 10.1016/j.appdev.2024.101678

Edoardo Saija , Matti Cervin , Roberto Baiocco , Barbara Barcaccia , Salvatore Ioverno , Susanna Pallini

{"title":"Dispositional and state sadness, interpersonal features, and internalizing/externalizing symptoms: A network analysis","authors":"Edoardo Saija , Matti Cervin , Roberto Baiocco , Barbara Barcaccia , Salvatore Ioverno , Susanna Pallini","doi":"10.1016/j.appdev.2024.101678","DOIUrl":"10.1016/j.appdev.2024.101678","url":null,"abstract":"<div><p>Sadness serves adaptive functions in restructuring one's objectives and strategies in loss situations. This study examined the relationship between the effects of sadness, social components, and psychopathological issues in children, distinguishing between state and dispositional sadness. A semi-structured written interview about a specific moment of sadness and questionnaires to measure interpersonal features (empathy, prosocial behavior, and attachment) and psychopathological symptoms (internalizing/externalizing symptoms) were administered to 476 children (age range: 7–10 years, <em>M</em> = 8.81, <em>SD</em> = 1.07; 52.3% female; 91% White) from various primary schools in central Italy, along with their teachers. Network Analysis and Multivariate Linear Regression Analysis showed that state sadness was positively associated with affective empathy, whereas dispositional sadness was positively associated with internalizing/externalizing symptoms. The findings offer insights to parents and educators on the importance of recognizing and accepting sadness as an adaptive response contingent on sad events.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101678"},"PeriodicalIF":2.2,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0193397324000479/pdfft?md5=2c19d590ddee2a2538f9b494d7c2b6f2&pid=1-s2.0-S0193397324000479-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885391","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