Social Development最新文献_第3页

Social Development 社会发展

IF 2 4区心理学

Social Development Pub Date : 2024-04-11 DOI: 10.1111/sode.12688

引用次数: 0

Longitudinal study examining academic expectation stress and distrust for Chinese adolescents: The roles of internalizing problems and hope 对中国青少年学业期望压力和不信任的纵向研究：内化问题和希望的作用

IF 2 4区心理学

Social Development Pub Date : 2024-04-08 DOI: 10.1111/sode.12743

Ningning Feng, Ying Yang, Zhaoyang Xie, Tian Qiu, Lijuan Cui

{"title":"Longitudinal study examining academic expectation stress and distrust for Chinese adolescents: The roles of internalizing problems and hope","authors":"Ningning Feng, Ying Yang, Zhaoyang Xie, Tian Qiu, Lijuan Cui","doi":"10.1111/sode.12743","DOIUrl":"https://doi.org/10.1111/sode.12743","url":null,"abstract":"Distrust in social interaction is linked to health issues during adolescence, ranging from loneliness to aggression engagement. Previous research has attempted to elucidate the decline in trust from the perspective of perceived pressures, yet the understanding of how academic‐related pressures are related to distrust among adolescents is still limited. This 1‐year longitudinal study aims to examine the psychological mechanism underlying the relationship between academic expectation stress (i.e., the stress due to the external and internal expectations of academic performance) and the development of adolescent distrust. A total of 1992 Chinese adolescents in 7th and 8th grades completed measures of academic expectation stress, distrust, internalizing problems (i.e., stress, anxiety, and depression), and hope in a two‐wave longitudinal study (Time 1: December 2020; Time 2: December 2021; 54.42% girls; Mage at Time 2 = 14.02, SD = .76). Results showed that higher academic expectation stress at Time 1 predicted distrust 1 year later through increased internalizing problems. The relationship between academic expectation stress and later distrust as well as the longitudinal mediating effects of internalizing problems were stronger for adolescents with lower hope, whereas the total effect, direct effect, and mediation effects were nonsignificant for those with higher hope. The present study suggests that stressful academic expectations may impact adolescents’ intention to trust others, and highlights the protective role of hope in the psychosocial adjustment of adolescents who encounter stress from academic expectations.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140731724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

A 6‐year longitudinal exploration of diversity in ethnically/racially minoritized children's early peer circles 对少数族裔/种族儿童早期同伴圈子多样性的六年纵向探索

IF 2 4区心理学

Social Development Pub Date : 2024-04-05 DOI: 10.1111/sode.12744

Anna Bennet, Yana Kuchirko, May Ling D. Halim, Philip R. Costanzo, Carol L. Martin, Adam Stanaland, Diane Ruble

{"title":"A 6‐year longitudinal exploration of diversity in ethnically/racially minoritized children's early peer circles","authors":"Anna Bennet, Yana Kuchirko, May Ling D. Halim, Philip R. Costanzo, Carol L. Martin, Adam Stanaland, Diane Ruble","doi":"10.1111/sode.12744","DOIUrl":"https://doi.org/10.1111/sode.12744","url":null,"abstract":"Exposure to diverse peers can expand children's experiences and skillsets, and these positive effects linger beyond childhood. Yet, little is known about the ethnic/racial, gender, and age diversity in children's peer groups and how it may shift over time. Even less is known about these patterns among US nonwhite children. In the present study, we thus explored how diversity (with regard to ethnicity/race, gender, and age) in ethnically minoritized children's peer groups change from infancy through early childhood and tested whether the diversity of early peer groups remained stable across time. Over a 6‐year period we followed 234 children (ages 1–6; 115 girls) from three large ethnic/racial minority groups in the United States: African American, Dominican American, and Mexican American. With age, children's peer groups increased in ethnic/racial diversity but decreased in gender and age diversity. Moreover, children's early peer diversity (at/around age 2–4) positively predicted the diversity of their later peer groups (at/around age 6) across all three types of diversity. This study provides novel insights into how children's peer groups change and grow in early development, particularly focusing on children from backgrounds that have been historically underrepresented in psychological science.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Solitary groups: A latent profile analysis of motivations for social withdrawal and experiences of solitude in late childhood and early adolescence 孤独群体：对童年晚期和青少年早期社会退缩动机和孤独体验的潜在特征分析

IF 2 4区心理学

Social Development Pub Date : 2024-04-02 DOI: 10.1111/sode.12742

Matilde Brunetti, Stefania Sette, Tiffany Cheng, Fiorenzo Laghi, Emiddia Longobardi, Concetta Pastorelli, Antonio Zuffianò, Robert J. Coplan

{"title":"Solitary groups: A latent profile analysis of motivations for social withdrawal and experiences of solitude in late childhood and early adolescence","authors":"Matilde Brunetti, Stefania Sette, Tiffany Cheng, Fiorenzo Laghi, Emiddia Longobardi, Concetta Pastorelli, Antonio Zuffianò, Robert J. Coplan","doi":"10.1111/sode.12742","DOIUrl":"https://doi.org/10.1111/sode.12742","url":null,"abstract":"The present study aims to differentiate groups of children and early adolescents characterized by their motivations for social withdrawal and personal experiences with solitude. Participants were N = 561 (307 girls) children and early adolescents, aged 8–14 years (M = 11.32, SD = 1.63), who completed self-report assessments of motivations for social withdrawal (i.e., shyness, unsociability), social/asocial dissatisfaction (i.e., loneliness, aloneliness), time alone, affect during solitude, personality traits (i.e., Big Five), and indices of internalizing difficulties (i.e., social anxiety, depression). Results from a Latent Profile Analysis (LPA) provided evidence of three distinct groups characterized by different motivations for social withdrawal and experiences with solitude: (1) the shy group, characterized by higher levels of loneliness, social anxiety, depression, and emotional instability; (2) the unsociable group, who reported higher levels of aloneliness and average scores of extraversion and internalizing difficulties; and (3) the sociable group, characterized by lower levels of both loneliness and aloneliness, and higher levels of extraversion. Overall, findings confirmed the heterogeneity in how children and early adolescents experience solitude, their motivations, and individual dispositions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Early intergroup coalition: Toddlers attribute fair distributions to Black rather than White distributors 早期群际联盟：幼儿将公平分配归功于黑人而非白人分配者

IF 2 4区心理学

Social Development Pub Date : 2024-03-31 DOI: 10.1111/sode.12740

Alessandra Geraci, Elena Commodari, Paola Perucchini

{"title":"Early intergroup coalition: Toddlers attribute fair distributions to Black rather than White distributors","authors":"Alessandra Geraci, Elena Commodari, Paola Perucchini","doi":"10.1111/sode.12740","DOIUrl":"https://doi.org/10.1111/sode.12740","url":null,"abstract":"Racial concepts emerge in preschool age, and affect children's evaluations of others’ actions. This research investigated whether 2.5-year-old and 7-year-old children's (N = 160; 100% White) evaluations may be influenced by an initial racial bias when both out-group and in-group protagonists were evaluated directly by attributing the responsibility of negative or positive outcomes (i.e., fair or unfair distributions of resources). After seeing each of two familiarization events, displaying fair and unfair distributions performed by a hidden distributor, toddlers were asked to assign positive and negative outcomes to two distributors that were portrayed on drawings (Experiment 1) or photographs (Experiments 2–3) of White or Black faces. Seven-year-old children were assessed with the same forced-choice character task by using photographs (Experiment 4). Toddlers showed a significant tendency to attribute a fair distribution of resources to Black faces only when these were shown by photographs. Conversely, 7-year-olds manifested a pro-White/anti-Black racial bias. These findings support prior literature on the age-related development of race prejudice starting not before the three years of life, and shed light on an initial state that is aimed at intergroup coalitions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

If looks could talk: Threat and familiarity influence with whom and how infants interact in ambiguous situations 如果外表会说话威胁和熟悉程度影响婴儿在模棱两可的情况下与谁互动以及如何互动

IF 2 4区心理学

Social Development Pub Date : 2024-03-23 DOI: 10.1111/sode.12741

Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt

{"title":"If looks could talk: Threat and familiarity influence with whom and how infants interact in ambiguous situations","authors":"Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt","doi":"10.1111/sode.12741","DOIUrl":"https://doi.org/10.1111/sode.12741","url":null,"abstract":"We investigated how apparent threat of an ambiguous stimuli modulates infants’ looking to interaction partners of varying familiarity (mother, familiar experimenter, unfamiliar experimenter). We hypothesized a preference for familiar informants under higher apparent threat, but a preference for unfamiliar informants under lower apparent threat. The informant encouraged infants (N = 104, 8–13 months) to cross a visual cliff in one of two apparent threat conditions (lower vs. higher drop‐off). Under lower threat, infants looked equally long to all informants, but switched gazes more often between their mother and the cliff. Infants explored the cliff more and crossed more often in the mother condition compared to the other two conditions. They also expressed less negative affect in the presence of the mother compared to the unfamiliar experimenter, but not compared to the familiar experimenter. Under high threat, a similar pattern emerged, except that looking duration to the unfamiliar informant was shorter compared to the low threat condition. Heart rate acceleration appeared when infants were placed on the cliff compared to a baseline phase. Higher levels of negative affectivity (but not higher arousal) were observed under higher compared to lower threat. Overall, we found little evidence of the influence of threat within the visual cliff task. We argue that infants may have perceived the cliff as quite challenging even in the lower threat condition and call for more research on the situational embeddedness of early social learning processes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Convergent and divergent parental emotion socialization processes shape children's emotional responding 父母情绪社会化过程的趋同性和差异性塑造了儿童的情绪反应

IF 2 4区心理学

Social Development Pub Date : 2024-03-12 DOI: 10.1111/sode.12739

Laura DeLoretta, Elizabeth L. Davis

{"title":"Convergent and divergent parental emotion socialization processes shape children's emotional responding","authors":"Laura DeLoretta, Elizabeth L. Davis","doi":"10.1111/sode.12739","DOIUrl":"https://doi.org/10.1111/sode.12739","url":null,"abstract":"Parents have an essential role in shaping children's emotional responses, a process called emotional socialization. Typically, researchers measure parental socialization behaviors via self‐report and in‐laboratory observations. However, the extent to which there is convergence between parents’ reported and enacted socialization practices is an open question. The aims of the current study were (1) to quantify the convergence/divergence in parents’ reported and enacted emotional socialization practices and (2) to analyze how convergence/divergence in specific parent socialization practices relates to children's emotional responding across different contexts (alone and with a parent). Participants were a diverse sample of 181 parent‐child dyads (children ages 3–11). We analyzed emotion socialization strategies (problem‐focused reactions, emotion‐focused reactions, expressive encouragement, punishing reactions, minimizing reactions, and distress reactions) as they related to children's behavioral and physiological responding to an emotional challenge. We found an overall pattern of divergence for most socialization strategies, but convergence for problem‐focused reactions. For children's observed distress, a convergent pattern of reported and enacted minimizing specifically was related to more distress while alone. For children's physiological reactivity, enacted problem‐solving was related to greater parasympathetic decreases across social context (from being alone to being with parent). Taken together, our findings suggest that convergence and divergence in parental emotional socialization practices may capture unique variability in how parents contextually respond to children's feelings, and children's emotional responding.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Children's help‐seeking expectations during preschool years: The effects of situational stress levels and help‐seekers’ competence 学龄前儿童的求助期望：情境压力水平和求助者能力的影响

IF 2 4区心理学

Social Development Pub Date : 2024-03-11 DOI: 10.1111/sode.12737

Chenglong Jia, Xuan Xia, Yuan Shen, Jingmei Wang, Jinliang Qin

{"title":"Children's help‐seeking expectations during preschool years: The effects of situational stress levels and help‐seekers’ competence","authors":"Chenglong Jia, Xuan Xia, Yuan Shen, Jingmei Wang, Jinliang Qin","doi":"10.1111/sode.12737","DOIUrl":"https://doi.org/10.1111/sode.12737","url":null,"abstract":"Help‐seeking is a common strategy for children to cope with daily stress. However, little is known as to how children make help‐seeking expectations during early development. The current study examined the effects of situational stress levels and help‐seekers’ competence on children's expectations of help‐seeking behavior and willingness from age 4 to 6. We manipulated situational stress levels and help‐seekers’ competence in a social expectation task. Children were tested to determine their expectations of help‐seeking behavior and willingness. Two hundred and twenty‐one Han Chinese children aged 4–6 from a city in East China participated in this study. We found that 5‐ to 6‐year‐olds expected the incompetent help‐seekers to seek support more than the competent help‐seekers regardless of situational stress levels. However, 4‐ to 5‐year‐olds made expectations as such only in the low‐stress condition. These results suggest that both situational stress levels and help‐seekers’ competence influence 4‐ to 6‐year‐old children's help‐seeking expectations, and the influence varies across ages.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Long-term implications of childhood and adolescent popularity for social behavior and status in emerging adulthood 童年和青少年时期的受欢迎程度对成年后社会行为和地位的长期影响

IF 2 4区心理学

Social Development Pub Date : 2024-03-06 DOI: 10.1111/sode.12735

Nina S. Chmielowice-Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen

{"title":"Long-term implications of childhood and adolescent popularity for social behavior and status in emerging adulthood","authors":"Nina S. Chmielowice-Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen","doi":"10.1111/sode.12735","DOIUrl":"https://doi.org/10.1111/sode.12735","url":null,"abstract":"Peer status is associated with social functioning throughout childhood and adolescence, but little is known about its’ long-term implications. This study examined longitudinal associations of childhood and adolescent popularity with social behavior and status in emerging adulthood. In line with concurrent associations of popularity with social behavior, we hypothesized that childhood popularity would be associated with a positive, prosocial profile, and adolescent popularity would be associated with a powerful and forceful profile. As research has shown curvilinear associations of popularity with aggression in childhood and adolescence, we also examined whether longitudinal associations were curvilinear. Peer-nominated popularity was measured at 9 and 16 years of age for 118 longitudinal participants. At age 24, they participated in a survey and an online video call session together with three unfamiliar peers, after which everyone in the session rated each other's social behavior. Results showed significant curvilinear associations of childhood and adolescent popularity with emerging adult social behavior and status. Childhood popularity was associated with positive, prosocial behavior and status indicators, showing that in addition to high childhood popularity, also low childhood popularity was associated with higher peer-reported positive, prosocial behavior. High adolescent popularity was associated with both positive, prosocial, and powerful and forceful behavior and status indicators, with especially low adolescent popularity associated with lower levels of these behaviors and status in emerging adulthood. Childhood and adolescent popularity were thus uniquely and differentially associated with social behavior and status in emerging adulthood.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment 在接受特殊教育和心理健康治疗的儿童和青少年中测量社会和情感功能，作为青少年积极发展的一个方面

IF 2 4区心理学

Social Development Pub Date : 2024-03-06 DOI: 10.1111/sode.12738

Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris

{"title":"Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment","authors":"Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris","doi":"10.1111/sode.12738","DOIUrl":"https://doi.org/10.1111/sode.12738","url":null,"abstract":"This study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD-SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD-SF and the Social-emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within-person variability from between-person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social-emotional constructs from the PYD-SF and an assessment of social-emotional assets and resilience were examined. A two-level confirmatory factor analysis using seven PYD factors and the Social-Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social-emotional constructs from the PYD-SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social-emotional constructs of the PYD-SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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