Social Development最新文献_第6页

Early childhood predictors of early school‐age academic skills and resilience among children living in poverty 贫困儿童早期学龄学习技能和适应能力的早期儿童预测因素

4区心理学

Social Development Pub Date : 2023-10-02 DOI: 10.1111/sode.12715

Daniel Ewon Choe, Santiago Barreda, Chardée A. Galán, Frances Gardner, Melvin N. Wilson, Thomas J. Dishion, Daniel S. Shaw

{"title":"Early childhood predictors of early school‐age academic skills and resilience among children living in poverty","authors":"Daniel Ewon Choe, Santiago Barreda, Chardée A. Galán, Frances Gardner, Melvin N. Wilson, Thomas J. Dishion, Daniel S. Shaw","doi":"10.1111/sode.12715","DOIUrl":"https://doi.org/10.1111/sode.12715","url":null,"abstract":"Abstract This longitudinal study of low‐income families tested neighborhood‐, family‐, and child‐centered promotive factors in early childhood, responses to an early family intervention, and their interactions as predictors of school‐entry levels of and early school‐age gains in academic skills. Using a racially‐diverse, low‐income sample ( n = 527) from a randomized controlled trial of the Family Check‐Up (FCU) intervention and Bayesian multilevel regression modeling, we tested whether neighborhood cohesion, positive mother–child engagement, and child self‐regulation in early childhood (ages 2–5 years) and their interactions with FCU group assignment predicted the intercept and slope of academic skills across child age 5, 7.5, and 8.5 years. Higher positive mother–child engagement and child self‐regulation predicted higher academic skills at school entry. An interaction between the FCU intervention and positive mother–child engagement predicted gains in academic skills compared to national norms. The findings suggest the FCU intervention leveraged positive mother–child engagement in early childhood to promote academic skills, offering a potential avenue from which to prevent income achievement gaps before school entry.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899984","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 and adolescents’ evaluations of wealth‐related STEM inequality 儿童和青少年对与财富相关的STEM不平等的评价

4区心理学

Social Development Pub Date : 2023-09-22 DOI: 10.1111/sode.12710

Luke McGuire, Christina Marlow, Adam J. Hoffman, Angelina Joy, Fidelia Law, Adam Hartstone‐Rose, Adam Rutland, Mark Winterbottom, Frances Balkwill, Karen P. Burns, Laurence Butler, Grace Fields, Kelly Lynn Mulvey

{"title":"Children's and adolescents’ evaluations of wealth‐related STEM inequality","authors":"Luke McGuire, Christina Marlow, Adam J. Hoffman, Angelina Joy, Fidelia Law, Adam Hartstone‐Rose, Adam Rutland, Mark Winterbottom, Frances Balkwill, Karen P. Burns, Laurence Butler, Grace Fields, Kelly Lynn Mulvey","doi":"10.1111/sode.12710","DOIUrl":"https://doi.org/10.1111/sode.12710","url":null,"abstract":"Abstract The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under‐representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents’ perceptions of STEM ability and access to opportunities as a function of wealth, as well as their desire to rectify such inequalities. Participants ( n = 234: early childhood, n = 70, mean age = 6.33, SD = .79; middle childhood, n = 92, mean age = 8.90, SD = .83 and early adolescence, n = 62, mean age = 12.00; SD = 1.16) in the U.K. (64% White British) and U.S. (40% White/European American) read about two characters, one high‐wealth and one low‐wealth. In early childhood, participants reported that the high‐wealth character would have greater STEM ability and were just as likely to invite either character to take part in a STEM opportunity. By middle childhood, participants were more likely to report equal STEM abilities for both characters and to seek to rectify inequalities by inviting the low‐wealth character to take part in a STEM opportunity. However, older participants reported that peers would still prefer to invite the high‐wealth character. These findings also varied by ethnic group status, with minority status participants rectifying inequalities at a younger age than majority status participants. Together these findings document that children are aware of STEM inequalities based on wealth and, with age, will increasingly seek to rectify these inequalities.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061648","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

Domain‐general or specific: How is children's understanding of deception socialized? 领域-一般或特定:儿童对欺骗的理解是如何社会化的?

4区心理学

Social Development Pub Date : 2023-09-22 DOI: 10.1111/sode.12712

Jedediah W. P. Allen, Demet Kara

{"title":"Domain‐general or specific: How is children's understanding of deception socialized?","authors":"Jedediah W. P. Allen, Demet Kara","doi":"10.1111/sode.12712","DOIUrl":"https://doi.org/10.1111/sode.12712","url":null,"abstract":"Abstract The current study investigated parenting influences on children's understanding of lie‐telling in eight different social situations. These social situations clustered into two broad categories that have been assumed in the literature: first, self‐oriented lies that were generally told to benefit the self (e.g., to avoid punishment or gain status); and second, socio‐culturally‐oriented lies that were told for more social reasons (e.g., to create positive affect, maintain modesty or politeness). Two types of parenting variables were also measured. The first concerned more general parenting practices and have been studied in the literature; while the second was about more specific parental deceptive behaviors like lying to your child for their compliance. Participants included 141 Turkish parent‐child dyads aged 7, 9, and 11. All children judged the self‐oriented and the socio‐cultural lies as inappropriate but more so for the self‐oriented ones; further, the socio‐cultural lies were judged less negatively with age. While general parenting practices did not predict children's judgments, for parental deceptive practices, there were strong negative relationships between parents’ use of threatening lies (e.g., “come with me or I'll leave you here”) and children's judgments for both self‐ and socio‐cultural lie types. The two main conclusions are that specific parental deceptive practices are more relevant than general parenting for understanding children's judgments about lie‐telling situations. Second, the assumed categorization of lies into “self‐” and “social‐” seems generally valid when using a plurality of situations. Finally, some issues related to the morality of lie‐telling are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061364","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

How bad is it to eat an intelligent chicken? Children's judgments of eating animals are less ‘self‐serving’ than adults 吃一只聪明的鸡有多糟糕?与成年人相比，孩子们对吃动物的判断不那么“自私”

4区心理学

Social Development Pub Date : 2023-09-14 DOI: 10.1111/sode.12709

Heather Henseler Kozachenko, Jared Piazza

引用次数: 0

Reputation and prosocial lies in development 信誉和亲社会在于发展

4区心理学

Social Development Pub Date : 2023-09-13 DOI: 10.1111/sode.12711

Cynthia Xinran Guo, Philippe Rochat

引用次数: 0

Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation. 同伴情绪与二年级儿童学业成绩：测试儿童行为自我调节的调节作用。

IF 1.6 4区心理学

Social Development Pub Date : 2023-08-01 Epub Date: 2022-11-16 DOI: 10.1111/sode.12657

Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Rebecca H Berger, Sarah K Johns, Anjolii Diaz, Diana E Gal-Szabo, Marilyn S Thompson, Jody Southworth, Armando A Pina

{"title":"Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation.","authors":"Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Rebecca H Berger, Sarah K Johns, Anjolii Diaz, Diana E Gal-Szabo, Marilyn S Thompson, Jody Southworth, Armando A Pina","doi":"10.1111/sode.12657","DOIUrl":"10.1111/sode.12657","url":null,"abstract":"Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's (N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and children's own academic achievement in second grade. There was a positive association between peers' positive emotionality and reading scores for children with higher self-regulation. Peers' negative emotionality was negatively related to target children's reading scores, particularly for children with higher self-regulation levels, but was unrelated to math scores. Peers' positive and negative emotionality did not predict math scores, and there was no strong evidence for the moderating role of target children's self-regulation in this association. This study highlights the potential role of children's self-regulation in modulating peer effects on academic achievement, particularly reading.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"32 3","pages":"793-812"},"PeriodicalIF":1.6,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10545340/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41158964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Social Development 社会发展

4区心理学

Social Development Pub Date : 2023-07-28 DOI: 10.1111/sode.12614

引用次数: 0

Social Development 社会发展

4区心理学

Social Development Pub Date : 2023-04-12 DOI: 10.1111/sode.12612

引用次数: 0

Social Development 社会发展

4区心理学

Social Development Pub Date : 2023-01-17 DOI: 10.1111/sode.12610

引用次数: 0

Parental Emotion Coaching Moderates the Effects of Family Stress on Internalizing Symptoms in Middle Childhood and Adolescence. 父母情绪辅导调节家庭压力对儿童中期和青少年内化症状的影响。

IF 2 4区心理学

Social Development Pub Date : 2021-11-01 Epub Date: 2021-07-12 DOI: 10.1111/sode.12519

Frances M Lobo, Erika Lunkenheimer, Rachel G Lucas-Thompson, Natasha S Seiter

{"title":"Parental Emotion Coaching Moderates the Effects of Family Stress on Internalizing Symptoms in Middle Childhood and Adolescence.","authors":"Frances M Lobo, Erika Lunkenheimer, Rachel G Lucas-Thompson, Natasha S Seiter","doi":"10.1111/sode.12519","DOIUrl":"https://doi.org/10.1111/sode.12519","url":null,"abstract":"The present study examined the moderating effects of parental meta-emotion philosophy on the relation between family stress and youth internalizing symptoms. A two-study approach was applied to explore these relations in socioeconomically diverse samples with respect to a self-reported parental emotion coaching (EC) and parental emotion dismissing (ED) meta-emotion philosophy in Study 1 (N = 153; youth ages 10-17 years; 52% female; 49% White, 26% multiracial, 17% African American, 6% Asian American, 1% Latinx, and 1% American Indian) and observed parental EC and ED behaviors in whole-family interactions in Study 2 (N = 82; youth ages 8-11.75 years; 52% female; 57% White, 22% African American, 19% multiracial, and 2% Asian). Across both studies, EC was a buffer such that positive associations between family stress and youth internalizing symptoms were only present when parental EC philosophy or EC behaviors were lower. Additionally, in Study 1, more EC was protective: the relation between family stress and youth internalizing symptoms was negative when parental EC philosophy was higher. Findings suggest parental EC buffers youth internalizing symptoms from the detrimental effects of family stress. Therefore, the inclusion of family-level risk processes and the effects of both parental beliefs and observed parenting behaviors can inform research on youth psychosocial adjustment.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"30 4","pages":"1023-1039"},"PeriodicalIF":2.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12519","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33496943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10