Social Development最新文献_第7页

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

Household Chaos, Parental Responses to Emotion, and Child Emotion Regulation in Middle Childhood. 家庭混乱、父母情绪反应与儿童中期情绪调节。

IF 2 4区心理学

Social Development Pub Date : 2021-08-01 Epub Date: 2020-12-11 DOI: 10.1111/sode.12500

Yelim Hong, Sarah A McCormick, Kirby Deater-Deckard, Susan D Calkins, Martha Ann Bell

{"title":"Household Chaos, Parental Responses to Emotion, and Child Emotion Regulation in Middle Childhood.","authors":"Yelim Hong, Sarah A McCormick, Kirby Deater-Deckard, Susan D Calkins, Martha Ann Bell","doi":"10.1111/sode.12500","DOIUrl":"https://doi.org/10.1111/sode.12500","url":null,"abstract":"Parents' responses to children's negative emotional states play a key role in the socialization of emotion regulation skills in childhood. Much of the prior research on child ER has focused on early development using cross-sectional designs. The current study addresses these gaps by using a longitudinal design to examine individual differences of ER at two times points in middle childhood. We examined the development of children's ER by testing hypotheses about the interplay of parent response to emotions and household chaos in the prediction of individual differences in children's ER. Participants were the mothers of children at 6 and 9 years of age among 224 families in a socioeconomically diverse sample that was part of an ongoing longitudinal study. Mothers completed questionnaires regarding themselves, their children, and their home environment. Mothers' reports of better child ER at both time points were positively associated with mothers' more supportive responses and negatively associated with mothers' less non-supportive responses, as well as lower household chaos. Chaos statistically moderated the link between non-supportive parental responses to emotion and child ER, but only at 6 years of age. The strength of the link between child ER and non-supportive parental responses to emotions was strong only at lower levels of household chaos. At the beginning of middle childhood, family processes linking parent responses to child emotions and children's developing ER may not function at higher levels of household chaos.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"30 3","pages":"786-805"},"PeriodicalIF":2.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39264035","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: 3

Maternal Anxiety and Toddler Inhibited Temperament Predict Maternal Socialization of Worry. 母亲焦虑与幼儿抑制性气质对母亲焦虑社会化的预测。

IF 2 4区心理学

Social Development Pub Date : 2021-02-01 Epub Date: 2020-07-20 DOI: 10.1111/sode.12476

Elizabeth J Kiel, Natalee N Price, Kristin A Buss

{"title":"Maternal Anxiety and Toddler Inhibited Temperament Predict Maternal Socialization of Worry.","authors":"Elizabeth J Kiel, Natalee N Price, Kristin A Buss","doi":"10.1111/sode.12476","DOIUrl":"https://doi.org/10.1111/sode.12476","url":null,"abstract":"Parent emotion socialization refers to the process by which parents impart their values and beliefs about emotion expressivity to their children. Parent emotion socialization requires attention as a construct that develops in its own right. The socialization of child worry, in particular, has implications for children's typical socioemotional development, as well as their maladaptive development towards anxiety outcomes. Existing theories on emotion socialization, anxiety, and parent-child relationships guided our investigation of both maternal anxiety and toddler inhibited temperament as predictors of change in mothers' unsupportive (i.e., distress, punitive, and minimizing) responses to toddler worry across 1 year of toddlerhood. Participants included 139 mother-toddler dyads. Mothers reported on their own anxiety and their emotion socialization responses to toddler worry. We assessed toddler inhibited temperament through a mother-report survey of shyness and observational coding of dysregulated fear. Maternal anxiety but not child inhibited temperament predicted distress reactions and punitive responses, whereas maternal anxiety and toddler dysregulated fear both uniquely predicted minimizing responses. These results support continued investigation of worry socialization as a developmental outcome of both parent and child characteristics.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"30 1","pages":"258-273"},"PeriodicalIF":2.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39289808","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: 5

Indirect Effects of the Family Check-Up on Youth Extracurricular Involvement at School-Age through Improvements in Maternal Positive Behavior Support in Early Childhood. 通过改善幼儿期母亲积极行为支持，家庭检查对青少年学龄期课外参与的间接影响

IF 1.9 4区心理学

Social Development Pub Date : 2021-02-01 Epub Date: 2020-07-15 DOI: 10.1111/sode.12474

Julia S Feldman, Yiyao Zhou, Chelsea Weaver Krug, Melvin N Wilson, Daniel S Shaw

{"title":"Indirect Effects of the Family Check-Up on Youth Extracurricular Involvement at School-Age through Improvements in Maternal Positive Behavior Support in Early Childhood.","authors":"Julia S Feldman, Yiyao Zhou, Chelsea Weaver Krug, Melvin N Wilson, Daniel S Shaw","doi":"10.1111/sode.12474","DOIUrl":"10.1111/sode.12474","url":null,"abstract":"Extracurricular involvement in the school-age years has widespread potential benefits for children's subsequent socioemotional development, especially for low-income youth. However, there is a dearth of research on interventions aimed at increasing school-age extracurricular involvement in low-income youth. Thus, the present study aimed to test the collateral effect of a brief, family-focused intervention for low-income families, the Family Check-Up, on children's school-age extracurricular involvement via improvements in maternal Positive Behavior Support in early childhood. The sample (n = 630, 50% female, 50% White, 28% Black/African American) represented a subsample of families from the Early Steps Multisite Study. At age 2, families were randomly assigned to the Family Check-Up or Women, Infants, and Children Nutritional Supplement Services as usual. Mother-child dyads participated in observed interaction tasks at child ages 2 and 3 that were subsequently coded to assess positive behavior support. Primary caregivers reported on children's school-age extracurricular involvement at ages 7.5, 8.5, and 9.5. Results indicated that although there was not a direct path between intervention status and children's school-age extracurricular involvement, a significant indirect path emerged from intervention group to changes in positive behavior support between ages 2 to 3 to children's school-age extracurricular involvement. The results are discussed in terms of implications for designing preventive interventions in early childhood that promote extracurricular involvement at school-age, particularly for children at risk for maladaptive outcomes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"30 1","pages":"311-328"},"PeriodicalIF":1.9,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8314930/pdf/nihms-1650226.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39258054","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

Evaluation of a Longitudinal Family Stress Model in a Population-Based Cohort. 以人群为基础的队列纵向家庭压力模型的评估。

IF 2 4区心理学

Social Development Pub Date : 2020-11-01 Epub Date: 2020-03-13 DOI: 10.1111/sode.12446

Arianna M Gard, Vonnie C McLoyd, Colter Mitchell, Luke W Hyde

{"title":"Evaluation of a Longitudinal Family Stress Model in a Population-Based Cohort.","authors":"Arianna M Gard, Vonnie C McLoyd, Colter Mitchell, Luke W Hyde","doi":"10.1111/sode.12446","DOIUrl":"https://doi.org/10.1111/sode.12446","url":null,"abstract":"The Family Stress Model (FSM) is an influential family process model that posits that socioeconomic disadvantage impacts child outcomes via its effects on parents. Existing evaluations of the FSM are constrained by limited measures of socioeconomic disadvantage, cross-sectional research designs, and reliance on non-population-based samples. The current study tested the FSM in a subsample of the Fragile Families and Child Wellbeing Study (N = 2,918), a large population-based study of children followed from birth through age 9. We employed a longitudinal framework and used measures of socioeconomic disadvantage beyond economic resources. Although the hypothesized FSM pathways were identified in the longitudinal model (e.g., economic pressure at age 1 was associated with maternal distress at age 3, maternal distress at age 3 was associated with parenting behaviors at age 5), the effects of socioeconomic disadvantage at childbirth on youth socioemotional outcomes at age 9 did not operate through all of the hypothesized mediators. In longitudinal change models that accounted for the stability in constructs, multiple indicators of socioeconomic disadvantage at childbirth were indirectly associated with youth externalizing behaviors at age 9 via either economic pressure at age 1 or changes in maternal warmth from ages 3 to 5. Greater economic pressure at age 1, increases in maternal distress from ages 1 to 3, and decreases/increases in maternal warmth/harshness from ages 3 to 5 were also directly associated with increases in externalizing behaviors from ages 5 to 9. Results provide partial support for the FSM across the first decade of life.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"29 4","pages":"1155-1175"},"PeriodicalIF":2.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/sode.12446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38953859","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: 35