Developmental Psychology最新文献

{"title":"Black and Latine parent's science and math support matters: How patterns of parent support relate to adolescents' motivational beliefs and course taking across high school.","authors":"Christine R Starr, Nestor B Tulagan, Sandra D Simpkins","doi":"10.1037/dev0001929","DOIUrl":"https://doi.org/10.1037/dev0001929","url":null,"abstract":"<p><p>Black and Latine parents play a crucial role in shaping adolescents' math and science motivation and science, technology, engineering, and math (STEM) course taking. However, providing extensive support across various behaviors may not always be feasible nor optimal. Analyzing data from 4,230 Black and Latine families (47% Latine, 46% Black; 50% girls; 70% noncollege educated parents), we identified six distinct parent support profiles using the High School Longitudinal Study of 2009 data set. Four patterns showed higher engagement (<i>high multifaceted supporters, involved academic discussers, moderately encouraging discussers, involved STEM-encouragers</i>), and two exhibited slightly less support (<i>moderately involved academic discussers</i> and <i>moderately involved STEM nonencouragers</i>). Generally, consistent findings emerged for both Black and Latine families concerning the profiles and their relations with adolescents' math and science beliefs in 11th grade and STEM coursework. The <i>moderately encouraging discussers</i> and <i>involved STEM-encouragers</i> profiles correlated with the most positive STEM motivational beliefs and course taking, whereas the <i>moderately involved STEM nonencouragers</i> profile was associated with the lowest motivation and course taking. This suggests that STEM encouragement from parents, combined with other supportive behaviors, may be particularly crucial for Black and Latine adolescents, and high support across all indicators may not be the optimal approach, especially for high-achieving students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366356","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":"Children's sharing behavior with an unfamiliar peer across repeated social interactions.","authors":"Kristie L Poole, Sarah D English, Linda Sosa-Hernandez, Mya Dockrill, Heather A Henderson","doi":"10.1037/dev0001938","DOIUrl":"https://doi.org/10.1037/dev0001938","url":null,"abstract":"<p><p>We examined children's patterns of sharing behavior with a peer across repeated social interactions. Children aged 9-12 years old (<i>N</i> = 186; <i>M</i> = 10.72 years, <i>SD</i> = 1.09; 108 females; 75.7% White) were matched with a same-age, same-sex, unfamiliar peer, and the dyad completed structured and unstructured tasks during three online sessions across 1 month. At the end of each session, children independently and anonymously participated in a task to assess sharing behavior with their interaction partner. We found evidence for three patterns of sharing behavior across the sessions: fair sharers (45.2%), minimal sharers (44.6%), and increasing sharers (10.2%). We examined how children's own traits and social perceptions of their peer's traits predicted sharing behavior. Children who were rated by their parents as lower in temperamental affiliation and children who perceived their social partner as higher in negative traits were likely to share minimally with their peer across sessions. Further, children who were rated by their parents as higher in temperamental shyness and children who perceived their social partner as higher in shy/nervous traits were likely to increase the number of tickets they shared with their peer across sessions. These findings illustrate that children's sharing behavior with an initially unfamiliar peer is related to their own traits and their perception of the recipient and may change over the course of repeated social interactions. These patterns may be driven by differences in social-affiliative goals based on temperament and unfolding social dynamics. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081728","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":"Correlates and influences of Chinese parental communication about the COVID-19 pandemic: The moderating role of parental burnout.","authors":"Tianying Cai, Zexi Zhou, Beiming Yang, Feiyu Wang, Bin-Bin Chen, Yang Qu","doi":"10.1037/dev0001905","DOIUrl":"https://doi.org/10.1037/dev0001905","url":null,"abstract":"<p><p>Despite evidence that parental communication about COVID-19 can have short-term benefits such as adolescents' increased health behaviors, less is known about the potential long-term associations between such communication and adolescent adjustment, as well as the family characteristics that facilitate such communication. Moreover, it is important to examine such processes beyond Western societies and broaden the understanding of parental communication in non-Western societies. To fill these gaps in the literature, a two-wave longitudinal study on Chinese families spanning 1 year during the pandemic (July 2020-July 2021) was conducted. Analyses revealed that the relation between parent-adolescent closeness and parental communication about COVID-19 was moderated by parental burnout. Higher parent-adolescent closeness was linked with more communication about COVID-19 only when parents experienced low, but not high, parental burnout. Moreover, the longitudinal associations between parental communication about COVID-19 and adolescent adjustment (i.e., depressive symptoms, anxiety symptoms, and resilience) 1 year later were also moderated by parental burnout. More parental communication about COVID-19 was associated with lower levels of depressive symptoms, anxiety symptoms, and higher levels of resilience 1 year later only when parents experienced low, but not high, parental burnout. Findings suggest future interventions to target family communication to promote adolescent well-being during challenging times, especially for families who experience higher levels of parental burnout. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081735","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":"\"Washing our hands is a superpower\": Parent-child conversations about COVID-19 are longitudinally associated with children's social-emotional adjustment and their conceptualizations of the pandemic.","authors":"Jenna E Finch, Emily J Starr, Kimia Akhavein, Holly Hatton","doi":"10.1037/dev0001928","DOIUrl":"https://doi.org/10.1037/dev0001928","url":null,"abstract":"<p><p>Families with young school-age children experienced unique challenges during the early months of the COVID-19 pandemic. This longitudinal, mixed-methods study explored links between parent-child conversations early in the COVID-19 pandemic and children's later social-emotional adjustment and conceptualizations of the pandemic. In a socioeconomically diverse (36% low-income) sample of 183 families, parents (94% women, 6% men) reported on the content of their conversations about the COVID-19 pandemic in Spring 2020 with their young school-age children (81% White, 8% Hispanic/Latine, 2% Asian/Pacific Islander, 1% Black, 8% multiracial/other; 46% girls, 54% boys, <i>M</i>_age = 7.15 years). Key themes identified in parent-child conversations included precautionary measures, the seriousness of the pandemic, the possibility of death or hospitalization, and collective safety efforts. Findings revealed that the content of early conversations, as reported by parents, had significant associations with children's externalizing, attentional, and internalizing behavior problems 6-18 months later (Fall 2020 to Spring 2022; <i>M</i>_age = 8.01 years). Children were interviewed about their understandings of the pandemic, and their explanations echoed themes raised earlier in parent-child conversations, with added emphasis on children's emotional experiences and disruptions to their daily routines. The results highlight the evolving nature of parents' and children's understandings as the pandemic progressed, as well as the developmental and contextual influences on children's conceptualizations of the pandemic and the content of parent-reported parent-child conversations. This study underscores the importance of parental communication for children's responses to global crises, highlighting how informed and supportive dialogues may support children's well-being during challenging times. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081724","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":"Connecting parents' developmental history to family life: Marital instability after the journey of infertility for adoptive parents.","authors":"Jing Wang, Misaki N Natsuaki, Jenae M Neiderhiser, Daniel S Shaw, Jody Ganiban, Leslie D Leve","doi":"10.1037/dev0001925","DOIUrl":"https://doi.org/10.1037/dev0001925","url":null,"abstract":"<p><p>Parents bring their preparenthood experiences into their family relationships, which may have a persistent impact on family dynamics. One such significant experience is infertility, often shared by both partners but differentially experienced by women and men. Using a prospective longitudinal study of adoptive parents with a history of infertility challenges who later adopted a child (<i>N</i> = 461, 91% White), we aimed to (a) examine the impact of preparenthood infertility distress on heterosexual couples' perceived marital instability trajectories in the 11 years of parenthood and (b) test whether social support from their partner and other sources would moderate the impact of infertility distress. Results revealed cubic curves of marital instability for mothers and fathers during parenthood, where marital instability increased from the child age of 9 months to 4-5 years, then decreased till 8-9 years, followed by another increase to 11 years. Mothers' preparenthood infertility distress predicted higher marital instability after child age of 4.5 years, and their satisfaction with partner support mitigated this association. No such effect was identified for fathers. Overall, results indicated that mothers' infertility distress experienced before becoming a parent of their adopted child serves as a risk factor for marital instability in the long term. Moreover, partner support is an important buffer against this risk. This study underscores the importance of considering parents' preparenthood personal history in later family functioning. Discussion elaborates on the differing results for women and men and the implications for future research and intervention. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081731","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":"Infant-centered behavioral response patterns to discrete emotions.","authors":"Zeynep B Özden, Eric A Walle, Peter J Reschke","doi":"10.1037/dev0001932","DOIUrl":"https://doi.org/10.1037/dev0001932","url":null,"abstract":"<p><p>Responding to others' emotions entails the coordination of multiple behaviors. Yet, research on such responding typically analyses each behavior separately. We investigated the heterogeneity of 16-, 19-, and 24-month-old infants' (<i>N</i> = 296, 51.4% girls; 3.1% African American, 10.1% Asian, 12.9% Hispanic, 44.7% White, 29.2% other racial/ethnic groups) behavioral response patterns to five discrete emotions (joy, sadness, fear, anger, disgust) during a naturalistic interaction. Various infant behaviors (social avoidance, security seeking, stimulus exploration, prosocial responding, information seeking, relaxed play) in response to the emotional context were coded. A latent-class analysis revealed four distinct classes of behaviors: prosocial exploring, active information seeking, cautious information seeking, and relaxed playing. Finally, a generalized linear mixed-effect model examined the differences in class prevalence across discrete emotions, across age groups, and between age groups within emotions. The analysis revealed several interesting differences in the frequency of each class across emotions and ages. This is the first study to utilize an infant-centered analysis to identify patterns of goal-directed behaviors in response to discrete emotions. Our findings suggest that infants are able to coordinate a variety of goal-directed behaviors to respond to emotional contexts. Furthermore, the utilization of each pattern of behaviors might be driven by the valence of the context. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081691","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":"Recruiting spatial-numerical representations to increase arithmetic fluency in low-income students.","authors":"Marina Vasilyeva, Elida V Laski, Beth Casey, Spyros Konstantopoulos, Linxi Lu, Jiwon Ban, Sophia Betar, Hyun Young Cho, Muanjing Wang","doi":"10.1037/dev0001921","DOIUrl":"https://doi.org/10.1037/dev0001921","url":null,"abstract":"<p><p>This study examined the effects of training involving spatial versus nonspatial representations of numerical magnitude for promoting arithmetic fluency. The key goal was to advance theoretical understanding of the relation between spatial and math learning, while simultaneously laying the groundwork for the development of future educational interventions. Toward this goal, the study tested the hypothesis that the use of spatial representations during training facilitates arithmetic fluency via improvements in numerical magnitude knowledge. Participants (first graders from low-income racially/ethnically diverse backgrounds, <i>N</i> = 205) were randomly assigned to one of four experimental conditions: spatial-continuous, spatial-discrete, nonspatial-verbal cues, and nonspatial-no verbal cues. All conditions involved eight 30-min training sessions, in which children received instruction on addition/subtraction problems with totals within 10. The key difference between conditions was the type of materials utilized during training-specifically, the type of magnitude cues they contained. The results showed that children's arithmetic skills increased from pre- to posttest in all conditions and that the increase was significantly larger in the spatial, compared to nonspatial, conditions. However, there was no effect of condition on numerical magnitude knowledge, which leaves open the question about the underlying mechanism. The findings demonstrating a causal relation between spatial and mathematical domains have both theoretical significance and practical implications for the choice of instructional materials. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081692","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":"Adolescents report being most motivated by encouragement from people who know their abilities and the domain.","authors":"Mika Asaba, Melissa Santos, Julian Jara-Ettinger, Julia A Leonard","doi":"10.1037/dev0001920","DOIUrl":"https://doi.org/10.1037/dev0001920","url":null,"abstract":"<p><p>Students often receive encouragement but do not always find it motivating. Whose encouragement motivates students and what cognitive mechanisms underlie this process? We propose that students' responses to positive feedback (e.g., encouragement) hinge on mental state representations, specifically what the speaker knows. Across three studies, we find that U.S. adolescents (<i>n</i> = 581-759 11- to 19-year-olds per study, preregistered; > 80% racial/ethnic minorities; > 36% low income) report being more motivated by, more confident in, and more likely to seek out encouragement from hypothetical and real-world speakers (e.g., parents, teachers, peers) who are knowledgeable about both their abilities (e.g., students' math skills) and the task at hand (e.g., math). To make feedback most effective, our findings suggest that students should seek and receive encouragement from those who know them and their activities well. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081726","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":"At what age can children initiate and execute a mutually beneficial exchange?","authors":"Frankie T K Fong, Kelly Kirkland, Ee Liz Puah, Daisung Jang","doi":"10.1037/dev0001773","DOIUrl":"10.1037/dev0001773","url":null,"abstract":"<p><p>Using a novel exchange paradigm, we demonstrate that Australian preschool children from middle to high socioeconomic backgrounds may be capable of executing a mutually beneficial exchange. In Study 1, 3- to 5-year-old children completed a tower building task, in which they were given an opportunity to make trading choices via preset options that could allow both them and a puppet to succeed. A majority of children across age groups selected the efficient trade option over other alternatives. In Study 2, we modified the task to have less structure. With no preset options, 5-year-old children initiated an efficient exchange to a greater extent than younger children. A different task that relied on distributing desirable versus less desirable rewards (stickers) revealed a complementary pattern. The two studies shed light on the onset and developmental trajectory of a prerequisite skill for negotiation: children's capacity to initiate and execute a mutually beneficial deal, varying across different task contexts. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"269-278"},"PeriodicalIF":3.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019147","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":"Do future actions matter more than past deeds? Temporal moral attribution in U.S. and Chinese school-age children.","authors":"Qi Wang, Tong Suo, Lingjie Mei, Li Guan, Yubo Hou, Yuwan Dai","doi":"10.1037/dev0001825","DOIUrl":"10.1037/dev0001825","url":null,"abstract":"<p><p>This study examines how children attribute moral responsibilities to their past and future actions and what role culture plays in children's temporal moral attribution. A total of 346 U.S. and Chinese 6-7 and 8- to 9-year-old children were randomly assigned to a past or future condition, in which they answered questions about their moral/immoral actions in hypothetical scenarios described as occurring in the last week or the next week. Whereas U.S. 8- to 9-year-olds favored more praise and reward for their future good deeds than past ones, Chinese 8- to 9-year-olds favored more praise and reward for their past good deeds than future ones. Chinese children also moralized their actions to a greater extent than U.S. children, and children reasoned about their moral/immoral actions in line with their cultural beliefs. Interesting age differences also emerged, suggesting the continuing development of mental time travel and moral cognition across middle childhood. The findings shed new light on the important role of time in moral judgment that is constrained by development progressions in mental time travel and specific to the cultural context. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"228-240"},"PeriodicalIF":3.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019153","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}