Developmental Psychology最新文献_第3页

Sexual revictimization by peers in school and organized activity contexts among adolescents: A 3-year longitudinal study. 青少年在学校和有组织活动中受到同伴的性侵害：一项为期三年的纵向研究。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-04-01 Epub Date: 2024-07-08 DOI: 10.1037/dev0001744

Darun Jaf, Kristina Holmqvist Gattario, Susanna Geidne, Carolina Lunde, Therése Skoog

{"title":"Sexual revictimization by peers in school and organized activity contexts among adolescents: A 3-year longitudinal study.","authors":"Darun Jaf, Kristina Holmqvist Gattario, Susanna Geidne, Carolina Lunde, Therése Skoog","doi":"10.1037/dev0001744","DOIUrl":"10.1037/dev0001744","url":null,"abstract":"Based on sexual revictimization theory, this study investigates the role of individual characteristics (e.g., depression and subjective well-being) and contextual factors (school and organized activities) in the development of sexual harassment revictimization among Swedish Grade 7 (46% girls; Mage = 14.09) adolescents who were followed over 3 consecutive years. The analytic sample comprises adolescents in the school context (T1 N = 678, T2 N = 563, and T3 N = 471) and in organized free-time activity contexts (T1 n = 443, T2 n = 400, and T3 n = 356). Our findings suggest that adolescents with experiences of sexual harassment victimization in Grade 7 were at an increased risk of being sexually revictimized the following 2 years across the two distinct developmental contexts. Further, our results reveal that adolescents are more sexually harassed by their peers in organized activity contexts both concurrently and over time if they were victims of sexual harassment in the school context and the other way around. The findings underscore the need for sexual harassment prevention interventions to consider different developmental contexts simultaneously and to focus on the history of adolescents' experiences of victimization. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"795-810"},"PeriodicalIF":3.1,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560080","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

Development of spatial memory consolidation: A comparison between children and adults. 空间记忆巩固的发展：儿童与成人的比较

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-04-01 Epub Date: 2024-09-05 DOI: 10.1037/dev0001799

Patrizia M Maier, Iryna Schommartz, Deetje Iggena, Carsten Finke, Christoph J Ploner, Yee Lee Shing

{"title":"Development of spatial memory consolidation: A comparison between children and adults.","authors":"Patrizia M Maier, Iryna Schommartz, Deetje Iggena, Carsten Finke, Christoph J Ploner, Yee Lee Shing","doi":"10.1037/dev0001799","DOIUrl":"10.1037/dev0001799","url":null,"abstract":"Successful navigation to spatial locations relies on lasting memories from previous experiences. Spatial navigation undergoes profound maturational changes during childhood. It is unclear how well children can consolidate navigation-based spatial memories and if age-related variations in navigation during training predict spatial memory. The present study examined the immediate and long-delay (after a 2-week period) consolidation of navigation-based spatial memories in 6- to 8-year-old children (n = 33, 18 female/15 male, Mage = 7.61, SDage = 0.71), 9- to 11-year-old children (n = 32, 13 female/19 male, Mage = 9.90, SDage = 0.59), and 20- to 30-year-old adults (n = 31, 15 female/16 male, Mage = 23.71, SDage = 2.87). Our results showed that, with age, participants navigated more efficiently during training and formed better immediate spatial memories. Long-delay spatial memory retention after 2 weeks was comparable between children and adults, indicating robust consolidation even in children. Interestingly, while children successfully distinguished between perceptually detailed landmarks after 2 weeks, their abstract knowledge of spatial boundaries and cognitive map of landmark relations was poor. Developmental trajectories were similar for egocentric and allocentric spatial memory. Age-related variations in initial navigation were predictive of spatial memory, that is, children with a more mature initial navigation were more likely to find and remember spatial locations immediately and after a 2-week delay. Taken together, our results show an overall robust spatial memory consolidation in mid and late childhood that can be predicted by initial navigation behavior, coupled with nuanced age differences in the recall of spatial boundaries and cognitive maps. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"761-776"},"PeriodicalIF":3.1,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141376","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 factorial validity and measurement invariance of the 7Cs of positive youth development among emerging adults in Southeast Asia. 东南亚新兴成人积极青年发展的7Cs的因子效度和测量不变性。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-31 DOI: 10.1037/dev0001956

Jet Uy Buenconsejo, Laura Ferrer-Wreder, Nor Ba'yah Abdul Kadir, Steven Krauss, Yue Yu, John Jamir Benzon Aruta, Angela Oktavia Suryani, Priyoth Kittiteerasack, Radosveta Dimitrova

{"title":"The factorial validity and measurement invariance of the 7Cs of positive youth development among emerging adults in Southeast Asia.","authors":"Jet Uy Buenconsejo, Laura Ferrer-Wreder, Nor Ba'yah Abdul Kadir, Steven Krauss, Yue Yu, John Jamir Benzon Aruta, Angela Oktavia Suryani, Priyoth Kittiteerasack, Radosveta Dimitrova","doi":"10.1037/dev0001956","DOIUrl":"https://doi.org/10.1037/dev0001956","url":null,"abstract":"Positive youth development (PYD) has gained considerable traction among developmental scientists, but past studies were generally conducted among youth samples from Minority World countries. This study investigated the factorial validity of the newly developed 7Cs model of PYD (competence, confidence, connection, character, caring, contribution, and creativity). Specifically, we compared four measurement models (one-factor, seven-factor, higher order, and bifactor) among emerging adults living in five Southeast Asian countries. The study also aimed to establish evidence of measurement invariance across gender, age, education, and country of origin. Criterion-related validity was also sought using COVID-19 socially responsive behaviors and anxiety. Controlling for the influence of gender, age, and education, sample-level comparisons were also performed on the 7Cs. Data came from 1,888 emerging adults (Mage = 24.10; SDage = 6.89) from Indonesia (n = 253), Malaysia (n = 289), the Philippines (n = 496), Singapore (n = 306), and Thailand (n = 544) during the pandemic. The results supported the superiority of the seven-factor model, which exhibited strict invariance across gender, age, and education and partial scalar invariance across country of origin. The 7Cs exhibited mixed associations with the pandemic-related measures. Significant differences were found in the 7Cs across the five countries. The study provides additional evidence on the theoretical validity of the 7Cs model among youth from understudied settings, while also highlighting avenues for refining current PYD measures. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755169","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 home language environment predicts individual differences in language comprehension at 9 months of age. 家庭语言环境预测9个月大时语言理解的个体差异。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-20 DOI: 10.1037/dev0001943

Jayde Homer, Abbie Thompson, Jill Lany

{"title":"The home language environment predicts individual differences in language comprehension at 9 months of age.","authors":"Jayde Homer, Abbie Thompson, Jill Lany","doi":"10.1037/dev0001943","DOIUrl":"https://doi.org/10.1037/dev0001943","url":null,"abstract":"By 18-24 months of age, infants whose caregivers talk to them more tend to recognize and comprehend common words relatively quickly and accurately. In turn, real-time language comprehension skill at this age is linked to language development later in childhood. Critically, infants begin to comprehend common words as early as 6-9 months of age, but it is unclear whether the origins of lexical comprehension skill are likewise influenced by hearing child-directed speech. Instead, ambient speech, including caregiver speech that is overheard by infants rather than directed to them, may play strong supportive role in very early language development. Thus, we tested how aspects of the home language environment (HLE) are related to performance on a lexical recognition task in 9-month-old American-English learning infants (N = 38). In our sample, 94.9% of infant participants were Caucasian, 8% Hispanic, 7.7% American Indian/Alaskan Native, and 5.1% Black. Families used the Language Environment Analysis (LENA) system to make audio recordings of the HLE across 2 days. We used LENA-generated measures, as well as measures of child-directed and overheard speech calculated from 2 hr of transcribed recordings, to determine which aspects of the HLE are related to lexical recognition. We found that LENA measures of the total amount of speech infants heard, and of their participation in conversational exchanges, predicted lexical recognition. However, hand-transcribed measures of child-directed speech were not related to lexical recognition. These results suggest that adult speech and speech heard within vocal interactions are important to early-emerging language comprehension abilities. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671472","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 focus to function: Longitudinal insights into infant attention and emerging executive functions via remote webcam eye tracking. 从焦点到功能：通过远程网络摄像头眼动追踪对婴儿注意力和新兴执行功能的纵向洞察。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-20 DOI: 10.1037/dev0001948

Denise M Werchan, Amy Hume, Maggie Zhang, Tram Vo, Natalie H Brito

{"title":"From focus to function: Longitudinal insights into infant attention and emerging executive functions via remote webcam eye tracking.","authors":"Denise M Werchan, Amy Hume, Maggie Zhang, Tram Vo, Natalie H Brito","doi":"10.1037/dev0001948","DOIUrl":"https://doi.org/10.1037/dev0001948","url":null,"abstract":"Growing evidence suggests that infant attention may predict subsequent cognitive outcomes. However, prior studies have predominantly tested small samples of infants in tightly controlled laboratory settings that differ from the complex, visually rich environments that infants experience in their day-to-day lives. The present study addresses this gap by measuring infant sustained attention in the home using novel remote webcam eye tracking methodology. A large, demographically diverse sample of 3- to 12-month-old infants (N = 160; 49% = female; 65% from low- to extremely low-income households; 48% White, 18% Black, 16% Hispanic/Latine, 9% more than one race, 5% Asian, and 4% other) were recruited across the United States. Infants were remotely administered a free-viewing video task previously validated in lab-based studies, and infant look durations and gaze shifts were measured using remote webcam eye tracking. Our results revealed expected age-related changes in infant look durations and no effects of family demographics on variations in infant attention. Notably, we also found that variation in infant attention predicted emerging executive functions in a subset of infants (N = 78) who participated in a subsequent longitudinal assessment using the Early Executive Functions Questionnaire. This research adds to a growing literature validating the use of at-home remote assessments for objective measurement of infant cognition. This is a notable step toward advancing ecological validity and accessibility of developmental psychology studies in diverse samples. Ultimately, these findings may have important implications for characterizing normative developmental trajectories and for understanding how early sociocultural contexts shape these trajectories. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671467","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

Children's strategic memory development: The delayed role of kindergarten teachers' instructional language. 幼儿策略记忆发展：幼儿园教师教学语言的延迟作用。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-20 DOI: 10.1037/dev0001951

Jennifer L Coffman, Amber E Westover, Olivia K Cook, Patrick J Curran, Peter A Ornstein

{"title":"Children's strategic memory development: The delayed role of kindergarten teachers' instructional language.","authors":"Jennifer L Coffman, Amber E Westover, Olivia K Cook, Patrick J Curran, Peter A Ornstein","doi":"10.1037/dev0001951","DOIUrl":"https://doi.org/10.1037/dev0001951","url":null,"abstract":"During elementary school, children demonstrate significant growth in an array of cognitive skills, including their ability to use deliberate strategies for remembering. Despite a rich literature documenting age-related changes in these skills (Schneider & Ornstein, 2019), much remains to be learned about contextual factors that support the development of strategic memory. Data from a longitudinal investigation were used to examine the role of kindergarten teachers' instructional language in the growth of children's abilities related to the use of meaning-based sorting in the service of memory goals. A sample of 76 kindergarteners from 10 classrooms was followed across 2 school years. Kindergarten teachers were observed for their use of cognitive processing language (CPL; Ornstein & Coffman, 2020) while they taught mathematics and language arts lessons. CPL is thought to help children process information deeply, reflect on their own cognition, and acquire strategies for remembering. The participating teachers were characterized as being higher or lower in the use of CPL, and multilevel models were used to examine children's growth in sorting across kindergarten and first grade. Despite similar baseline performance, children exposed to higher levels of CPL engaged in more strategic sorting at the end of first grade than peers exposed to less CPL in kindergarten. Moreover, children in high-CPL classrooms demonstrated faster rates of change in sorting than children in low-CPL classrooms, controlling for working memory skills and parental education. These findings highlight links between the instructional language to which children are exposed in kindergarten and their growth in organizational sorting. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671384","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 importance of relationship history on parents' scaffolding of children's mental states. 亲子关系史对父母构建儿童心理状态的重要性。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-20 DOI: 10.1037/dev0001923

Aastha Puri, Bailey Cavanagh-Welch, Annette M E Henderson, Kangning Du, Ted Ruffman

{"title":"The importance of relationship history on parents' scaffolding of children's mental states.","authors":"Aastha Puri, Bailey Cavanagh-Welch, Annette M E Henderson, Kangning Du, Ted Ruffman","doi":"10.1037/dev0001923","DOIUrl":"https://doi.org/10.1037/dev0001923","url":null,"abstract":"Parent mental state talk (MST) is an important contributor for children's theory-of-mind development, with cognitive MST for Western children being more advanced, often being used with older children relative to talk about desires or emotions. We investigated the contexts in which cognitive MST is most prevalent, as well as the conditions that prompted mothers to provide scaffolding of MST with toddlers. We tested 89 mother-toddler dyads, examining mothers' MST and non-MST with familiar and unfamiliar children during a Picture Describing Task. Of particular interest was whether the age of the toddler, the toddler's preestablished mental state (MS) or non-MS vocabulary, spontaneous conversation dynamics, or the familiarity of the child influenced the mothers' MST. We found that mothers used significantly more cognitive talk in interactions with their own child than with an unfamiliar child. These findings persisted even after covarying out the child's age and MT vocabulary, as well as the mother's MST and non-MST during the picture task. We argue that mothers possessed a better understanding of their own child's MS vocabulary because of their rich relationship history, which resulted in greater use of more advanced cognitive MS discourse with the child. Further, our cross-lagged correlational analysis examining the first half and second half of the Picture Describing Task demonstrated that more child MS talk cued mothers to use more advanced cognitive talk. Overall, the findings of the present study underscore the importance of a relationship history between adults and children for the sensitive scaffolding of children's MT understanding. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671390","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

Engaging or waiting: Variations in Asian American parents' motivations and approaches to racial socialization during middle childhood and early adolescence. 参与或等待：亚裔美国父母在儿童中期和青少年早期种族社会化的动机和方法的变化。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-20 DOI: 10.1037/dev0001958

Anna M Kimura, Rashmita S Mistry, Amaesha Durazi, Frances M Lobo, Stephanie T Nguyen, J Abigail Saavedra, Richard M Lee, Virginia W Huynh, Gabriela Livas Stein

{"title":"Engaging or waiting: Variations in Asian American parents' motivations and approaches to racial socialization during middle childhood and early adolescence.","authors":"Anna M Kimura, Rashmita S Mistry, Amaesha Durazi, Frances M Lobo, Stephanie T Nguyen, J Abigail Saavedra, Richard M Lee, Virginia W Huynh, Gabriela Livas Stein","doi":"10.1037/dev0001958","DOIUrl":"https://doi.org/10.1037/dev0001958","url":null,"abstract":"Parental racial socialization has promotive and protective effects on children's development as they navigate their racialized worlds. Few studies have focused on how Asian American parents navigate conversations about race and racism with their children during middle childhood and early adolescence, even though children during this period are making sense of race-related topics and their racial-ethnic identities. The present study qualitatively explored Asian American parents' racial socialization motivations and beliefs. Semistructured interviews were conducted with a diverse sample of 68 Asian American parents (Mage = 43.4 years, SD = 5.0; 78% mothers) with children between the ages of 6 and 12, residing across the United States. About two thirds of the parents were second generation and one third were first generation. Data were coded and thematically analyzed using a hybrid inductive-deductive approach. The results indicated that many parents were motivated to engage in conversations about race and racism with their children because they believed knowledge of racism and the ability to cope with and respond to racial discrimination would benefit their children's development. However, some parents reported waiting to have such conversations because they believed talking about race and racism with their children would be detrimental to their children's well-being. Qualitative differences by generational status and family racial-ethnic makeup (i.e., monoracial, multiracial) suggest that parents' racial socialization decisions are reflective of their acculturation experiences and that racial socialization engagement among parents of multiracial children is sometimes dependent on their children's racialized experiences. Implications for researchers and practitioners are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671464","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

Information-seeking behaviors show 3-year-old children's metacognitive abilities during novel word learning. 信息搜索行为显示了 3 岁儿童在新词学习过程中的元认知能力。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-20 DOI: 10.1037/dev0001959

Felix Hao Wang, Meili Luo

{"title":"Information-seeking behaviors show 3-year-old children's metacognitive abilities during novel word learning.","authors":"Felix Hao Wang, Meili Luo","doi":"10.1037/dev0001959","DOIUrl":"https://doi.org/10.1037/dev0001959","url":null,"abstract":"Knowing what you know is a significant part of learning and a component of many learning theories. In this work, we explored 3.5-year-old's metacognition of word learning to understand children's confidence over recently learned novel words and explore the experimental conditions in which young children can show metacognitive abilities. After novel words were taught, children were asked about the meaning of words two times. Prior to asking the second time, an opportunity to seek help was offered so that the second word meaning inquiry could be modified. We coded the amount of time children took to select the referent during the first time they were asked the question and examined the relationship between the accuracy of their first-time referent selection and the subsequent help seeking. When children made an incorrect response, they were slower and were more likely to ask for help compared with when children made a correct response. Thus, even though children at this age are not able to report their own learning explicitly, the information-seeking measure showed that they were sensitive to their metacognitive states. We discuss the implications of these findings for theories of the development of metacognition and for word learning mechanisms in general. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671469","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

Cascading effects of residential mobility on maternal and child mental health. 住宅流动对母婴心理健康的级联效应。

IF 3.1 2区心理学

Developmental Psychology Pub Date : 2025-03-20 DOI: 10.1037/dev0001950

Rachel Abenavoli, Sara Amadon, Sydney Briggs

{"title":"Cascading effects of residential mobility on maternal and child mental health.","authors":"Rachel Abenavoli, Sara Amadon, Sydney Briggs","doi":"10.1037/dev0001950","DOIUrl":"https://doi.org/10.1037/dev0001950","url":null,"abstract":"Moving is a common experience for U.S. families and may negatively affect the mental health of both parents and children. In this study, we examined how residential mobility is associated with changes in mental health over time among mothers and children in the Future of Families and Child Wellbeing Study (previously \"Fragile Families\") from the child's birth to age 15. Using path analyses, we found that moving frequently when children were young was associated with greater depression among mothers when their children were 5, which, in turn, was associated with maternal and child mental health outcomes in the middle childhood and adolescent periods. That is, maternal depression acted as a pathway through which early residential mobility was associated with both maternal and child outcomes over time. This study highlights the complex interplay between residential mobility and maternal and child mental health and the critical role of maternal depression. Results underscore the need to support mothers who move frequently to support their own and their children's mental health in the years to follow. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671381","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