Developmental Psychology最新文献

{"title":"Autonomy, competence, and social relatedness: Key factors for explaining the decline in students' intrinsic motivation in math.","authors":"Katharina Reschke, Hans-Peter Kuhn, Ines Kling, Monika Buhl","doi":"10.1037/dev0002107","DOIUrl":"10.1037/dev0002107","url":null,"abstract":"<p><p>This study aimed to further our understanding of the predictors of the decline of students' intrinsic motivation in math in secondary school. Based on cognitive evaluation theory and stage-environment fit theory, we tested the hypotheses that changes in the three basic needs (competence, autonomy, and relatedness) can explain interindividual differences in the decline of students' intrinsic motivation. A sample of <i>N</i> = 337 German students (t1: <i>M</i> = 11.33 years, <i>SD</i> = 0.59) was followed for 5 years from the end of Grade 5 to the end of Grade 10. Students gave self-reports on their intrinsic motivation in math, perceived competence, autonomy, and social relatedness. Latent change score models showed declines in students' intrinsic motivation in math over the period of time. Moreover, we found interindividual differences in changes of students' intrinsic motivation. Furthermore, decreases in students' perceived competence, autonomy, and social relatedness significantly predicted the decline in students' intrinsic motivation. Therefore, the present findings provide suggestions as to how the decline of students' intrinsic motivation in secondary school could be explained. Implications for future research as well as for educational practice in schools are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1787-1798"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679163","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":"Effects of emotions on children's arithmetic: Insights from a strategy approach.","authors":"Patrick Lemaire","doi":"10.1037/dev0001999","DOIUrl":"10.1037/dev0001999","url":null,"abstract":"<p><p>I adopted a strategy approach to examine the role of emotions in children's arithmetic and investigated how this role changes during childhood. Participants estimated sums of two-digit addition problems under emotionally neutral and negative conditions in three experiments (<i>N</i>s = 127, 148, and 132). The results showed that negative emotions (a) impaired arithmetic performance, especially while solving harder problems and while executing harder strategies, (b) changed how often children used available strategies and how often they selected the better strategy on each problem, (c) did not change how many or what types of strategies children of all age groups used, (d) had similar influence on how often children of all age groups used available strategies and selected the better strategy on each problem, and (e) impaired strategy execution less and less strongly as children grow older. These findings illustrate the usefulness of investigating the role of emotions on children's cognition with a strategy approach. They also have important implications for further our understanding of how emotions influence children's arithmetic performance in particular and cognitive performance in general, as well as how this influence changes during children's development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1814-1833"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310621","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":"From spatial construction to mathematics: Exploring the mediating role of visuospatial working memory.","authors":"Yuxin Zhang, Rebecca Bull, Emma C Burns","doi":"10.1037/dev0002035","DOIUrl":"10.1037/dev0002035","url":null,"abstract":"<p><p>This study examined the longitudinal pathways from early spatial skills at 5 and 7 years to their mathematics reasoning abilities at 17 years in a large cohort sample (<i>N</i> = 16,338) from the Millennium Cohort Study. Children were assessed at four time points: Sweep 3 (<i>M</i>_age = 5.29), Sweep 4 (<i>M</i>_age = 7.23), Sweep 5 (<i>M</i>_age = 11.17), and Sweep 7 (<i>M</i>_age = 17.18), with measures including spatial construction skills, visuospatial working memory, mathematics achievement, and mathematics reasoning skills. Path analyses revealed that spatial construction at age 5 directly predicted mathematics achievement at age 7 after accounting for sex, age, socioeconomic status, vocabulary, and nonverbal reasoning ability. Furthermore, spatial construction at 5 and 7 years was directly associated with mathematics reasoning skills at 17, and spatial working memory at age 11 partially mediated this relationship. Notably, the direct effects of spatial construction on mathematics reasoning at age 17 remained significant and robust after accounting for the mediator and covariates. These findings highlight the potential value of early spatial construction skills as predictors of subsequent mathematical development over the long term. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1702-1717"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676203","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":"The transfer effect of mental rotation training on arithmetic skill: The role of state anxiety and arithmetic strategy use.","authors":"Xinhe Zhang, Elizabeth A Gunderson","doi":"10.1037/dev0002040","DOIUrl":"10.1037/dev0002040","url":null,"abstract":"<p><p>Spatial skills in early childhood are key predictors of mathematical achievement. Previous studies have found that training mental rotation can transfer to arithmetic skills; however, some studies have failed to replicate this transfer effect, or observed transfer effects only in certain types of arithmetic problems. Even in studies where transfer effects were observed, the underlying mechanisms of this transfer have not been explored. This study focused on the effect of short-duration (i.e., single-session) spatial training on arithmetic skills, and tested two underlying mechanisms. First, based on the spatial modeling account, short-duration spatial training may prime spatial processing, leading to a reduction in the use of counting strategies and an increase in spatially related strategies following spatial training. Second, from a social-psychological account, short-duration spatial training may reduce children's state anxiety, thus allowing them more cognitive resources in spatial and arithmetic tasks. We tested these mechanisms among 80 U.S. second and third graders using a pretest-intervention-posttest design, with 40 children in the spatial training group and 40 in an active control group. Short-duration spatial training improved children's overall arithmetic performance; this effect did not differ by problem type (conventional, missing-term, or two-step problems). Spatial training also reduced children's use of counting strategies. However, we did not find a significant increase in spatially related strategies, nor did we observe a significant reduction in state anxiety. This study makes an important contribution to understanding the mechanisms underlying the transfer effects of short-duration spatial training on arithmetic skills, providing partial support for the spatial modeling account. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1834-1846"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800660","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":"How do parents initiate and sustain math-related conversations with preschoolers? Employing conversation analysis to examine parent-child math talk.","authors":"Muanjing Wang, Marina Vasilyeva, Elida V Laski","doi":"10.1037/dev0002138","DOIUrl":"10.1037/dev0002138","url":null,"abstract":"<p><p>Informal math interactions during childhood are related to children's math achievement; thus, there is rising interest in understanding the nature of these interactions. To date, most research on parent-child math talk has used quantitative indicators (e.g., word frequencies) to describe the input children receive. By contrast, the present study took a qualitative approach, using conversation analysis to investigate how parents initiate and sustain conversations during informal math interactions. We examined initiation-response-evaluation sequences within math-related discussions during storybook reading. Transcripts of 41 parents and their children (<i>M</i>_age = 45.76 months, <i>SD</i> = 6.80) in the United States reading a researcher-designed storybook were analyzed. Findings suggest that (a) parents initiate math discussions with various strategies beyond the typical known-answer questions, including the use of proposals and appendor questions, (b) book features shape the nature of the math interactions parents initiate, and (c) parents' strategies to repair children's incorrect responses scaffold math learning by introducing additional information and using multimodal support. These results offer a more nuanced and comprehensive understanding of how parents structure math-related conversations and the active role children play in these interactions. They also point to the importance of developing intervention strategies that align with the kinds of naturally occurring conversations in parent-child math talk. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1847-1861"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147487894","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":"Capturing the interconnected development of whole number arithmetic operations using a network approach.","authors":"Chang Xu, Sabrina Di Lonardo Burr, Shuyuan Yu, Jo-Anne LeFevre, Hongxia Li, Jiwei Si, Yudan Wang, Siyao Wu","doi":"10.1037/dev0002112","DOIUrl":"10.1037/dev0002112","url":null,"abstract":"<p><p>We used network analysis to examine the structure and development of arithmetic fluency in Chinese students from Grades 3 to 6-a critical period during which fluency across the four operations becomes increasingly integrated. In two preregistered studies, students completed timed fluency tasks in addition, subtraction, multiplication, and division. In Study 1, we compared network structures in Grade 3 (<i>N</i> = 1,072; <i>M</i>_age = 9.1 years) and Grade 6 (<i>N</i> = 1,160; <i>M</i>_age = 12.1 years). We found that students in Grade 6 demonstrated more strongly interconnected and uniformly structured networks than those in Grade 3. In Study 2, students (<i>N</i> = 1,055; <i>M</i>_age = 9.8 years) were assessed in a longitudinal design at four time points in Grades 4 and 5. Addition and subtraction consistently emerged as central operations, forming the foundational core of the arithmetic network. Division reflected significant integration of knowledge from other operations, whereas multiplication generally showed weak connections with the other operations. Overall, development was highly interdependent, with improvements in one operation closely linked to gains in others. This research provides empirical evidence that arithmetic knowledge evolves from a differentiated structure into a unified and interconnected system, highlighting the value of viewing arithmetic development as a dynamic network of associations that consolidate over time. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1740-1753"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514604","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":"Developmental changes in active learning of transitive relations.","authors":"Douglas B Markant, Antonella Battisti, Azzurra Ruggeri","doi":"10.1037/dev0002187","DOIUrl":"10.1037/dev0002187","url":null,"abstract":"<p><p>Combining memories of related experiences is fundamental to the formation of generalizable knowledge. Past work has shown that the ability to integrate and reason about related events improves across childhood. However, little work has examined developmental changes in the ability to <i>actively</i> construct new relational knowledge by making decisions about how to study related materials. We used a transitive inference (TI) task to examine the active construction of relational knowledge in 7- to 17-year-old children (<i>N</i> = 107). We find that age-related improvements in relational inference are accompanied by an increasing preference for \"chained\" study, such that overlapping relations are studied in consecutive trials. Using computational models of transitive inference, we show that these developmental changes are consistent with a growing tendency to link individual relations together into a single mental structure while learning. This process is facilitated when children study premises in chained sequences. These findings suggest that exploratory study behaviors that promote relational reasoning emerge late in childhood, developing alongside the capacity to maintain and manipulate more complex mental representations. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1673-1688"},"PeriodicalIF":2.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147870069","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":"Developmental relations between math anxiety and arithmetic fluency in elementary school students across six time points.","authors":"Ellen Sammallahti, Anna Widlund, Bert Jonsson, Johan Korhonen","doi":"10.1037/dev0002257","DOIUrl":"10.1037/dev0002257","url":null,"abstract":"<p><p>Math anxiety is widely recognized as a barrier to mathematical learning; however, its longitudinal relationship with performance remains a topic of debate. The present study examined developmental relations between math anxiety and arithmetic fluency from Grades 4 to 6 using longitudinal data from 866 students assessed across six measurement points. Traditional cross-lagged panel models suggested reciprocal relations between math anxiety and arithmetic fluency over time. In contrast, random-intercept cross-lagged panel models, which account for stable between-person differences, indicated a unidirectional within-person effect whereby higher than usual math anxiety predicted subsequent declines in arithmetic fluency. Together, these findings complement and add to our understanding of this developmental relationship, suggesting that reciprocal associations primarily reflect between-student differences in relative standing over time, that is, low-performing students being vulnerable to developing math anxiety and vice versa. Anxiety-driven processes, however, regardless of performance level, emerge more clearly at the within-student level. Overall, the findings suggest that math anxiety may play a central role in undermining arithmetic performance during upper elementary school, highlighting the importance of addressing anxiety early to support students' mathematical development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867093","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":"Growing up fast, thinking faster: Structural racism, pubertal timing, and executive function in Black American early adolescents.","authors":"Juan Del Toro, Dana Miller-Cotto, Karlye Phillips, Qi Huang, Mohammad Hashim, Kyla Burfoot","doi":"10.1037/dev0002260","DOIUrl":"10.1037/dev0002260","url":null,"abstract":"<p><p>For some Black American adolescents, the chronic stress associated with structural racism may divert resources supporting executive functioning. For other Black American adolescents, those exposed to structural racism may experience increased executive functioning as they recalibrate their behaviors and cognitions to adapt to challenging conditions. This heterogeneity in the association between structural racism and executive functioning may reflect differences in pubertal timing. Specifically, youth's pubertal timing may condition how structural racism is associated with their executive functioning. Thus, we posed two research questions: Is structural racism associated with Black American adolescents' executive functioning, and does adolescents' pubertal timing moderate the association between structural racism and their executive functioning? To test these questions, we used cross-sectional data as part of the Adolescent Brain Cognitive Development Study, which included 1,744 Black American early adolescents (ages 9-10; 50% female, 50% male) nested across 1,498 families and 17 states. Cluster-robust regression models accounting for family- and state-level clustering illustrated that no significant relation emerged between structural racism and executive functioning. When pubertal timing moderated this association, differential associations emerged between structural racism and executive functioning. Structural racism was associated with lower executive functioning among youth with decelerated pubertal timing and higher executive functioning among youth with extremely accelerated pubertal timing. This heightened executive functioning reflects a compensatory and taxing response to adverse environments rather than a developmental benefit. Findings challenge deficit portrayals of Black American adolescents and suggest interventions should target structural racism rather than rely on individual adaptations to racism. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13533447/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations between resting brain activity and socioemotional skills across the first 2 years of life.","authors":"Ji Young Song, Aislinn Sandre, Kimberly G Noble, Sonya V Troller-Renfree","doi":"10.1037/dev0002253","DOIUrl":"10.1037/dev0002253","url":null,"abstract":"<p><p>Identifying and quantifying early markers of socioemotional skills, particularly within the first few years of life, remains a challenge in developmental research. This study examines whether infant resting electroencephalography (theta, alpha, beta, gamma, as well as the theta-beta ratio) at 1 month of age prospectively predicts socioemotional behavioral problems at 12 and 24 months. Data from 185 sociodemographically diverse mother-infant dyads (53.51% female; 38.92% White; 44.32% Hispanic) were included in the analysis. Results indicated that whole-brain resting brain function at 1 month of age did not significantly predict socioemotional behavioral problems at 12 months of age; however, higher whole-brain relative theta and lower whole-brain relative alpha at 1 month significantly predicted more socioemotional behavioral problems by 24 months of age. Exploratory analyses examining regional brain activity are also presented. Together, these findings suggest that resting brain activity at 1 month of age may be an early indicator of later socioemotional behavioral problems in a diverse, nonclinical sample. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13533442/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}