The Journal of Genetic Psychology最新文献

{"title":"The Buffering Role of Community Self-Efficacy in the Links between Family Economic Stress and Young Adults' Prosocial Behaviors and Civic Engagement.","authors":"Alexandra N Davis,&nbsp;Ellie S Clark,&nbsp;Cara Streit,&nbsp;Ryan J Kelly,&nbsp;David T Lardier","doi":"10.1080/00221325.2022.2094212","DOIUrl":"https://doi.org/10.1080/00221325.2022.2094212","url":null,"abstract":"<p><p>The goal of the current study was to examine the predictive role of economic stress and community self-efficacy on prosocial behaviors toward friends and strangers, and civic engagement. In addition, we considered the multiplicative effects of economic stress and community self-efficacy on these distinct types of prosocial behaviors (different targets of prosocial behaviors). The sample consisted of 202 young adults (<i>M</i> age = 20.94 years; 76.5% women; 67.5% reported identifying as racially White; 7.7% Black; 5.7% Asian; 5.5% Native; 13.6% other and included groups such as Mestizo, mixed race, and Mexican) who reported on their economic stress, community self-efficacy, and tendencies to engage in prosocial behaviors toward friends and strangers as well as civic engagement. The results demonstrated that economic stress was not directly associated with prosocial behaviors or civic engagement. Community self-efficacy was positively associated with civic engagement and prosocial behaviors toward both friends and strangers. The interaction term was positively associated with prosocial behaviors toward friends. Discussion focuses on the critical role of community self-efficacy as a buffer against stress and as a predictor of multiple forms of prosocial behaviors.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"527-536"},"PeriodicalIF":1.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40581893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Combining Parenting Strategies in Discipline Encounters: Influences on Moral Internalization in Adolescence.","authors":"Renee B Patrick,&nbsp;Wendy M Rote","doi":"10.1080/00221325.2022.2104626","DOIUrl":"https://doi.org/10.1080/00221325.2022.2104626","url":null,"abstract":"<p><p>Current research in the field of moral socialization needs to address more fully how combinations of discipline practices influence the internalization process. The present study examined young adults' retrospective reports concerning their mother's and father's disciplinary responses to remembered moral transgressions. Participants included 410 undergraduate students (<i>M</i>age = 19.11 years; 79% female) who self-identified as White (74.9%), Hispanic (8.8%), Multiracial (8.8%), Black (3.2%), Asian (2.7%), and other (1.6%). Young adults provided narrative accounts of maternal and paternal responses to moral transgressions, then rated these responses in terms of their fairness and effectiveness. Discipline responses were coded for the presence of inductive discipline, mild punishment, or their combination. Results indicated that mother's use of inductive discipline with (and without) the presence of mild punishment was viewed as more appropriate than mild punishment used alone. Importantly, inductive discipline combined with mild punishment was viewed as <i>more acceptable</i> than (and equally effective as) inductive discipline alone. Findings for fathers were more limited, suggesting only that inductive discipline when used without mild punishment was viewed as more acceptable than mild punishment alone. Overall, mothers' use of induction with mild punishment in response to their adolescents' moral transgressions may not undermine the internalization of inductive messages and may even enhance its perceived appropriateness.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"609-615"},"PeriodicalIF":1.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40603987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wayfinding in Children: A Descriptive Literature Review of Research Methods.","authors":"Yingying Yang,&nbsp;Edward C Merrill","doi":"10.1080/00221325.2022.2103789","DOIUrl":"https://doi.org/10.1080/00221325.2022.2103789","url":null,"abstract":"<p><p>Wayfinding refers to the process of locating unseen destinations in the spatial environment and is an important spatial skill for children. Despite a growing interest in wayfinding development in children, less attention has been focused on documenting the vast methodological heterogeneity of the existing research body, which impacts the ability to synthesize results across different studies. This review aims to systematically catalog and examine the research methods of the wayfinding development literature. We identified a total of 96 studies that examined 4- to 16- year-old children's wayfinding of unfamiliar, large-scale environments and were published between 1965 and 2020. Based on the environments, we grouped these studies into virtual reality (VR) vs. real-life and indoor vs. outdoor. The review revealed a vast diversity in research methods regarding participants, environments, independent variables (IVs), environmental exposure, dependent variables (DVs), and cognitive/behavioral correlates. The field has seen growing research interests in VR environments and atypical development. The most common IVs focused on the environmental features of landmarks and turn information. Relatively less research considered how different cognitive processes such as attention, memory, and learning contribute to wayfinding. Various outcome measures have been used to investigate landmark, route, and survey knowledge regarding DVs. This review showed an imbalance of topic areas in the field, systematic differences between different types of studies, and the need for greater attention on a number of important topics. Finally, we provided targeted, detailed recommendations for future research.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"580-608"},"PeriodicalIF":1.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40642149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Participant Immigrant Background and Gender in Middle School Youth's Responses to Actual and Hypothetical Experiences of Bias-Based Bullying.","authors":"Michelle Miller,&nbsp;Linda C Halgunseth,&nbsp;Annamaria Csizmadia,&nbsp;Alaina Brenick","doi":"10.1080/00221325.2022.2095250","DOIUrl":"https://doi.org/10.1080/00221325.2022.2095250","url":null,"abstract":"<p><p>The present study draws on socio-cultural theories and socio-cognitive theories as guiding frameworks to examine responses to bias-based bullying among 481 middle school youth (49% female; 15% immigrant; 36% minoritized ethnicity). Based on student self-report data, we examined: (1) whether middle-schoolers response strategies' from the perspective of the victim being excluded or bullied varied across three hypothetical bias-based bullying scenarios based on participant's immigrant background and gender and by target victim's ethnic im/migrant background (e.g. Arab, Latinx, Black); and (2) whether youth disclosure of actual bullying experiences (i.e. to whom they disclosed their bullying experience) differed by their immigrant background and gender. Findings revealed that none of the immigrant girls reported that they would hit the excluder from the perspective of the Latina hypothetical victim compared to when the hypothetical victim was Black and Arab. In response to their actual experiences, immigrant girls were least likely to tell anyone (e.g. peer, teacher, or parent) if they were bullied at school. Results highlight the importance of fostering family and school administration awareness of bullying victimization and the creation of culturally sensitive school interventions and policies for reporting and preventing the bullying victimization of immigrant children, particularly for immigrant girls.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"446-464"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40583336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal Associations among Machiavellianism, Popularity Goals, and Adolescents' Cyberbullying Involvement: The Role of Gender.","authors":"Michelle F Wright,&nbsp;Sebastian Wachs,&nbsp;Zheng Huang,&nbsp;Shanmukh V Kamble,&nbsp;Shruti Soudi,&nbsp;Fatih Bayraktar,&nbsp;Zheng Li,&nbsp;Li Lei,&nbsp;Chang Shu","doi":"10.1080/00221325.2022.2095251","DOIUrl":"https://doi.org/10.1080/00221325.2022.2095251","url":null,"abstract":"<p><p>Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States. There were 2,452 adolescents (<i>M</i>_age = 14.85; <i>SD</i> = .53; 13-16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study. They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration. Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls. Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States. Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization. The social-ecological perspective provides a useful understanding of how various contexts influence bullying.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"482-493"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40639872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethnic-Racial Identity, Social Transactions in the Classroom and Academic-Related Outcomes: Gender Matters.","authors":"Krystal Thomas,&nbsp;Zewelanji Serpell","doi":"10.1080/00221325.2022.2095249","DOIUrl":"https://doi.org/10.1080/00221325.2022.2095249","url":null,"abstract":"<p><p>Using a transactional framework, this study explored social relationships in the classroom as mediators of the association between ethnic-racial identity and academic-related outcomes. Participants were 101 fifth graders of diverse backgrounds who completed computer-based questionnaires about their friendships, ethnic-racial identity, and academic engagement. Teachers reported on closeness in their student-teacher relationships. Relationships in the expected direction were evident; positive associations were observed among public regard dimensions of ethnic-racial identity and cognitive engagement in the classroom. Correlational analyses demonstrated higher friendship quality was associated with cognitive engagement, indicating more self-regulated and strategic approaches to learning for both boys and girls. Further, path analyses revealed that the relationship between public regard and cognitive engagement was mediated by student-teacher closeness for the whole sample. Gender differences were evident; for boys, public regard was related indirectly to language arts and math grades through cognitive engagement whereas for girls this indirect effect was not present. Findings highlight the varied contribution of ethnic-racial identity and classroom relationships on achievement-related outcomes, particularly for boys.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"413-428"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40591146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Family Relationships, Internalizing Problems, and Psychosocial Adjustment in Late Childhood and Early Adolescence: A Polish Perspective.","authors":"Ilona Skoczeń","doi":"10.1080/00221325.2022.2099242","DOIUrl":"https://doi.org/10.1080/00221325.2022.2099242","url":null,"abstract":"<p><p>The purpose of the present study was to examine the impact of family relationships and internalizing problems on psychosocial adjustment. Data were collected from 404 Polish children and early adolescents aged 8-13 using standardized instruments to assess the quality of family relationships (i.e., control, support), internalizing problems, and psychosocial adjustment (problem behavior versus prosocial behavior). The findings confirmed positive and negative associations between the quality of family relationships, internalizing problems, problem behavior, and prosocial behavior. Gender differences were also found; girls received more support within family relationships and scored higher in prosocial behavior, whereas boys received more control within family relationships. Regression analyses have shown that control within family relationships and internalizing problems were positive predictors of problem behavior. On the other hand, control within the family relationships was a negative predictor of prosocial behavior. In the final step, four mediation models were tested to check whether internalizing problems would mediate the relationship between family relationships and the child's behavior. Possible future research directions are discussed.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"381-390"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40601826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mental Health Problems and Bullying Victimization Among Sexual Minority Adolescents in Greek Secondary Schools.","authors":"Eleni Andreou,&nbsp;Stefanos Plexousakis,&nbsp;Maria Georgiadi,&nbsp;Omiros Papadopoulos","doi":"10.1080/00221325.2022.2098003","DOIUrl":"https://doi.org/10.1080/00221325.2022.2098003","url":null,"abstract":"<p><p>This study provides the first empirical account of mental health issues among sexual minority adolescents in Greece and the effects on mental health of both bullying and victimization in relation to adolescents' sexual orientation. A sample of 757 adolescents (<i>M age</i> = 15.98, <i>SD</i> = 0.84) completed self-reported scales measuring school bullying victimization experiences, levels of depression, feelings of loneliness, hopelessness, feeling of belonging in school, self-esteem, and sense of wellbeing. Statistically significant differences were observed between heterosexuals and gay adolescents in depression, loneliness, bullying behavior and school belongingness. Gay adolescents are more likely to present higher levels of depression. Furthermore, sexual orientation was also found to be significant moderator of the effect of bullying victimization on loneliness. Bullying was associated with low sense of school belonging and victimization with depressive symptomatology, loneliness and low sense of school belonging and self-esteem. Students' self-esteem and school belongingness were found to have a protective role against loneliness, depression and hopelessness. The findings of the current study provide valuable information to school psychologists, teachers, policy makers, and other professionals whose goals are to enhance adolescent functioning and adaptation. It is suggested that intervention strategies designed to promote resilience should incorporate sexual orientation issues.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"399-412"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40498792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to the Special Issue: Peer Relationships across Diverse Ethnic, Racial, and Cultural Contexts.","authors":"Nina S Mounts","doi":"10.1080/00221325.2022.2103393","DOIUrl":"https://doi.org/10.1080/00221325.2022.2103393","url":null,"abstract":"Relations with peers play many important functions (for a review, see Bukowski et al., 2018). Peers provide companionship and emotional security, serve as a reference group for standards of behavior, and contribute to self-concepts. Peer relationships also influence the development of social skills, cognitive abilities, emotional functioning, and self-regulation. Much of the literature on peer relationships has examined peer relationships in White, Western, industrialized contexts, although owing to Bronfenbrenner’s ecological theory (1979) and Chen’s (2012) contextual-developmental theory, there is a growing interesting in expanding this literature to include diverse groups of children and adolescents (for a review, see Chen et al., 2018). This special issue of The Journal of Genetic Psychology focuses on diversity and peer relationships. This is a broad area and the papers in this volume represent some of the many directions that this literature might develop. Scholars might use emic-etic approaches in their research (Davidson et al., 1976; Hansen & Heu, 2020; Hui & Triandis, 1985) to broaden the literature on diversity in peer relationships. The emic approach to psychological investigation focuses on the unique aspects of a cultural group (Davidson et al., 1976; Hansen & Heu, 2020; Hui & Triandis, 1985) from the perspective of an insider. The advantage of such an approach is that the researchers develop a deeper understanding of the meaning, function, and outcomes associated with varying psychological constructs. In the case of peer relationships, the emic approach can provide information about the nature of peer relationships within the group of interest. Two of the papers in this special issue use an emic approach to focus on prosocial behavior with peers. Li and Hao examined self-esteem and self-compassion, and the way in which they are related to prosocial behavior in a sample of Chinese children, building on a growing number of scholars examining peer relationships within the context of China (see Chen et al., 2018). Consistent with research from Western samples (e.g., Fu et al., 2017), results suggested that self-esteem was positively related to prosocial behavior. Additionally, the effect of self-esteem on prosocial behavior was moderated by self-compassion for girls but not for boys. Skoczeń examined the relationships of several aspects of parenting with prosocial behavior and socially related problem behavior in Polish children. Although the children in the sample could be considered White, the cultural context of Poland as an Eastern European country during the Cold War (today considered Central Europe by some) with its geographically central location during World War II, history as a communist country, and the subsequent collapse of communism (Delvecchio et al., 2020), differs substantially from many countries in Western Europe. Delvecchio et al. (2020) suggested that, given the rapid cultural changes that occurred after the collaps","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"359-363"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40602624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are Adolescents With Higher Self-Esteem More Prosocial? Exploring the Moderating Effect of Self-Compassion in Different Genders.","authors":"Shiqing Li,&nbsp;Jian Hao","doi":"10.1080/00221325.2022.2083937","DOIUrl":"https://doi.org/10.1080/00221325.2022.2083937","url":null,"abstract":"<p><p>Previous studies have revealed a positive relationship between self-esteem and prosocial behavior. Based on social mentality theory, the authors propose that self-compassion as a self-soothing system moderates the relationship in adolescents girls and not in adolescent boys. A total of 540 adolescents from 12 to 14 years old completed the Rosenberg Self-Esteem Scale, Self-Compassion Scale, and Prosocial Tendencies Measure. The results showed that both self-esteem and self-compassion were positively correlated with prosocial behavior, self-compassion moderated the relationship between self-esteem and altruistic or anonymous prosocial behavior, and self-compassion moderated the relationship between self-esteem and dire prosocial behavior and the moderating effect was moderated by gender. In conclusion, the present study indicates that self-esteem and self-compassion, as two important aspects of the self, are beneficial to prosocial behavior in adolescence. Self-compassion strengthens the relationship between self-esteem and specific prosocial behavior, especially for adolescent girls.</p>","PeriodicalId":501840,"journal":{"name":"The Journal of Genetic Psychology","volume":" ","pages":"364-380"},"PeriodicalIF":1.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40403613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}