British Journal of Developmental Psychology最新文献

'Can I tell you about the funny bit?': Working alongside children as citizen scientists to explore shared Reading practices in the home. “我能告诉你有趣的部分吗？”：作为公民科学家与孩子们一起探索家庭共享阅读实践。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-16 DOI: 10.1111/bjdp.70079

Faith Berry, Emma J Vardy, Hannah Phelan, Kristen L McMaster, Clare P Wood

{"title":"'Can I tell you about the funny bit?': Working alongside children as citizen scientists to explore shared Reading practices in the home.","authors":"Faith Berry, Emma J Vardy, Hannah Phelan, Kristen L McMaster, Clare P Wood","doi":"10.1111/bjdp.70079","DOIUrl":"https://doi.org/10.1111/bjdp.70079","url":null,"abstract":"Shared reading research has traditionally focused on developmental outcomes yet rarely positions children as co-constructors of knowledge about their own literacy practices. Grounded in a child-rights informed and ecological developmental framework, this study positions children as citizen scientists to examine how shared reading is experienced within the relational context of home life. Using a participatory action research approach, 109 children aged 7-11 participated in 21 CoNavigator sessions. CoNavigator is a tactile, dialogic methodology that embeds participants directly in both data generation and primary analysis. In peer-led groups, children collaboratively constructed three-dimensional conceptual maps in response to the prompt 'shared reading at home', collectively defining what shared reading is, what it ought to be and what should change to support it. Children generated, organized, negotiated and interpreted their own data in real time, functioning as analytic collaborators rather than research subjects. While recognizing shared reading as developmentally valuable, children emphasized autonomy, emotional safety and attentive co-presence as central to sustained engagement. They reconceptualized 'sharing' to include post-reading dialogue and relational proximity rather than solely simultaneous co-reading. Experiences framed as overly corrective or compulsory were associated with disengagement, and the findings challenge outcome-driven models of home literacy support.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Inclusion of diverse peers in STEM contexts: The role of science capital and ability expectations. STEM背景下不同同伴的包容：科学资本和能力期望的作用。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-11 DOI: 10.1111/bjdp.70080

Kelly Lynn Mulvey, Vivien Schaffer

{"title":"Inclusion of diverse peers in STEM contexts: The role of science capital and ability expectations.","authors":"Kelly Lynn Mulvey, Vivien Schaffer","doi":"10.1111/bjdp.70080","DOIUrl":"https://doi.org/10.1111/bjdp.70080","url":null,"abstract":"Persistent disparities in representation in the fields of Science, Technology, Engineering and Math (STEM) may be addressed through fostering inclusion in STEM amongst children. However, little is known about what factors are associated with more inclusive decisions in the STEM context. The current study focused on two possibilities: Science Capital, which is the accumulation of science-related experiences, attitudes, knowledge and resources, and ability expectations, which refer to how well one expects their peers to do in a science task. This study included 151 children (aged 7-13 years) recruited from Children Helping Science online, approximately evenly divided by gender and predominantly White. They completed a peer science inclusion task, as well as measures of Science Capital and ability expectations. Mediation analyses revealed that science capital is related to ability beliefs and that ability beliefs relate to science inclusion. Moreover, ability beliefs mediate the relationship between science capital and the inclusion of girls and peers with disabilities in science activities. These findings have implications for the importance of fostering children's science capital as a means to promote inclusive thinking about who can and should engage in science.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

JOINclusion: A serious mobile game for promoting ethnocultural empathy in schools JOINclusion：一款严肃的手机游戏，旨在促进学校的种族文化同理心。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-05-31 DOI: 10.1111/bjdp.70055

Alessandra Colella, Concetta Esposito, Annaleda Mazzucato, Ioannis Christidis, Enrique Hortal, Helen C. Leligou, Davide Marocco, Michela Ponticorvo, Yusuf Can Semerci, Dario Bacchini

{"title":"JOINclusion: A serious mobile game for promoting ethnocultural empathy in schools","authors":"Alessandra Colella, Concetta Esposito, Annaleda Mazzucato, Ioannis Christidis, Enrique Hortal, Helen C. Leligou, Davide Marocco, Michela Ponticorvo, Yusuf Can Semerci, Dario Bacchini","doi":"10.1111/bjdp.70055","DOIUrl":"10.1111/bjdp.70055","url":null,"abstract":"This study examines the efficacy of JOINclusion, a serious mobile game designed to enhance ethnocultural empathy in children aged 8 to 12. Grounded in the Social Emotional Learning (SEL) framework, JOINclusion delivers interactive scenarios through a narrative-driven Story Mode and a collaborative Multiplayer Mode, encouraging emotional recognition, cognitive perspective-taking and prosocial decision-making. The game was evaluated using a pre–post design with 286 children across three European countries (Italy, Greece and the Netherlands). Two key outcomes were assessed: children's perceived educational benefit from the game and changes in ethnocultural empathy, specifically in empathic feeling/expression and perspective-taking. Findings indicated that most children reported perceived improvements in empathy-related skills after gameplay. Results from the pre- and post-comparison using Latent Change Score Models showed a significant increase in empathic perspective-taking and a marginal improvement in empathic feeling and expression. These effects were significant regardless of gender, age and migratory background. These findings support the potential of gamified learning experiences to foster inclusive social behaviour by promoting empathy-related competences. Despite its limitations, JOINclusion offers a promising, scalable model for integrating empathy training into diverse educational settings through engaging and child-centred technology.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 4","pages":"877-898"},"PeriodicalIF":1.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The association between eating behaviour and moral views on animals from childhood to adulthood 从童年到成年，饮食行为与动物道德观之间的关系。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-06-23 DOI: 10.1111/bjdp.70057

Tina Bagus, Noemi Thiede, Luke McGuire, Nadira S. Faber, Hanna Beißert

{"title":"The association between eating behaviour and moral views on animals from childhood to adulthood","authors":"Tina Bagus, Noemi Thiede, Luke McGuire, Nadira S. Faber, Hanna Beißert","doi":"10.1111/bjdp.70057","DOIUrl":"10.1111/bjdp.70057","url":null,"abstract":"How are moral judgements about animals related to whether people eat meat? We investigate the developmental trajectory of this question in German participants aged 8 to 74 years (N = 571, M = 24.84, SD = 14.52, female n = 394, male n = 177). Applying Bayesian modelling, we find no differences in moral judgements about animals and meat-eating when comparing children who eat and who do not eat meat. With increasing age, however, we observe differences between dietary groups: while omnivorous participants show increasing speciesist beliefs and evaluate meat-eating as morally acceptable, vegetarians' and vegans' moral judgements remain lower in speciesism and opposed to meat-eating across age. Early adolescence is highlighted as a crucial phase in which eating behaviour and moral judgements start to align. In line with recent theoretical models, we discuss the role of diet in developing speciesism and its implications for the uptake of sustainable diets.\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture>\u0000 </div>\u0000 </figure>\u0000 ","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 4","pages":"920-931"},"PeriodicalIF":1.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148310409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seeds of discord: Unravelling family conflict, parenting, and child externalizing behaviours 不和谐的种子：拆解家庭冲突，养育，和孩子的外化行为。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-07-08 DOI: 10.1111/bjdp.70059

Rebecca J. Douglas, William L. Coventry, Sally A. Larsen

{"title":"Seeds of discord: Unravelling family conflict, parenting, and child externalizing behaviours","authors":"Rebecca J. Douglas, William L. Coventry, Sally A. Larsen","doi":"10.1111/bjdp.70059","DOIUrl":"10.1111/bjdp.70059","url":null,"abstract":"Externalizing behaviours—aggression, defiance, and hyperactivity—are often reported in childhood and predict poorer academic, social, and mental health outcomes. Family influences such as interparental conflict and angry parenting shape these behaviours, yet maternal and paternal contrasts remain underexplored. This study used parent-reported data from Waves 1–8 of the Longitudinal Study of Australian Children (N ≈ 10,000; ages 4–17) to test whether: (1) interparental conflict predicted child externalizing behaviours, (2) angry parenting predicted child externalizing behaviours, and (3) interparental conflict predicted angry parenting. Subscales of conduct, hyperactivity, and prosocial abilities were also examined. Random Intercept Cross-Lagged Panel Models were estimated separately for mothers and fathers, enabling direct comparison of maternal and paternal pathways. Interparental conflict demonstrated little predictive value, suggesting it functions more as a stable background risk than a dynamic driver of change in child behaviours. In contrast, angry parenting and externalizing behaviours were reciprocally linked. Maternal effects emerged earlier and more strongly than paternal effects. Disaggregating parental roles offers new insights for intervention.\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture>\u0000 </div>\u0000 </figure>\u0000 ","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 4","pages":"946-969"},"PeriodicalIF":1.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gender stereotypes in preschool: An examination of age and gender differences 学前教育中的性别刻板印象：年龄和性别差异的检验。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-05-11 DOI: 10.1111/bjdp.70048

Johanna Landvogt, Jan Lenhart

引用次数: 0

Turkish preschoolers show an advantage in their understanding of their own representational change over others' false belief 土耳其学龄前儿童在理解自己的表征变化方面比别人的错误信念更有优势。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-05-13 DOI: 10.1111/bjdp.70050

Mesut Saçkes, Sonnur Işıtan, Kathy Cabe Trundle, David M. Sobel

引用次数: 0

Infant social withdrawal with parents and strangers—The role of parental sensitivity and depression 婴儿与父母和陌生人的社交退缩——父母敏感和抑郁的作用。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-06-01 DOI: 10.1111/bjdp.70054

Maja Rudling, Anne Christine Stuart, Johanne Smith-Nielsen, Ida Egmose, Katrine Røhder, Mette Skovgaard Væver

{"title":"Infant social withdrawal with parents and strangers—The role of parental sensitivity and depression","authors":"Maja Rudling, Anne Christine Stuart, Johanne Smith-Nielsen, Ida Egmose, Katrine Røhder, Mette Skovgaard Væver","doi":"10.1111/bjdp.70054","DOIUrl":"10.1111/bjdp.70054","url":null,"abstract":"Infant social withdrawal is an early indicator of infant distress linked to adverse socio-emotional development. We hypothesized that parental sensitivity moderates an association between parental depression (PPD) and infant social withdrawal. We examined these associations cross-sectionally in 471 families in which mothers screened positive for PPD, assessing infant social withdrawal (mean infant age 3.6 months) during interactions with mothers, fathers/co-parents and a stranger. No significant association was found between parental PPD symptom severity and infant social withdrawal in interaction with either the parents or the stranger. Instead, parental sensitivity was negatively associated with infant social withdrawal in mother–infant interactions and less consistently in father/co-parent–infant interactions, though not in interactions with the stranger. Thus, in families at risk for PPD, infant withdrawal may be more closely related to parental sensitivity than parental depressive symptoms. Moreover, the influence of parental sensitivity on infant social withdrawal may not extend beyond parent–infant interactions.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 4","pages":"861-876"},"PeriodicalIF":1.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leveraging community science to encourage a more inclusive and culturally representative developmental science 利用社区科学促进更具包容性和文化代表性的发展科学。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-03-10 DOI: 10.1111/bjdp.70039

Annelise Pesch, Deena Skolnick Weisberg, Michael Weisberg, Kelly Kennedy, Karlena D. Ochoa, Vanessa N. Bermudez, Julie Salazar, June Ahn, Andres S. Bustamante, Kathy Hirsh-Pasek

{"title":"Leveraging community science to encourage a more inclusive and culturally representative developmental science","authors":"Annelise Pesch, Deena Skolnick Weisberg, Michael Weisberg, Kelly Kennedy, Karlena D. Ochoa, Vanessa N. Bermudez, Julie Salazar, June Ahn, Andres S. Bustamante, Kathy Hirsh-Pasek","doi":"10.1111/bjdp.70039","DOIUrl":"10.1111/bjdp.70039","url":null,"abstract":"The field of developmental science is increasingly interested in conducting research that is more representative, equitable, inclusive and generalizable. One way to achieve these aims is to conduct research that positions communities as key collaborators and central contributors to our scientific inquiries. These principles are evident in community science approaches like community-based participatory research (CBPR) and participatory action research (PAR). We argue that CBPR and PAR can be implemented by developmental scientists. Here, we describe two initiatives that utilized CBPR and PAR. The first initiative is Playful Learning Landscapes (PLL). PLL embeds research from the learning sciences into public spaces to offer playful learning opportunities for children and families, and community science practices are leveraged throughout the process. The second initiative is the Galápagos Education and Research Alliance (GERA). GERA harnesses the tools of community science by working directly with communities in the fragile environment of Galápagos to gather data about ecosystem health and build community-based plans for climate change adaptation. Together, these two initiatives offer rich examples of how CBPR and PAR principles engender active participation from the community throughout the design and evaluation of a research project. We discuss the opportunities and challenges of using community-centred approaches.\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture>\u0000 </div>\u0000 </figure>\u0000 ","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 4","pages":"757-770"},"PeriodicalIF":1.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Longitudinal predictions of visual attention span at school entry for Chinese character reading fluency and reading comprehension via developmentally specific mediation of language-related cognitive skills 入学时视觉注意广度对汉字阅读流畅性和阅读理解的纵向预测：语言相关认知技能的发展特异性中介。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-10-08 Epub Date: 2026-05-20 DOI: 10.1111/bjdp.70052

Jemilyn Kaw, Weijie Li, Chunyu Yang, Liu Bai, Duo Liu, Jing Zhao

{"title":"Longitudinal predictions of visual attention span at school entry for Chinese character reading fluency and reading comprehension via developmentally specific mediation of language-related cognitive skills","authors":"Jemilyn Kaw, Weijie Li, Chunyu Yang, Liu Bai, Duo Liu, Jing Zhao","doi":"10.1111/bjdp.70052","DOIUrl":"10.1111/bjdp.70052","url":null,"abstract":"Visual attention span (VAS) is a critical predictor to Chinese reading, owing to the logographic and ideographic features of the script. However, the cognitive mechanisms linking VAS to reading remain under-explored, particularly regarding developmental trajectories and distinct reading outcomes. This longitudinal study examined how Grade 1 VAS predicts Chinese character reading fluency and reading comprehension in Grades 3 and 4, covering the crucial ‘learning to read’ to ‘reading to learn’ transition. The developmentally specific mediation of language-related cognitive skills including orthographic/phonological awareness, and rapid automatized naming (RAN) was examined. A cohort of 202 Chinese children (101 boys, 101 girls; Mage ± SD = 79.83 ± 3.86 months) were assessed at Grade 1 (T1), Grade 3 (T2), and Grade 4 (T3) on VAS, the language-related cognitive skills, character list reading fluency and reading comprehension. Results showed T1VAS predicted T2character reading fluency separately through T1orthographic awareness and T2RAN. Furthermore, a chain mediation involving these skills and T2fluency explained T3fluency. Meanwhile, T1VAS directly predicted T2reading comprehension and indirectly predicted T3comprehension via earlier decoding skills and prior comprehension. These findings establish VAS as a foundational component of Chinese literacy development, mediated by stage-specific mediating mechanisms. The results offer implications for designing early reading instruction tailored to the special demands of Chinese literacy.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 4","pages":"818-842"},"PeriodicalIF":1.8,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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