British Journal of Developmental Psychology最新文献_第10页

‘But wait, that isn't real’: A proof-of-concept study evaluating ‘Project Real’, a co-created intervention that helps young people to spot fake news online “等一下，这不是真的”:一项概念验证研究评估了“真实项目”，这是一项帮助年轻人在网上发现假新闻的联合创建的干预措施

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-06-29 DOI: 10.1111/bjdp.12456

Yvonne Skipper, Daniel Jolley, Joseph Reddington

{"title":"‘But wait, that isn't real’: A proof-of-concept study evaluating ‘Project Real’, a co-created intervention that helps young people to spot fake news online","authors":"Yvonne Skipper, Daniel Jolley, Joseph Reddington","doi":"10.1111/bjdp.12456","DOIUrl":"10.1111/bjdp.12456","url":null,"abstract":"As misinformation is one of the top risks facing the world today, it is vital to ensure that young people have the confidence and skills to recognize fake news. Therefore, we used co-creation to develop an intervention (called ‘Project Real’) and tested its efficacy in a proof-of-concept study. One hundred and twenty-six pupils aged 11–13 completed questionnaires before and after the intervention that measured confidence and ability to recognize fake news and the number of checks they would make before sharing news. Twenty-seven pupils and three teachers participated in follow-up discussions to evaluate Project Real. Quantitative data indicated that Project Real increased participants' confidence in recognizing fake news and the number of checks they intended to make before sharing news. However, there was no change in their ability to recognize fake news. Qualitative data indicated that participants felt that they had improved their skills and confidence in recognizing fake news, supporting the quantitative data.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"41 4","pages":"371-384"},"PeriodicalIF":2.3,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12456","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10074342","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

Does first-hand evidence undermine young children's initial trust in positive gossip? Evidence from 5- to 6-year-old children 第一手证据会破坏幼儿对正面八卦最初的信任吗?证据来自5到6岁的儿童

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-06-23 DOI: 10.1111/bjdp.12457

Yulong Tang, Zhinuo Zhang, Paul L. Harris

引用次数: 0

The influence of socioeconomic status and appearance-reality understanding on pre-schoolers' sharing and generosity 社会经济地位和表象-现实理解对学龄前儿童分享与慷慨行为的影响

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-04-28 DOI: 10.1111/bjdp.12451

Nawal Hashim, Nastassja L. Fischer, Elizabeth B. Kim, Wei-Jun Jean Yeung, Rongjun Yu

{"title":"The influence of socioeconomic status and appearance-reality understanding on pre-schoolers' sharing and generosity","authors":"Nawal Hashim, Nastassja L. Fischer, Elizabeth B. Kim, Wei-Jun Jean Yeung, Rongjun Yu","doi":"10.1111/bjdp.12451","DOIUrl":"10.1111/bjdp.12451","url":null,"abstract":"Prosocial behaviour can be defined as any voluntary action that is performed to benefit another individual. Despite accumulating evidence of the importance of environmental variables (e.g., socioeconomic status; SES), and individual characteristics (e.g., theory of mind – ToM – skills), in influencing prosocial behaviours in young children, it is unknown how these factors relate to the underlying motivations for prosocial behaviours. Accordingly, both extrinsically (sharing) and intrinsically (generosity)-guided prosocial behaviours are measured in this study. We explore the influences of SES and ToM skills on young children's sharing behaviour and generosity, while controlling their age, working memory and language skills. Sixty-six 4- to 6 year olds (Mage = 5.24 years, SD = 0.73) from diverse SES (measured by parental education level) and ethnic backgrounds in Singapore completed tasks assessing the ToM measures of false belief and appearance-reality understanding, working memory, language skills, generosity, and sharing behaviour. The results of hierarchical regression analyses demonstrate that the father's education level and children's appearance-reality understanding were significant predictors of sharing, after controlling for age, working memory, language skills, and the mother's education level. Children's appearance-reality understanding was the sole predictor of children's generosity. Our findings highlight the impact of children's ability to hold different views of reality and their family's education levels on the development of sharing and generosity in early childhood.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"41 4","pages":"325-342"},"PeriodicalIF":2.3,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9357187","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

The Contextualized Emotion Regulation Survey for Adolescents (CERSA): How does emotion regulation vary according to context? 情境化青少年情绪调节调查(CERSA):情绪调节如何随情境而变化?

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-04-12 DOI: 10.1111/bjdp.12450

Yoann Fombouchet, Lyda Lannegrand, Joanna Lucenet

{"title":"The Contextualized Emotion Regulation Survey for Adolescents (CERSA): How does emotion regulation vary according to context?","authors":"Yoann Fombouchet, Lyda Lannegrand, Joanna Lucenet","doi":"10.1111/bjdp.12450","DOIUrl":"10.1111/bjdp.12450","url":null,"abstract":"Recent models of emotion regulation (ER) highlight the need to construct tools that assess ER in different contexts. This paper describes the development and validation of the Contextualized Emotion Regulation Survey for Adolescents (CERSA). This questionnaire assesses ER strategies and abilities in three situations that elicit specific emotions (i.e. sadness, fear and anger). Data were collected from a sample of 840 adolescents who completed the CERSA (M\u0000 age = 14.75; SD\u0000 age = 1.61) and another of 314 adolescents who completed the CERSA, the CERQ and the SLWS (M\u0000 age = 13.63; SD\u0000 age = 0.85). Results confirmed the expected structure in all situations as well as construct and external validity. Furthermore, correlations between latent factors and gender differences in ER strategies and abilities were often situation dependant. Mean levels of ER strategies and abilities varied according to the situation. These results provide empirical support for ER flexibility and polyregulation in adolescence.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"41 3","pages":"306-323"},"PeriodicalIF":2.3,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9986467","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

Early childhood educators' mental state language and children's theory of mind in the preschool setting 幼儿教育工作者的心理状态、语言与幼儿心理理论

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-04-11 DOI: 10.1111/bjdp.12449

Aisling Mulvihill, Rebecca Armstrong, Charlotte Casey, Jonathan Redshaw, Nerina Scarinci, Virginia Slaughter

引用次数: 0

The effects of model age and familiarity on children's reproduction of ritual behaviour 模型年龄和熟悉程度对儿童仪式行为再现的影响

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-04-05 DOI: 10.1111/bjdp.12448

Chang Wang, Zhidan Wang

{"title":"The effects of model age and familiarity on children's reproduction of ritual behaviour","authors":"Chang Wang, Zhidan Wang","doi":"10.1111/bjdp.12448","DOIUrl":"10.1111/bjdp.12448","url":null,"abstract":"Rituals are fundamental social acts that structure relationships and enable the filtering of important cognitive attributes (e.g. working memory and inhibitory control) that make humans what they are today. This study investigated the influence of model age and familiarity on the reproduction of ritual behaviour in five-year-old children. Through an exploration of these factors, this study sheds light on the cognitive mechanisms children use to comprehend and replicate rituals. Ninety-eight five-year-old children were divided into two groups: an experimental group, which observed an adult or child model, either familiar or unfamiliar to them, demonstrating eight ritual acts; and a control group, which received no video demonstration. The results revealed that children who observed an adult reproduced more ritual acts than those who observed a child, and children who observed unfamiliar models reproduced ritual acts more frequently than those who observed familiar ones. Additionally, when exposed to unfamiliar models, children's reproductive fidelity was higher. These findings suggest that children have the ability to address new adaptation challenges by participating in rituals at an early age and that they generate suitable solutions depending on the model's characteristics. This provides evidence for the adaptive bias in children's cultural learning from a ritual perspective.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"41 3","pages":"259-275"},"PeriodicalIF":2.3,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9983712","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

Children's developing understanding of economic inequality and their place within it 孩子们对经济不平等的理解以及他们在其中的地位

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-03-23 DOI: 10.1111/bjdp.12446

Julie Dickinson, Patrick J. Leman, Matthew J. Easterbrook

引用次数: 2

Children's sympathy moderates the link between their attentional orientation and ethical guilt 儿童的同情心缓和了他们的注意力取向和道德内疚之间的联系

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-03-22 DOI: 10.1111/bjdp.12447

Mishika Mehrotra, Sebastian P. Dys, Tina Malti

{"title":"Children's sympathy moderates the link between their attentional orientation and ethical guilt","authors":"Mishika Mehrotra, Sebastian P. Dys, Tina Malti","doi":"10.1111/bjdp.12447","DOIUrl":"10.1111/bjdp.12447","url":null,"abstract":"This study examined how children's attentional orientation towards environmental cues, dispositional sympathy and inhibitory control were associated with their ethical guilt. Participants were 4- and 6-year-old children (N = 211; 55% male) from ethnically diverse backgrounds. To assess ethical guilt, children were presented with two vignettes depicting ethical violations and reported how they would feel and why, if they had committed those transgressions. Using eye tracking, we calculated attentional orientation as the percentage of time children attended to other-oriented (i.e., victim) minus self-serving (i.e., object gained by transgressing) cues during these vignettes. Children also reported on their sympathy and completed an observational measure of inhibitory control. Although main effects were not significant, sympathy moderated the link between attentional orientation and ethical guilt: attentional orientation was positively associated with ethical guilt for children with low levels of sympathy but had no effect among those high in sympathy. These findings suggest that practices centred on prompting children to attend to other-oriented cues – and away from self-serving ones – may be effective particularly for children who are generally less sympathetic.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"41 3","pages":"276-290"},"PeriodicalIF":2.3,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12447","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9974474","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: 1

Emotion dysregulation and symptoms of anxiety and depression in early adolescence: Bidirectional longitudinal associations and the antecedent role of parent–child attachment 青少年早期情绪失调与焦虑抑郁症状:亲子依恋的双向纵向关联及前因作用

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-03-07 DOI: 10.1111/bjdp.12445

Kelly M. Y. Chan, Ryan Y. Hong, Xiang Ling Ong, Hoi Shan Cheung

{"title":"Emotion dysregulation and symptoms of anxiety and depression in early adolescence: Bidirectional longitudinal associations and the antecedent role of parent–child attachment","authors":"Kelly M. Y. Chan, Ryan Y. Hong, Xiang Ling Ong, Hoi Shan Cheung","doi":"10.1111/bjdp.12445","DOIUrl":"10.1111/bjdp.12445","url":null,"abstract":"Difficulties in emotion regulation have been consistently associated with various psychological difficulties, including anxiety and depression; however, less is known about the directionality of this relationship, particularly in adolescents. In addition, early parent–child attachment quality has been closely linked to the development of emotion regulation. Previous studies have proposed an overarching model in attempt to describe the developmental trajectory of anxiety and depression from early attachment, albeit with several limitations that are discussed in this paper. This study adds to this field of research by investigating the longitudinal associations between emotion dysregulation (ED) and symptoms of anxiety and depression among 534 early adolescents in Singapore over three timepoints in a school year, and the antecedent role of attachment quality on individual differences on these variables. Bidirectional influences were found between ED and anxiety and depression symptoms, respectively, between T1 and T2, but not T2 and T3, at the between- and within-individual levels of analysis. Additionally, attachment anxiety and avoidance were both significantly predictive of individual differences in ED and for both psychological symptoms. The current findings provide preliminary evidence of a mutually reinforcing relationship between ED and symptoms of anxiety and depression in early adolescence, where attachment quality serves as a developmental antecedent that sets these longitudinal associations in motion.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"41 3","pages":"291-305"},"PeriodicalIF":2.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10355423","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

Building connections through play: Influences on children's connected talk with peers 通过游戏建立联系:对儿童与同伴联系谈话的影响

IF 2.3 3区心理学

British Journal of Developmental Psychology Pub Date : 2023-03-06 DOI: 10.1111/bjdp.12443

Emily J. Goodacre, Elian Fink, Paul Ramchandani, Jenny L. Gibson

{"title":"Building connections through play: Influences on children's connected talk with peers","authors":"Emily J. Goodacre, Elian Fink, Paul Ramchandani, Jenny L. Gibson","doi":"10.1111/bjdp.12443","DOIUrl":"10.1111/bjdp.12443","url":null,"abstract":"Effective reciprocal communication is a vital component in forming and maintaining social relationships. Peer social play may provide a particularly important context for communicative skill development, as sophisticated negotiation and exchange are required to coordinate play. We focus on connectedness, a property of conversation referring to the topical relation between speakers' turns, to understand how partners coordinate ideas to build a shared play experience. The present study uses a longitudinal secondary analysis approach to drive forward our understanding of the individual and shared influences that contribute to connectedness during peer social play. Using data from a three-wave, longitudinal study of children's play and social relationships during the first 3 years of school in the United Kingdom (https://osf.io/3p4q8/), we coded connectedness from transcripts of video observations of 148 children playing in pairs at wave three (mean age 6.79 years) and model individual differences in language ability, theory of mind, and emotion comprehension from all three waves as potential predictors of connectedness. Our results show substantial dyadic effects on connectedness, but individual differences in socio-cognitive measures were not significant predictors of connectedness. These findings indicate the importance of dyadic and partner effects in children's social interactions and implicate the dyad as an essential focus for future research.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"41 3","pages":"203-226"},"PeriodicalIF":2.3,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjdp.12443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9983693","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