British Journal of Developmental Psychology最新文献_第5页

Profiles of sibling relationships among Chinese adolescents: The contribution of parental differential treatment of siblings 中国青少年的兄弟姐妹关系：父母差别对待的贡献。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-03-17 DOI: 10.1111/bjdp.70040

Fanlong Wang, Huiguang Ren, Junsheng Liu, Xiaohua Bian, Yan Wang

{"title":"Profiles of sibling relationships among Chinese adolescents: The contribution of parental differential treatment of siblings","authors":"Fanlong Wang, Huiguang Ren, Junsheng Liu, Xiaohua Bian, Yan Wang","doi":"10.1111/bjdp.70040","DOIUrl":"10.1111/bjdp.70040","url":null,"abstract":"Since the implementation of multi-child policies in China, the proportion of multi-child families has increased, making sibling relationships a critical issue. The present study used latent profile analysis to identify distinct profiles of sibling relationships among Chinese adolescents. The associations between maternal and paternal differential treatment and children's membership in specific profiles were also examined. A sample of 1553 Chinese adolescents (Mage = 13.28, 48.1% boys) with at least one sibling revealed five subgroups: positive, conflicting, average, moderately negative, and highly negative groups. Results also showed that adolescents experiencing a high degree of maternal differential treatment were more likely to belong to the highly negative group, while paternal differential treatment had no significant associations. These findings highlighted the heterogeneity of sibling relationships and the important contribution of maternal differential treatment in shaping sibling dynamics, which offered valuable insights for enhancing the well-being of multi-child families.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"641-656"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147476408","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

Mandarin translation and validation of the Theory of Mind Inventory-2 and the Theory of Mind Task Battery for autistic children in Mainland China 中国大陆自闭症儿童心理理论量表-2和心理理论任务组的中文翻译与验证。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-08 Epub Date: 2026-04-03 DOI: 10.1111/bjdp.70043

Mi Tian, Rachel H. Y. Au, Shiyue Cao, Huiming Shi, Cong Xin, Wenyu Xia

{"title":"Mandarin translation and validation of the Theory of Mind Inventory-2 and the Theory of Mind Task Battery for autistic children in Mainland China","authors":"Mi Tian, Rachel H. Y. Au, Shiyue Cao, Huiming Shi, Cong Xin, Wenyu Xia","doi":"10.1111/bjdp.70043","DOIUrl":"10.1111/bjdp.70043","url":null,"abstract":"The objective of the study was to translate and culturally adapt two important measures of theory of mind (ToM)—the Theory of Mind Inventory-2 (ToMI-2) and the Theory of Mind Task Battery (ToMTB)—into a Mandarin version (the ToMI-2-M and the ToMTB-M). The ToMI-2-M and the ToMTB-M were first developed through translation, expert validation, and a pilot study. Ninety-four autistic children and 43 verbal ability-matched non-autistic children (aged 2.5–8 years) were then tested to evaluate the psychometric properties of the two assessment tools. Both the ToMI-2-M and the ToMTB-M showed good internal consistency and test–retest reliability. Content validity was supported by an expert panel. Concurrent validity was supported by the two assessment tools' correlations with other ToM tasks, visual perspective taking, inhibitory control, and autistic characteristics. The discriminative validity was demonstrated by significantly higher scores of non-autistic children than autistic children on these assessment tasks. Age-related changes and the receiver operating characteristic curve analysis also provided support. The ToMI-2-M and the ToMTB-M showed good psychometric properties and represent useful tools for assessing ToM abilities of autistic children and non-autistic children.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"44 3","pages":"689-707"},"PeriodicalIF":1.8,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147617037","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 maternal mental state input inventory: A scoping review of use, adaptation and developmental evidence. 产妇心理状态输入清单：使用，适应和发展证据的范围审查。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-07 DOI: 10.1111/bjdp.70063

Callyn Farrell, Aisling Mulvihill, Virginia Slaughter

引用次数: 0

Speaking with the hands-fine motor skills, language, and the role of gestures. 用手说话-精细的运动技能，语言和手势的作用。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-08-04 DOI: 10.1111/bjdp.70062

Rebecca E Winter, Heidrun Stoeger, Sebastian P Suggate

{"title":"Speaking with the hands-fine motor skills, language, and the role of gestures.","authors":"Rebecca E Winter, Heidrun Stoeger, Sebastian P Suggate","doi":"10.1111/bjdp.70062","DOIUrl":"https://doi.org/10.1111/bjdp.70062","url":null,"abstract":"Previous investigations link fine motor skills (FMS) with language development. Studies also examined relations between motor actions and gestures, as well as between gestures and language. However, little research has systematically investigated fine motor skills, manual gestures, and language within the same study or investigated their unique associations. In this study, we examined FMS, receptive and expressive vocabulary, narrative skills, and gesture production, imitation, and use during storytelling in 130 children (aged 3-6). FMS significantly predicted receptive vocabulary and narrative skills but not expressive vocabulary. Including manual gestures in hierarchical linear regressions reduced the association between FMS and receptive vocabulary as well as narrative skills. Notably, greater gesture use during the narrative task negatively predicted receptive vocabulary and narrative skills. Mediation analyses revealed that gesture use significantly mediated the link between FMS and both receptive vocabulary and narrative skills, indicating that gestures partially explain how FMS relate to these language outcomes. The study discusses limitations, future research needs, and educational implications.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148671237","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

Supporting autonomy, easing burden: Parental autonomy support mitigates academic burnout and loneliness in Chinese adolescents through emotion reactivity. 支持自主，减轻负担：父母自主支持通过情绪反应缓解中国青少年的学业倦怠和孤独感。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-06-01 Epub Date: 2025-11-21 DOI: 10.1111/bjdp.70029

Xiaoyan Liu, Jiaxuan Du, Jingjing Huang, Wenli Qian, Xue Wen, Pengwei Liang

{"title":"Supporting autonomy, easing burden: Parental autonomy support mitigates academic burnout and loneliness in Chinese adolescents through emotion reactivity.","authors":"Xiaoyan Liu, Jiaxuan Du, Jingjing Huang, Wenli Qian, Xue Wen, Pengwei Liang","doi":"10.1111/bjdp.70029","DOIUrl":"10.1111/bjdp.70029","url":null,"abstract":"Parental autonomy support, the extent to which parents facilitate their child's independent use of decision-making and problem-solving skills, is an important contributor to adolescent development. This study aimed to explore the effect of parental autonomy support on academic burnout and loneliness among adolescents and whether this link was mediated by the emotion reactivity of the adolescent. Participants (N = 965) were recruited from a Chinese middle school and completed a three-wave longitudinal study, filling out the Parental Autonomy Support Scale, the Emotion Reactivity Scale, the School Burnout Inventory and the University of California at Los Angeles Loneliness Scale. The results revealed that T1 parental autonomy support negatively predicted T2 emotional reactivity and T3 loneliness, but it did not predict T3 academic burnout. T2 emotional reactivity negatively predicted T3 academic burnout, but it did not predict T3 loneliness. T2 emotion reactivity mediated this relationship between T1 parental autonomy support and T3 academic burnout. This is the first study to identify the mediating role of emotion reactivity between parental autonomy support and academic burnout and loneliness. It demonstrated the need for parents to pay attention to the way they support their adolescents' autonomy and help them manage their emotion reactivity.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":"454-468"},"PeriodicalIF":2.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145574482","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 development of number reading: Fifth-grade children show adult-like visual analysis of digit strings. 数字阅读的发展：五年级儿童对数字串的视觉分析与成人相似。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-06-01 Epub Date: 2025-10-12 DOI: 10.1111/bjdp.70021

Dror Dotan, Guy Almani, Meital Norman

引用次数: 0

The interaction of negative parenting and DRD2 gene rs1799732 polymorphism on self-control in children and adolescents: Development stage differences. 负性父母教养与DRD2基因rs1799732多态性对儿童青少年自我控制的相互作用：发育阶段差异

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-06-01 Epub Date: 2025-10-08 DOI: 10.1111/bjdp.70020

Jian Mao, Pei Chen, Yangang Nie

{"title":"The interaction of negative parenting and DRD2 gene rs1799732 polymorphism on self-control in children and adolescents: Development stage differences.","authors":"Jian Mao, Pei Chen, Yangang Nie","doi":"10.1111/bjdp.70020","DOIUrl":"10.1111/bjdp.70020","url":null,"abstract":"Self-control development in children and adolescents is shaped by both genetic and environmental influences, yet little is known about how these factors interact across developmental stages. This two-wave longitudinal study investigated the interplay between the DRD2 gene rs1799732 polymorphism and negative parenting in predicting self-control among 9-14-year-olds, with a focus on differences between childhood and adolescence. Results revealed that the effects of negative parenting on self-control were concentrated in childhood (ages 9-11) and varied by genotype. Children with the GG allele were more vulnerable to negative parenting, exhibiting reduced self-control, whereas those carrying the T allele (TT/TG) demonstrated enhanced self-control under similar conditions, suggesting a possible 'training' effect. These findings highlight childhood as a critical period of environmental sensitivity and underscore the need for personalized parenting strategies that account for genetic differences. Limitations include the study's restricted developmental window, the exclusion of positive parenting and other family subsystems, and the need for replication using multi-wave designs and broader samples. The results provide novel insights into gene-environment interactions and offer practical guidance for targeted interventions to foster self-control in youth.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":"333-349"},"PeriodicalIF":2.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253750","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

Playing the part: Children's willingness and embarrassment to play gender stereotype-violating roles. 扮演角色：孩子们愿意和尴尬地扮演违反性别刻板印象的角色。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-06-01 Epub Date: 2025-11-17 DOI: 10.1111/bjdp.70025

Elizabeth J Parks-Stamm, Clarissa Leuthold, Carolin Schuster, Kathleen Day-Murray, Sarah E Martiny

{"title":"Playing the part: Children's willingness and embarrassment to play gender stereotype-violating roles.","authors":"Elizabeth J Parks-Stamm, Clarissa Leuthold, Carolin Schuster, Kathleen Day-Murray, Sarah E Martiny","doi":"10.1111/bjdp.70025","DOIUrl":"10.1111/bjdp.70025","url":null,"abstract":"Although anticipated affect has been shown to influence young adults' willingness to engage in counter-stereotypic fields of study and careers, research has not yet explored whether elementary school children also anticipate negative affect for violating gender norms. The present studies explored elementary school students' knowledge of gender stereotypes, anticipated embarrassment and willingness to play counter-stereotypic characters in a play. In Study 1 (N = 56, Mage = 9.46 years) and Study 2 (N = 49, Mage = 9.52 years), children anticipated more embarrassment and were less willing to play a character with gender stereotype-incongruent behaviours and roles, compared to gender stereotype-congruent characters. In Study 3 (N = 47, Mage = 11.43 years), children anticipated more embarrassment and were less willing to play a character with a stereotype-incongruent occupation compared to gender stereotype-congruent occupations. In a combined analysis across the three studies, knowledge of gender stereotypes predicted children's embarrassment to play counter-stereotypic roles. The results are discussed with respect to the development of gender norms and occupational aspirations in children.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":"417-436"},"PeriodicalIF":2.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145543673","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

Gender stereotypes and goal congruity for adolescents' preferred career and highly gender-stereotyped occupations. 性别刻板印象和目标一致性对青少年择业和高度性别刻板印象职业的影响。

IF 2.6 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-06-01 Epub Date: 2025-12-04 DOI: 10.1111/bjdp.70030

Daniel R Mack, Joan M Barth, Stephanie Masters

{"title":"Gender stereotypes and goal congruity for adolescents' preferred career and highly gender-stereotyped occupations.","authors":"Daniel R Mack, Joan M Barth, Stephanie Masters","doi":"10.1111/bjdp.70030","DOIUrl":"10.1111/bjdp.70030","url":null,"abstract":"Social role and goal congruity theories propose that occupation gender stereotypes and goal affordances affect career interests. These assumptions were tested by examining adolescents' preferred career interests and their interest in highly gender-stereotyped occupations (HGSOs) in which their gender is also a minority (gender stereotype incongruent). U.S. students aged 12-17 years in 8th and 9th grades (N = 879; 46.5% boys) completed an online survey assessing the gender stereotype and career goals of their preferred future occupation using established rating scales (Barth et al., 2018; Barth & Yang, 2022). Students also reported the gender stereotypes and goal affordances of four HGSOs (Education, Healthcare, Engineering, Construction). Although most adolescents' preferred careers were highly gender stereotyped, their perceptions were more gender neutral. Consistent with goal congruity theory, high-earning or societally beneficial careers were of greatest interest to girls and boys, respectively. But girls rated power/status more importantly than boys. Interest in gender stereotype incongruent occupations was associated with higher ratings on all goals. Gender stereotypes for these occupations were associated with boys' interest in education and girls' interest in engineering. Findings supported and challenged social role and goal congruity theories, suggesting the need to reconsider adolescents' perceptions of gender and stereotypes.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":"485-501"},"PeriodicalIF":2.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670835","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

Conceptualizing age-appropriate social media to support children's digital futures. 构想适合年龄的社交媒体，以支持儿童的数字未来。

IF 1.8 3区心理学

British Journal of Developmental Psychology Pub Date : 2026-06-01 Epub Date: 2025-07-11 DOI: 10.1111/bjdp.70006

Sonia Livingstone, Kim R Sylwander

{"title":"Conceptualizing age-appropriate social media to support children's digital futures.","authors":"Sonia Livingstone, Kim R Sylwander","doi":"10.1111/bjdp.70006","DOIUrl":"10.1111/bjdp.70006","url":null,"abstract":"Is there really a 'right age' for social media? As governments rush to regulate children's digital lives, age-based bans and 'age-appropriate' design regulations are gaining international momentum. However, these are often based on theoretically dated 'ages and stages' models and blunt age thresholds. This article examines three seemingly divergent yet surprisingly convergent approaches. First, emerging regulatory frameworks are embedding 'age-appropriate' design and bright-line age limits. Second, social science research on children's digital experience, offers valuable documentation of developmental variability across ages but provides limited policy-ready guidance and often lacks developmental theory. Third, a normative child rights framework grounded in the UN Convention on the Rights of the Child's principle of 'evolving capacities' urges a balance between protection and participation rights in ways that take into account children's variable capacities and increasing autonomy. Given the often fraught and contested nature of the debates over digital policy, we call on developmental psychologists to scrutinize proposed age thresholds, map developmental evidence to diverse contexts, and bring contemporary theory and robust evidence to inform policy. Without this input, decisions that matter to children's digital lives will be left to political expediency and corporate interests, overlooking or even undermining children's rights and developmental needs.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":" ","pages":"300-312"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13155263/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621172","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