Merrill-Palmer Quarterly-Journal of Developmental Psychology最新文献_第3页

Index Vol. 68 (2022) 指数第68卷(2022年)

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-10-01 DOI: 10.1353/mpq.2022.a905093

引用次数: 0

An Intersectional Approach to Parental Ethnic/Racial Socialization Practices and Adolescent Academic Outcomes 父母族群/种族社会化实践与青少年学业成绩的交叉研究

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-10-01 DOI: 10.1353/mpq.2022.a905090

Nicole A. Telfer, N. Else-Quest

{"title":"An Intersectional Approach to Parental Ethnic/Racial Socialization Practices and Adolescent Academic Outcomes","authors":"Nicole A. Telfer, N. Else-Quest","doi":"10.1353/mpq.2022.a905090","DOIUrl":"https://doi.org/10.1353/mpq.2022.a905090","url":null,"abstract":"Abstract:Amid ethnic/racial stratification and oppression, parents’ engagement in ethnic/racial socialization (ERS) practices foster resilience and positive outcomes in youth. Research has found inconsistent effects of ERS practices on adolescent academic outcomes and has neglected the intersectionality of race/ethnicity and gender. Using an intersectional approach and longitudinal design, we explored how N = 358 parents’ ERS practices (cultural socialization, preparation for bias, and promotion of mistrust) predicted academic outcomes among male and female Black/African American, Asian American, Latinx, and White/European American high schoolers 1 year later. Ethnic/racial group differences in ERS practices were consistent across youth gender. Our intersectional approach revealed that cultural socialization predicted Asian American boys’ academic achievement and that preparation for bias predicted Black/African American boys’ academic achievement. Future studies should continue to explore the gendered construction of ERS messages and how they shape academic outcomes differently across diverse samples.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"368 - 400"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43539105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

A Systematic Review of Experimental Studies Evaluating Antiracist Program Techniques for Children and Adolescents 评估儿童和青少年反种族主义计划技术的实验研究的系统回顾

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-10-01 DOI: 10.1353/mpq.2022.a905089

C. Weems, Bethany H. McCurdy, Mikaela D. Scozzafava, A. Pina, R. Varela, Nicole A. Telfer, N. Else-Quest, Zhangjing Luo, A. Lahat, M. Perlman, Nina Howe, H. Recchia, W. Bukowski, H. Ross, Lindsay N. Gabel, Andrew R. Daoust, T. Olino, Jessica A. Grahn, C. Durbin, E. Hayden

{"title":"A Systematic Review of Experimental Studies Evaluating Antiracist Program Techniques for Children and Adolescents","authors":"C. Weems, Bethany H. McCurdy, Mikaela D. Scozzafava, A. Pina, R. Varela, Nicole A. Telfer, N. Else-Quest, Zhangjing Luo, A. Lahat, M. Perlman, Nina Howe, H. Recchia, W. Bukowski, H. Ross, Lindsay N. Gabel, Andrew R. Daoust, T. Olino, Jessica A. Grahn, C. Durbin, E. Hayden","doi":"10.1353/mpq.2022.a905089","DOIUrl":"https://doi.org/10.1353/mpq.2022.a905089","url":null,"abstract":"Abstract:This systematic review synthesizes studies that used experimental designs to evaluate techniques theorized to foster the development of antiracism among youth in school settings (19 published reports; 23 independent studies; participant ages 3–19 years old, primarily White). Our goal herein was to identify unique program components, design elements, and outcome measures; and to critically evaluate the existing studies in terms of potential public health impact. A number of specific programming elements were distilled that may be included in future interventions. Overall, interventions that leveraged cognitive and educational components to help increase positive outgroup contact seemed most promising. However, most of the studies testing such programs lacked methodological robustness (e.g., probable gaps in internal validity from the absence of intervention manuals or equivalent, fidelity checks, reliance on outcome measures with unknown psychometric properties, and follow-up designs). Future research would benefit from establishing adherence to implementation (fidelity to protocol), including pre, post, and follow-up assessments, as well as using outcome measures appropriate for determining both short-term and long-term change. There is a clear need for the funding of technique development, manualized programming for delivery, rigorous evaluation of these with standardized outcome measures, and adequately powered studies testing outcomes across development.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"323 - 367 - 368 - 400 - 401 - 436 - 437 - 477 - 478 - 482 - i - i"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48246606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 2

Children’s Emotional Reactivity to Emotionally Evocative Stimuli: Associations With Internalizing Symptoms 儿童对唤起性情绪刺激的情绪反应:与内化症状的关联

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-10-01 DOI: 10.1353/mpq.2022.a905092

Lindsay N. Gabel, Andrew R. Daoust, T. Olino, Jessica A. Grahn, C. Durbin, E. Hayden

{"title":"Children’s Emotional Reactivity to Emotionally Evocative Stimuli: Associations With Internalizing Symptoms","authors":"Lindsay N. Gabel, Andrew R. Daoust, T. Olino, Jessica A. Grahn, C. Durbin, E. Hayden","doi":"10.1353/mpq.2022.a905092","DOIUrl":"https://doi.org/10.1353/mpq.2022.a905092","url":null,"abstract":"Abstract:Individual differences in emotional reactivity emerge early in development and predict important child outcomes. Unfortunately, methods used to assess these often fail to tap dynamic changes in emotion, obscuring nuanced relationships between maladaptive emotional reactivity and early internalizing psychopathology. We therefore explored the utility of an emerging, multimethod approach for examining children’s emotional reactivity. Thirty-nine children (22 girls; Mage = 7.19 years, SD = .76) viewed 11 video clips eliciting happiness, sadness, or fear. We used multilevel growth curve modeling to estimate change in children’s self-reported and observed emotion across clips of increasing potency. Higher anxious/depressive symptoms predicted steeper trajectories of child-rated happiness and lower happiness and fear toward low-intensity clips. Higher depressive symptoms predicted lower child-rated sadness toward a low-intensity clip. The limited associations between children’s symptoms and emotion ratings averaged across clips suggested that modeling child emotion across stimuli of varying intensity yields a valuable index of emotional reactivity.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"437 - 477"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48400413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 1

Changes in Social Pretend Play as Toddlers Form Relationships With Peers 幼儿与同伴建立关系时社交假装游戏的变化

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-10-01 DOI: 10.1353/mpq.2022.a905091

Zhangjing Luo, A. Lahat, M. Perlman, Nina Howe, H. Recchia, W. Bukowski, H. Ross

引用次数: 0

swan hammer 天鹅锤

4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-07-01 DOI: 10.14321/j.cdbmfhq7d.48

引用次数: 0

Different Forms of Social Understanding and Preschoolers’ Social Interactions With Peers and Teachers in a Racially and Ethnically Diverse Sample 不同形式的社会理解和学龄前儿童与同伴和教师的社会互动:一个不同种族和民族的样本

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-07-01 DOI: 10.1353/mpq.2022.0011

P. Garner, Tamera D. Toney

{"title":"Different Forms of Social Understanding and Preschoolers’ Social Interactions With Peers and Teachers in a Racially and Ethnically Diverse Sample","authors":"P. Garner, Tamera D. Toney","doi":"10.1353/mpq.2022.0011","DOIUrl":"https://doi.org/10.1353/mpq.2022.0011","url":null,"abstract":"Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"215 - 240"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42827181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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 Importance of Context for Multi-informant Assessment of Peer Victimization 情境对同伴受害多线索评估的重要性

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-07-01 DOI: 10.1353/mpq.2022.0012

C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie

{"title":"The Importance of Context for Multi-informant Assessment of Peer Victimization","authors":"C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie","doi":"10.1353/mpq.2022.0012","DOIUrl":"https://doi.org/10.1353/mpq.2022.0012","url":null,"abstract":"Abstract:Peer victimization has been assessed by using various methods, with little attention to methodological variance. Peer victimization assessments of 238 girls (M age = 9.77 years; 50% Black, 50% White) made by peers, teachers, and self in school, and peers and observers in afterschool playgroups, enabled examination of context and reporter effects on measurement. Results underscored the importance of context: (1) Victimization reported by informants in the same context (i.e., teachers and peers in school setting, and peers and observers in playgroup setting) correlated more strongly than with self-reported victimization. (2) Informant ratings of victimization made within similar contexts (school and afterschool playgroups) showed higher agreement than those made in different contexts (school vs. playgroups) even if the same reporter was used across both contexts (peer report in schools and peer report in playgroups). (3) Teacher-reported victimization was more strongly associated with objective academic outcomes than were peer-, self-, or observer-reported victimization, due to the shared academic context.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"241 - 265"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47876281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Signs of Disorganization in Middle Childhood Attachment Narratives 儿童中期依恋叙述中的组织紊乱现象

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-07-01 DOI: 10.1353/mpq.2022.0013

M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns

{"title":"Signs of Disorganization in Middle Childhood Attachment Narratives","authors":"M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns","doi":"10.1353/mpq.2022.0013","DOIUrl":"https://doi.org/10.1353/mpq.2022.0013","url":null,"abstract":"Abstract:Children with disorganized attachment are not a unified category. This study examined different signs of disorganization in school-age children’s attachment narratives, whether the signs clustered into specific profiles of disorganization, and if the profiles were associated with children’s continuous attachment ratings and mental health. Our binational sample of 8- to 12-year-old children (n = 33) had disorganization as their primary attachment classification. Attachment was measured with the Story Stem procedure and mental health symptoms were measured with the Strengths and Difficulties Questionnaire. Fifteen different signs of disorganization were found that clustered into four unique profiles distinguished by chaotic-frightening, hostile-punitive, caregiving, and dissociative signs. Children with more punitive and frightening signs in their profiles displayed higher attachment disorganization and ambivalence, whereas caregiving and dissociative profiles were associated with attachment avoidance, and the dissociative profile also with more mental health symptoms. Subtypes of middle childhood disorganization need more research and are also important to recognize in clinical practice.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"266 - 295"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44683284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Adolescents’ In-Person and Online Interactions With Friends During the COVID-19 Pandemic: Associations With Loneliness and Depressive Symptoms 青少年在COVID-19大流行期间与朋友的面对面和在线互动:与孤独和抑郁症状的关系

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-07-01 DOI: 10.1353/mpq.2022.0014

Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote

引用次数: 0