Merrill-Palmer Quarterly-Journal of Developmental Psychology最新文献_第5页

Teachers’ Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classrooms 教师对掌握目标的重视调节了青少年早期课堂中冷淡的行为相关

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-08-07 DOI: 10.13110/merrpalmquar1982.67.2.0203

McKellar, Ryan, Messman, Brass, Laninga-Wijnen

{"title":"Teachers’ Emphasis on Mastery Goals Moderates the Behavioral Correlates of Coolness in Early Adolescent Classrooms","authors":"McKellar, Ryan, Messman, Brass, Laninga-Wijnen","doi":"10.13110/merrpalmquar1982.67.2.0203","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.2.0203","url":null,"abstract":"Abstract:This study investigated how two aspects of the classroom environment (teachers’ emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth- and sixth-grade classrooms. Students completed peer nominations of coolness and three behaviors (prosocial, disruptive, and academic achievement). Students reported on the extent to which their teacher emphasized mastery goals in the classroom. The extent to which each of these three behaviors correlated with coolness varied across classrooms. The variability between classrooms in the behavioral correlates of coolness was not related to descriptive norms but was related to classroom mastery goals. In classrooms with a high-mastery goal emphasis, good grades and prosocial behavior were more likely to be perceived as cool. Our findings also suggest the need for future studies to examine the direct effect of prosocial descriptive norms on nominations of coolness. This study adds to a growing literature on how teaching practices matter for peer relationships in the classroom.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41435611","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

Attachment and Externalizing/Internalizing Problems in Preschoolers: Contributions of Positive and Negative Empathic Perspective-Taking 依恋与学龄前儿童外化/内化问题:积极和消极共情视角的作用

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-04-01 DOI: 10.13110/merrpalmquar1982.67.2.0123

Catrinel A. Ștefan, Julia Avram

{"title":"Attachment and Externalizing/Internalizing Problems in Preschoolers: Contributions of Positive and Negative Empathic Perspective-Taking","authors":"Catrinel A. Ștefan, Julia Avram","doi":"10.13110/merrpalmquar1982.67.2.0123","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.2.0123","url":null,"abstract":"Abstract:The current study’s aim was to assess the contribution of empathic perspective-taking to the relationship between attachment security and children’s risk of mal-adjustment. A sample of 212 preschoolers aged 3–5 years old was included in this study. Children completed the Attachment Story Completion Task and a modified version of the Kids’ Empathic Development Scale. Teachers and parents rated children’s externalizing/internalizing problems by employing the Caregiver-Teacher Report Form, and the Child Behavior Checklist, respectively. Results supported the notion that the indirect path from attachment security to externalizing problems was negatively mediated by empathic perspective-taking related to negative (but not positive) emotions. Similarly, the same component of empathic perspective-taking negatively mediated the relationship between attachment security and internalizing problems. These findings indicate that empathic perspective-taking in relation to negative emotions might serve to promote preschoolers’ reduced risk of mental health problems.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48450493","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

The Quality of Maternal Homework Involvement: The Role of Adolescent and Maternal Factors 母亲家庭作业投入质量:青少年因素和母亲因素的作用

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-02-25 DOI: 10.13110/MERRPALMQUAR1982.67.1.0094

Mari Tunkkari, K. Aunola, Riikka Hirvonen, G. Šilinskas, Noona Kiuru

{"title":"The Quality of Maternal Homework Involvement: The Role of Adolescent and Maternal Factors","authors":"Mari Tunkkari, K. Aunola, Riikka Hirvonen, G. Šilinskas, Noona Kiuru","doi":"10.13110/MERRPALMQUAR1982.67.1.0094","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.67.1.0094","url":null,"abstract":"Abstract:This study examined adolescent and maternal factors of the quality of maternal homework involvement and the extent to which the factors predicted adolescents’ subsequent achievement through adolescents’ and mothers’ perceptions of the quality of maternal homework involvement. The sample consisted of 847 Finnish adolescents and their 662 mothers who both rated the quality of homework involvement (i.e., autonomy support and psychological control) in the fall of Grade 6. Adolescents rated their positive and negative academic emotions. Mothers rated their beliefs about adolescents’ school success, their positive and negative emotions, and adolescents’ task avoidance in homework situations. Information on adolescents’ achievement was obtained from school registers. The results showed that adolescent and maternal factors were differently associated with adolescent-and mother-perceived quality of maternal homework involvement. Moreover, higher levels of adolescent task avoidance, mothers’ lower beliefs, and negative emotions predicted poorer subsequent achievement via mothers’ perception of high psychological control.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43827259","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: 5

Imaginary and Realistic Fears: Palestinian and American Children’s Understanding of Fear’s Situational Elicitors and Behavioral Consequences 想象和现实恐惧:巴勒斯坦和美国儿童对恐惧情境诱发因素和行为后果的理解

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-02-25 DOI: 10.13110/MERRPALMQUAR1982.67.1.0001

Mary H. Kayyal, Sherri C Widen

{"title":"Imaginary and Realistic Fears: Palestinian and American Children’s Understanding of Fear’s Situational Elicitors and Behavioral Consequences","authors":"Mary H. Kayyal, Sherri C Widen","doi":"10.13110/MERRPALMQUAR1982.67.1.0001","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.67.1.0001","url":null,"abstract":"Abstract:When asked to describe possible elicitors of fear, American children generate more stories about imaginary creatures than realistic ones; Palestinian children generate more realistic than imaginary causes (Kayyal et al., 2015). The current study reversed this task to investigate whether these patterns persist when American (n = 72) and Palestinian (n = 72) children (3–8 years, sex-and age-matched) freely labeled a story protagonist’s emotion and generated a behavioral consequence. For each story, children heard a brief description about a protagonist who encountered an imaginary (e.g., monster) or realistic (e.g., snake) fear-eliciting creature. Americans labeled the protagonist’s emotion for imaginary fear stories as scared significantly more often than for realistic ones; Palestinians labeled the protagonist’s emotion for both types as scared with equal probability. Children in both groups associated escape-related behaviors (e.g., running away) with both imaginary and realistic fear elicitors, but they associated inquisitive behaviors (e.g., going to look) exclusively with imaginary fear elicitors. Thus, culture plays a role in what children identify as scary but not in the behavioral responses they associate with different fear elicitors.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064560","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

Development and Validation of the Forms of Peer Victimization Scale 同伴受害量表的编制与验证

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-02-25 DOI: 10.13110/MERRPALMQUAR1982.67.1.0023

Michael T. Morrow, Julie A. Hubbard, Megan K Bookhout, S. Grassetti, M. Docimo, Lauren E. Swift

{"title":"Development and Validation of the Forms of Peer Victimization Scale","authors":"Michael T. Morrow, Julie A. Hubbard, Megan K Bookhout, S. Grassetti, M. Docimo, Lauren E. Swift","doi":"10.13110/MERRPALMQUAR1982.67.1.0023","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.67.1.0023","url":null,"abstract":"Abstract:Childhood peer victimization is prevalent and harmful; thus, it is critical to carefully assess this construct. We extended an existing measure to create the Forms of Peer Victimization Scale (FPVS), which assesses multiple forms of peer victimization via self and teacher report. Participants included 1,440 fourth-and fifth-grade children (50% girls; M age = 10.1 years) and their teachers. They completed the FPVS in the fall and spring of one school year, as well as additional measures of peer victimization and psychosocial functioning. Results supported identical four-factor models for the self-and teacher-report scales. The four factors, aggregated as subscales (physical victimization, verbal victimization, social victimization, and property attacks), demonstrated internal consistency, temporal stability, and concurrent and convergent validity. The FPVS evidenced promising psychometric properties and stands out from other measures by assessing peer victimization (not bullying), including experiences of social rebuff, demonstrating temporal stability, and offering self-and teacher-report scales.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41754739","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: 4

Lying to Conceal a Group Transgression in Middle to Late Childhood 撒谎掩盖儿童中后期的群体越轨行为

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-02-25 DOI: 10.13110/MERRPALMQUAR1982.67.1.0075

Angela D. Evans, Victoria W. Dykstra, Kaila C. Bruer, Heather L. Price

引用次数: 2

Five Priorities for Future Research on Child and Adolescent Peer Influence 未来儿童和青少年同伴影响研究的五个优先事项

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-02-05 DOI: 10.31234/OSF.IO/QHST4

M. Prinstein, M. Giletta

{"title":"Five Priorities for Future Research on Child and Adolescent Peer Influence","authors":"M. Prinstein, M. Giletta","doi":"10.31234/OSF.IO/QHST4","DOIUrl":"https://doi.org/10.31234/OSF.IO/QHST4","url":null,"abstract":"Abstract:Over the past 50 years, a large body of work has demonstrated that during childhood and adolescence peers are strong socialization agents influencing youth development across a wide array of behavioral domains. In this report, we highlight how this long-standing research focus on peer influence may benefit from undertaking new directions that have been largely neglected in prior work. Specifically, we propose and discuss five main issues that we believe future peer influence studies should aim to address: (1) extending the examination of peer influence to multiple potential sources of socialization beyond close friends; (2) examining peer influence effects over shorter time frames and in real time; (3) testing indirect forms of peer influence; (4) extending the conceptualization and measurement of peer influence susceptibility; and (5) examining positive and adaptive forms of peer influence. The integration of recent theoretical and methodological advances from other disciplines will enable peer influence researchers to answer these and other exciting questions to better elucidate how and when peers are more likely to influence youth development.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44738933","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: 6

Investigating the Development of Prosociality Through the Lens of Refusals: Children’s Prosocial Refusals With Siblings and Friends 从拒绝的角度考察亲社会性的发展:儿童对兄弟姐妹和朋友的亲社会拒绝

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-01-25 DOI: 10.13110/MERRPALMQUAR1982.66.4.0421

Nasim Tavassoli, Nina Howe, Ganie Dehart

引用次数: 4

Parents’ School Involvement in Kindergarten Predicting Child Outcomes at First Grade and Third Grade 家长在幼儿园的学校参与预测儿童一年级和三年级的成绩

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-01-25 DOI: 10.13110/MERRPALMQUAR1982.66.4.0366

Christine Meng

{"title":"Parents’ School Involvement in Kindergarten Predicting Child Outcomes at First Grade and Third Grade","authors":"Christine Meng","doi":"10.13110/MERRPALMQUAR1982.66.4.0366","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.66.4.0366","url":null,"abstract":"Abstract:Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011; N = 18,170), the present study aimed to identify latent classes of parents’ school involvement in kindergarten and whether the latent classes of parents’ school involvement would be differentially related to children’s academic achievement and social-emotional behavioral outcomes at first grade and third grade. Latent class analysis showed three classes: School Involvement, Low Involvement, and School Contact. Parents classified as School Involvement had higher probabilities in attending school events, such as back-to-school nights and parent–teacher conferences, but not school governance. Parents classified as Low Involvement had lower probabilities in all the indicators of school involvement. Parents classified as School Contact had higher probabilities in being contacted by teachers regarding their children’s behaviors and school performance. Few significant differences in child outcomes across the three classes persisted throughout first grade and third grade. Future research and implications are discussed.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48221634","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

Preschool Anger, Activity Level, Inhibitory Control, and Behavior Problems: A Family Study Approach 学龄前儿童愤怒、活动水平、抑制控制与行为问题:一个家庭研究方法

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-01-25 DOI: 10.13110/MERRPALMQUAR1982.66.4.0339

Ogechi K. Jeffrey R. Nwadinobi, Jeffrey R. Gagne

{"title":"Preschool Anger, Activity Level, Inhibitory Control, and Behavior Problems: A Family Study Approach","authors":"Ogechi K. Jeffrey R. Nwadinobi, Jeffrey R. Gagne","doi":"10.13110/MERRPALMQUAR1982.66.4.0339","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.66.4.0339","url":null,"abstract":"Abstract:The temperament dimensions of anger, activity level (AL), and inhibitory control (IC) are representative of Rothbart’s negative affectivity, surgency, and effortful control factors, and are consistently related to child behavioral problems. Using parent and observer ratings of child temperament, we investigated links between anger, AL, IC, behavior problems (attention-deficit hyperactivity disorder [ADHD], aggression, and externalizing) and maternal characteristics in 201 preschoolers and their parents. Anger, AL, and IC were associated with one another and the three behavior problems in the expected directions. Parent-rated temperament was associated with all behavioral problems across analyses. However, in more rigorous regression analyses, observer-rated AL and IC were linked with ADHD, anger was associated with aggression, and hyperactivity was linked with externalizing problems, showing some specificity. Maternal education moderated the relationship between observed anger and externalizing problems. Results indicate that multimethod assessment approaches enable a more contextualized interpretation of early child temperament and behavior-problem research.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41546039","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