Merrill-Palmer Quarterly-Journal of Developmental Psychology最新文献_第6页

Multilevel Models and Multidisciplinary Perspectives: Bringing Peer Relations Research Into the Future 多层次模型和多学科视角:将同伴关系研究带入未来

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-10-01 DOI: 10.1353/mpq.2021.0016

Dawn Delay, W. Bukowski

{"title":"Multilevel Models and Multidisciplinary Perspectives: Bringing Peer Relations Research Into the Future","authors":"Dawn Delay, W. Bukowski","doi":"10.1353/mpq.2021.0016","DOIUrl":"https://doi.org/10.1353/mpq.2021.0016","url":null,"abstract":"Abstract:The challenge and pleasures of studying child and adolescent peer experiences come from the complexity and the significance of these relationships for development in childhood and adolescence. In spite of the recognized strengths of the current literature on the effects of experiences with peers, research on peer experiences is often limited by an inattention to the effects of the hierarchical structure of the peer system. Experiences with peers are known to be situated in complex and multilevel social contexts. These contexts can be as small (or as focal) as a relationship dyad (e.g., two best friends interacting together), a peer group (e.g., more than two peers interacting together simultaneously), or as large and diverse as the cultural contexts of nation-states. A consequence of this multilevel organization peer research would benefit from the use of models that can account for variables and processes that occur at different levels of social complexity. This multilevel approach would also be multidisciplinary because it would require the integration of constructs typically studied in different scholarly disciplines. We show how a broader and less disciplinarily focused perspective can enrich our understanding of the features and processes of peer experiences.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"509 - 524"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41589623","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

Back to the Dyad: Future Directions for Friendship Research 回到Dyad：友谊研究的未来方向

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-10-01 DOI: 10.1353/mpq.2021.0022

Catherine L. Bagwell, J. Bowker, S. Asher

{"title":"Back to the Dyad: Future Directions for Friendship Research","authors":"Catherine L. Bagwell, J. Bowker, S. Asher","doi":"10.1353/mpq.2021.0022","DOIUrl":"https://doi.org/10.1353/mpq.2021.0022","url":null,"abstract":"Abstract:Friendship is a developmentally significant relationship in childhood and adolescence that contributes to socioemotional, social-cognitive, and psychological development and well-being. It is a dyadic relationship based on mutual affection, with both friends thinking of each other as friends. Despite this definitional understanding of the dyadic nature of friendship, it is common to study friendships individually, for example, by investigating how one child’s perception of the quality of a friendship is associated with that child’s psychological functioning. Although this research approach yields important information about friendships and their effects on youth, we suggest that putting the dyad back into friendship research, by conceptualizing the dyad as the unit of analysis or by including characteristics or perceptions of both members of the dyad in analyses, will generate valuable new knowledge about friendships and their developmental significance. We focus on three key areas of study about children’s and adolescents’ friendships that would benefit from a dyadic perspective: (a) features and processes in friendships, (b) temporal and contextual approaches to the study of friendship, and (c) friendship tasks and social-cognitive perspectives on intervention.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"67 1","pages":"457 - 484"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48231227","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

The Current State and Future of Peer Relations Research: Commentary on the Special Section 同伴关系研究的现状与未来——专论

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-10-01 DOI: 10.1353/mpq.2021.0017

A. Cillessen

引用次数: 0

Longitudinal Associations Between Academic Descriptive and Injunctive Norms and Adolescent Achievement 学术描述规范和禁令规范与青少年成就的纵向关联

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-08-07 DOI: 10.13110/merrpalmquar1982.67.2.0149

Mylien T. Duong, D. Badaly, A. Ross, D. Schwartz

引用次数: 0

Is Peer Victimization Associated With Adolescents’ Social Media Use, Engagement, Behavior, and Content? 同伴受害与青少年的社交媒体使用、参与、行为和内容有关吗?

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-08-07 DOI: 10.13110/merrpalmquar1982.67.2.0175

Resnik, Bellmore

引用次数: 1

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":"67 1","pages":"203 - 235"},"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

Contributors 贡献者

4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2021-05-01 DOI: 10.14321/j.ctv1h9dg1n.15

引用次数: 0

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":"67 1","pages":"123 - 148"},"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":"67 1","pages":"122 - 94"},"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":"67 1","pages":"1 - 22"},"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