Merrill-Palmer Quarterly-Journal of Developmental Psychology最新文献

{"title":"Children's Peer Victimization and Internalizing Symptoms: The Role of Inhibitory Control and Perceived Positive Peer Relationships","authors":"Erin B. Denio, S. Keane, J. Dollar, S. Calkins, L. Shanahan","doi":"10.13110/merrpalmquar1982.66.1.0091","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.66.1.0091","url":null,"abstract":"Abstract:Peer victimization is a well-established risk factor for children's internalizing problems. We longitudinally examined the moderating role of children's early perceptions of positive peer relationships and inhibitory control on the association between peer victimization at age 6 and internalizing symptoms at age 10. Perceptions of peer relationships and inhibitory control were assessed via child interviews and behavioral tasks when children were 5 years old (n = 205, 51% female). Peer victimization was assessed via sociometric peer nominations. Internalizing symptoms were assessed via maternal report at age 10. Results indicated that, for children who perceived fewer positive peer relationships at age 5, higher rates of peer victimization at age 6 were associated with more internalizing problems at age 10. This pattern was also found for children with lower inhibitory control. Findings highlight that children's early individual difference factors should be considered when conceptualizing risk for internalizing symptoms posed by peer victimization.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46063885","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}

{"title":"Children's Communicative Decisions Are Influenced by Gender, Shyness, and Peer Experiences","authors":"T. A. Mewhort-Buist, Elizabeth S. Nilsen, Celina K Bowman-Smith","doi":"10.13110/merrpalmquar1982.66.1.0001","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.66.1.0001","url":null,"abstract":"Abstract:The present study examined how school-age children's communicative decisions are influenced by the situation, their social partner, and their own characteristics (gender, shyness levels, and history of peer relationships). Children (8–12 years old, N = 246) imagined themselves in social scenarios (depicted through comics) and indicated the likelihood of using particular communicative options (e.g., truth, lie, sarcasm, or prosocial response). They also completed measures of shyness and past social experiences with peers. Findings revealed gender differences: Boys were more likely to tell the truth when their social partner blundered, and boys demonstrated increased willingness to use sarcasm. Girls, particularly shy girls, reported increased likelihood of responding with prosocial communicative strategies. Children with a history of peer victimization endorsed using more critical comments, whereas those with positive social experiences (particularly girls) reported more prosocial responses. Together the findings provide insight as to how interpersonal and intrapersonal characteristics and contextual factors affect children's communicative choices.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45872744","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}

{"title":"Consulting Editors April 1, 2019, through July 1, 2019","authors":"T. A. Mewhort-Buist, Elizabeth S. Nilsen, Celina K Bowman-Smith, Rachel C. Katz, M. Easterbrooks, Brandon N. Clifford, Larry J. Nelson, Cortney A. Evans, Erin B. Denio, S. Keane, J. Dollar, S. Calkins, L. Shanahan","doi":"10.13110/merrpalmquar1982.66.1.viii","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.66.1.viii","url":null,"abstract":"Abstract:The present study examined how school-age children's communicative decisions are influenced by the situation, their social partner, and their own characteristics (gender, shyness levels, and history of peer relationships). Children (8–12 years old, N = 246) imagined themselves in social scenarios (depicted through comics) and indicated the likelihood of using particular communicative options (e.g., truth, lie, sarcasm, or prosocial response). They also completed measures of shyness and past social experiences with peers. Findings revealed gender differences: Boys were more likely to tell the truth when their social partner blundered, and boys demonstrated increased willingness to use sarcasm. Girls, particularly shy girls, reported increased likelihood of responding with prosocial communicative strategies. Children with a history of peer victimization endorsed using more critical comments, whereas those with positive social experiences (particularly girls) reported more prosocial responses. Together the findings provide insight as to how interpersonal and intrapersonal characteristics and contextual factors affect children's communicative choices.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46062932","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}

{"title":"A Cross-Cultural Examination of Peer Status and Social Correlates in the United States and China","authors":"Sophia Choukas-Bradley, C. Sheppard, M. Prinstein, J. Abela","doi":"10.13110/merrpalmquar1982.65.4.0423","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.4.0423","url":null,"abstract":"Abstract:Popularity and likability—two measures of adolescent peer status—have been examined frequently within Western cultures but relatively rarely within Eastern cultures. This study offered a cross-cultural comparison of adolescent peer status to examine whether these constructs and their correlates vary between the United States and China. The study consisted of a sample of adolescents from China and the United States (N = 864, Mage = 15.95; 50.5% female). Adolescents completed sociometric peer nominations assessing popularity, likability, and five behavioral correlates: aggression, victimization, prosocial behavior, sad affect, and anxious behavior. Results suggest that popularity may be more differentiated from likability in the United States than in China. More specifically, the association between popularity and likability was stronger in China, and the behavioral correlate profiles of these peer constructs was more similar within China than within the United States. Another notable finding was that popularity was significantly positively associated with aggression in the United States but was significantly negatively associated with aggression in China. Results are discussed through the lens of cultural differences in the meaning of peer status.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48263573","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}

{"title":"Affective Underpinnings of the Association Between Autonomy Support and Self-Regulated Learning","authors":"J. Monroy, Rebecca Y. M. Cheung, C. Cheung","doi":"10.13110/merrpalmquar1982.65.4.0402","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.4.0402","url":null,"abstract":"Abstract:Despite ample research on the role of parental autonomy support in adolescents’ adjustment, the affective processes underlying parental autonomy support remain relatively unclear. As an initial step to fill this gap, the current research examined whether the association between parental autonomy support and adolescents’ school adjustment was in part channeled through their experience of positive emotions. American and Chinese adolescents (N = 562, mean age = 12.72 years) reported on their parents’ use of autonomy-supportive practices, their own experiences of positive emotions, and self-regulated learning strategies, at three time points. American and Chinese adolescents who perceived their parents as autonomy-supportive were more likely to experience heightened positive emotions 6 months later. In turn, such positive emotional experiences were predictive of adolescents’ subsequent use of self-regulation in their learning endeavors. There was also evidence that adolescents’ experiences of positive emotions partially accounted for the associations between parental autonomy support and adolescents’ self-regulated learning.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43050656","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}

{"title":"Participation in Structured Performing Arts Activities in Early to Middle Childhood: Psychological Engagement, Stress, and Links With Socioemotional Functioning","authors":"Kristen A. Archbell, R. Coplan, Gabriella Nocita, L. Rose-Krasnor","doi":"10.13110/merrpalmquar1982.65.3.0329","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.3.0329","url":null,"abstract":"Abstract:The goals of the present study were (a) to explore different aspects of children's participation in structured performing arts activities (e.g., dance and music); and (b) to examine links between participation in performing arts and indices of socioemotional functioning. Participants were N = 166 children (75 boys and 91 girls) in Grade 1 (n = 70, Mage = 6.17 years, SD = 0.38), Grade 2 (n = 44, Mage = 7.07 years, SD = 0.26), and Grade 3 (n = 52, Mage = 8.06 years, SD = 0.37). Parents completed assessments of children's participation in performing arts (activity type, frequency, positive psychological engagement, and stress) and indices of socioemotional functioning. Among the results, children participated most often in dance (particularly girls) and music. There was some evidence to suggest that children were less engaged and experienced more stress in music compared to dance activities. However, participants in music were rated as having fewer peer relationship problems as compared to children who did not participate in performing arts activities. As well, stress in performing arts was positively associated with emotion problems and negatively associated with prosocial behaviors. Results are discussed in terms of the links between performing arts activities and young children's socioemotional functioning. The majority of North American children and adolescents participate in structured extracurricular activities outside of school (Aumetre & Poulin, 2016; Howie, Lukacs, Pastor, Reuben, & Mendola, 2010). A growing body of research indicates that extracurricular activities are an important and unique context for positive youth development (Bundick, 2011; Rose-Krasnor, 2009; Vandell, Larson, Mahoney, & Watts, 2015). Overall, participation in extracurricular activities in childhood and adolescence has been positively associated with social competence, self-esteem, and academic success, and negatively associated with both internalizing and externalizing problems (Busseri, Rose-Krasnor, Willoughby, & Chalmers, 2006; Dimech & Seiler, 2011; Mata & van Dulmen, 2012).","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46382563","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}

{"title":"Development of an Implicit Association Test for Adolescent Emotional Expression","authors":"Margaret E. Cameron, J. Zeman","doi":"10.13110/merrpalmquar1982.65.3.0356","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.3.0356","url":null,"abstract":"Abstract:In the field of emotion development, there is a shortage in different approaches to evaluate emotion processes, particularly in adolescents. The current study developed an Implicit Association Test (IAT) for adolescent emotion expression. Participants were 120 adolescents (Mage = 14.69 years, SD = 11.11 months; 75.8% White; 50% girls) and their parent (96.7% mothers). Convergent, divergent, and predictive validity were examined. Initial validation of the IAT was demonstrated through negative associations with youth's reluctance to express emotions. Parental report of their child's attitudes toward expressing emotions provided additional evidence of convergent validity. Parent–child concordance was found on explicit attitudes toward emotional expressivity. Significant relations between emotion expression attitudes and adolescents' report of their own social experiences established predictive validity. Examining implicit attitudes may provide a way to assess youth attitudes toward emotional expressivity that reduces self-report bias.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43757743","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}

{"title":"Understanding Parental Educational Involvement: The Roles of Parental General and Child-Specific School Readiness Beliefs.","authors":"Alaina E Boyle, Aprile D Benner","doi":"10.13110/merrpalmquar1982.66.2.0199","DOIUrl":"10.13110/merrpalmquar1982.66.2.0199","url":null,"abstract":"<p><p>Making a smooth transition to the K-12 (kindergarten through Grade 12) classroom context sets the stage for academic success throughout the life course. Parents' early education-related behaviors are linked with children's adjustment, yet less is known about how parental school readiness beliefs motivate parenting practices at this educational transition. We investigated the associations between parental school readiness beliefs (general and child-specific) following the transition to kindergarten and parents' involvement the following year. Using data from the Early Childhood Longitudinal Study-Kindergarten 2011 cohort (<i>N</i> = 9,790), general school readiness beliefs and child-specific academic and behavioral competency beliefs were associated with school-based involvement in first grade. Kindergarten parents who held higher child-specific academic competency beliefs also reported less homework involvement and had greater teacher-reported classroom-based involvement in first grade. Family poverty status differences did not emerge. Findings can inform efforts to increase parental involvement by elucidating the ways in which parents' beliefs about their children motivate involvement strategies.</p>","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10860271/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41814934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Psychophysiology Supporting Children’s Constructive Responses to Peer Provocation","authors":"Christina C. Moore, Julie A. Hubbard, Michael T. Morrow, Lydia R. Barhight, M. M. Lines, Meghann Sallee, C. Hyde","doi":"10.13110/merrpalmquar1982.65.4.0447","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.4.0447","url":null,"abstract":"Abstract:The goal of the present study was to test the hypothesis that, when children respond to peer provocation assertively, their physiology at that moment will be marked by high levels of respiratory sinus arrhythmia (RSA). Participants were 35 European American (66%), African American (27%), Latino American (3%), and mixed race/ethnicity (3%) children (16 girls and 19 boys; M age = 11.35 years) from a Mid-Atlantic state. Children participated in a novel procedure in which they were provoked by and responded to a virtual peer while their RSA was assessed and behavioral responses were observationally coded. When RSA increased by one unit, children were about 17 times more likely to display at least one assertive response. These findings highlight the importance of RSA in children’s calm, composed, and assertive responding to peer provocation, as well as the importance of linking children’s behavior and physiology as they occur at the same moment.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45580285","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}

{"title":"A Two-Year Longitudinal Study of Naturalistic Parent–Child-Originated and Sibling-Originated Polyadic Conflicts","authors":"Ryan J. Persram, Sandra Della Porta, Alyssa Scirocco, Nina Howe, H. Ross","doi":"10.13110/merrpalmquar1982.65.4.0377","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.4.0377","url":null,"abstract":"Abstract:Naturalistic polyadic family conflicts (i.e., involving three or more members) were studied over a 2-year period by comparing disputes originating between siblings (sibling-originated) or a parent and child (parent–child-originated). Conflicts were coded for (a) origination, (b) topic, (c) resolution, and (d) power in 39 families with two children when both were 2 and 4 years old (T1) and again at 4 and 6 years of age (T2). Greater proportions of sibling-originated and parent–child-originated conflicts were observed at T1 and T2, respectively. In sibling-originated conflicts, time-related variations for ownership and controlling behaviors were apparent. Controlling behavior, ownership, and provocative behavior conflicts varied over time in parent–child-originated disputes. Submissions were most frequent in sibling-originated conflicts, whereas no resolutions and submissions were more common at Time 1 (T1) and Time 2 (T2) during parent–child-originated disputes, respectively. Time-related changes in various power moves were evident. This study contributes to the literature on the importance of the family in children’s social and cognitive development.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43969813","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}