Merrill-Palmer Quarterly-Journal of Developmental Psychology最新文献_第8页

Assessing Temperament Among Finnish Early Adolescents and Their Parents: Psychometric Properties of the Short Forms of the Temperament Questionnaires 评估芬兰早期青少年及其父母的气质:气质问卷简短形式的心理测量特性

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-07-01 DOI: 10.13110/merrpalmquar1982.65.3.0294

Noona Kiuru, Riikka Hirvonen, T. Ahonen

引用次数: 10

Self-Regulation in Early and Middle Childhood as a Precursor to Social Adjustment Among Low-Income, Ethnic Minority Children. 儿童早期和中期的自我调节是低收入、少数民族儿童社会适应的先导。

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-07-01 DOI: 10.13110/merrpalmquar1982.65.3.0265

Christine P Li-Grining, Rachel D McKinnon, C Cybele Raver

{"title":"Self-Regulation in Early and Middle Childhood as a Precursor to Social Adjustment Among Low-Income, Ethnic Minority Children.","authors":"Christine P Li-Grining, Rachel D McKinnon, C Cybele Raver","doi":"10.13110/merrpalmquar1982.65.3.0265","DOIUrl":"10.13110/merrpalmquar1982.65.3.0265","url":null,"abstract":"<p><p>Although existing research has shed much light on the development of ethnic minority children, many studies focus on maladjustment, such as behavioral problems, without also speaking to positive experiences in children's lives, such as friendship. An aspect of development that predicts both positive and negative outcomes for children is self-regulation. The present study investigates precursors and sequelae of self-regulation in middle childhood among low-income, ethnic minority children. The four self-regulatory constructs examined in the current study include low-level executive function (EF; e.g., working memory), high-level EF (e.g., planning), effortful control (EC; e.g., delay of gratification), and impulsivity (e.g., does not think before doing). EC in preschool was related to high-level EF and impulsivity in elementary school. High-level EF explained positive and negative aspects of social development during middle childhood. Additionally, self-regulation during elementary school played a mediating role between EC in preschool and social development in middle childhood.</p>","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8009541/pdf/nihms-1684201.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25547006","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}

引用次数: 5

Consulting Editors August 1, 2018, through November 1, 2018 2018年8月1日至2018年11月1日

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-05-31 DOI: 10.13110/merrpalmquar1982.65.2.0vii

M. Gartstein, G. Hancock, Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. V. Leeuwen, W. Noortgate, K. Verschueren, Natalie V. Miller, C. Johnston, Athanasios Mouratidis, M. Sayıl, A. Kumru, Bilge Selçuk, B. Soenens, Huiyoung Shin, Allison M. Ryan, Elizabeth A. North

{"title":"Consulting Editors August 1, 2018, through November 1, 2018","authors":"M. Gartstein, G. Hancock, Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. V. Leeuwen, W. Noortgate, K. Verschueren, Natalie V. Miller, C. Johnston, Athanasios Mouratidis, M. Sayıl, A. Kumru, Bilge Selçuk, B. Soenens, Huiyoung Shin, Allison M. Ryan, Elizabeth A. North","doi":"10.13110/merrpalmquar1982.65.2.0vii","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.2.0vii","url":null,"abstract":"Abstract:Temperament growth has been examined in infancy, but the spectrum of reactive and regulatory dimensions was not previously considered. We evaluated linear and nonlinear growth trajectories for overarching factors and fine-grained indicators of infant temperament obtained via parent report (N = 143) at 4, 6, 8, 10, and 12 months of age. Contributions of infant sex, family socioeconomic status, maternal stress, depression, and anxiety to trajectory parameters were also considered. Results indicated nonlinear trajectories as best fitting for negative emotionality (quadratic model) and regulatory capacity/orienting (piecewise), with a linear model deemed most optimal for positive affectivity/surgency. However, models of best fit associated with the overarching temperament factors were not consistently representative of the underlying fine-grained dimensions. Results indicate primarily nonlinear growth of infant temperament across the first year of life and support the importance of fine-grained level analyses. Effects of infant sex, socioeconomic status, maternal stress, anxiety and depression symptoms were generally consistent with hypotheses.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46426491","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

Parents' Racial Beliefs and Ethnic–Racial Socialization in African American Families 非裔美国家庭中父母的种族信仰与族群-种族社会化

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-11 DOI: 10.13110/MERRPALMQUAR1982.65.1.0054

B. Kurtz-Costes, T. Hudgens, Olivenne D. Skinner, Elizabeth A. Adams, Stephanie J. Rowley

{"title":"Parents' Racial Beliefs and Ethnic–Racial Socialization in African American Families","authors":"B. Kurtz-Costes, T. Hudgens, Olivenne D. Skinner, Elizabeth A. Adams, Stephanie J. Rowley","doi":"10.13110/MERRPALMQUAR1982.65.1.0054","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.1.0054","url":null,"abstract":"Abstract:We investigated relations among African American parents' reports of ethnic–racial socialization received during their own childhood, their racial attitudes (i.e., perceptions of U.S. racial climate and valuing of intergroup contact), and their 12th-grade children's reports of parents' use of racial pride socialization and preparation for bias. Parents' (N = 193) reports of received racial pride and preparation for bias socialization were related to their children's reports of parents' current use of those types of socialization. The parents' received preparation for bias was positively related to their perceptions of a hostile U.S. racial climate, and parents' perceptions of racial climate predicted adolescents' reports of their parents' use of preparation for bias. Valuing of intergroup contact was unrelated to adolescent reports of either type of racial socialization. Findings support the intergenerational transmission of ethnic–racial socialization in African American families and show that parents' attitudes and behaviors are related in theoretically predicted ways.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41972457","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: 9

Relations Between Theory of Mind and Academic School Readiness: The Moderating Role of Child Gender 心理理论与学业入学准备的关系:儿童性别的调节作用

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-11 DOI: 10.13110/MERRPALMQUAR1982.65.1.0101

C. Martins, A. L. Barreto, J. Baptista, A. Osório, E. C. Martins, M. Veríssimo

引用次数: 3

Cumulative Family Stressors and Kindergarten Adjustment: The Exacerbating Role of Teacher– Child Conflict 累积家庭压力源与幼儿园适应:师生冲突的加剧作用

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-11 DOI: 10.13110/MERRPALMQUAR1982.65.1.0028

M. Pratt, Jodi Swanson, Lauren van Huisstede, Larissa M. Gaias

{"title":"Cumulative Family Stressors and Kindergarten Adjustment: The Exacerbating Role of Teacher– Child Conflict","authors":"M. Pratt, Jodi Swanson, Lauren van Huisstede, Larissa M. Gaias","doi":"10.13110/MERRPALMQUAR1982.65.1.0028","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.1.0028","url":null,"abstract":"Abstract:Multiple, simultaneous stressors in the family context during early childhood may compromise healthy adjustment to school, with potential long-term implications. Moreover, stressors across multiple contexts (e.g., home and school) can exacerbate the negative influences of stress on children's functioning. We investigated associations between parent-reported accumulated burden of family stressors and standardized early literacy and math scores, teacher-reported classroom participation, and child-reported school liking among 175 kindergartners. We also examined whether teacher–child conflict (i.e., a classroom stressor) exacerbated associations. Cumulative family stressors were negatively associated with children's early literacy, early math, and classroom participation, but were unrelated to school liking. High levels of teacher–child conflict worsened these associations for literacy (significantly) and classroom participation (at trend level). The combination of both high levels of cumulative family stressors and a highly conflictual relationship with teachers was negatively associated with school liking. No interaction was detected for math. Results highlight the role of family stress for school adjustment and address implications of conflictual teacher–child relationships for vulnerable children at the transition to formal schooling.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47331890","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: 3

Perceptions of Same-Sex and Cross-Sex Peers: Behavioral Correlates of Perceived Coolness During Middle Childhood 同性和跨性别同伴的感知：儿童中期感知凉爽的行为相关性

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-11 DOI: 10.13110/MERRPALMQUAR1982.65.1.0001

T. Wilson, R. Jamison

引用次数: 6

Associations Between Parent and Child Attributions for Negative Events 负面事件的亲子归因之间的关联

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-01 DOI: 10.13110/MERRPALMQUAR1982.65.2.0183

Natalie V. Miller, C. Johnston

{"title":"Associations Between Parent and Child Attributions for Negative Events","authors":"Natalie V. Miller, C. Johnston","doi":"10.13110/MERRPALMQUAR1982.65.2.0183","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0183","url":null,"abstract":"Abstract:We investigated how parents' attributions of blame/responsibility/internal locus for negative events happening to themselves and to their children were related to children's attributions about similar events in their own lives. In a sample of 145 families (including mother, father, and child aged 9–12 years; 73 boys), we tested for unique associations between children's attributions of blame/responsibility/internal locus (child self-attributions) with (a) parents' self-attributions blame/responsibility/internal locus (parent self-attributions) and (b) parents' child attributions of blame/responsibility/internal locus attributions (parents' child attributions). We also examined whether these associations differed across child and parent gender. Using linear regression models, we found children's self-attributions were uniquely negatively related to parents' self-attributions and uniquely positively related to parents' child attributions. There was no evidence these associations differed across same-gender versus opposite-gender parent–child dyads, although when mother and father attributions were entered in the same model, only fathers' child attributions were significantly associated with child self-attributions. Results are suggestive of the importance of parental influence in the formation of children's explanations for their social experiences.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45508722","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

Friendship Processes Around Prosocial and Aggressive Behaviors: The Role of Teacher–Student Relatedness and Differences Between Elementary-School and Middle-School Classrooms 亲社会和攻击行为的友谊过程：中小学课堂师生关系的作用和差异

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-01 DOI: 10.13110/MERRPALMQUAR1982.65.2.0232

Huiyoung Shin, Allison M. Ryan, Elizabeth A. North

{"title":"Friendship Processes Around Prosocial and Aggressive Behaviors: The Role of Teacher–Student Relatedness and Differences Between Elementary-School and Middle-School Classrooms","authors":"Huiyoung Shin, Allison M. Ryan, Elizabeth A. North","doi":"10.13110/MERRPALMQUAR1982.65.2.0232","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0232","url":null,"abstract":"Abstract:This study examined the friendship processes around prosocial and aggressive behaviors and the moderating role of early adolescents' perceived relatedness with teachers. Differences between fifth graders in elementary school and sixth graders in middle school were examined. The sample was from 48 classrooms (N = 879, 51% girls at Wave 1, N = 859, 51% girls at Wave 2; 27 fifth-grade classrooms and 21 sixth-grade classrooms). With longitudinal social network analysis (RSiena [Simulation Investigation for Empirical Network Analysis]; see Ripley, Snijders, Boda, Voros, & Preciado, 2017), we found that friends were similar to each other in pro-social behavior, as well as aggressive behavior, and this similarity was due to selection, as well as influence effects. In general, there was a preference for prosocial friends as they tended to receive the most friend nominations. Perceived relatedness with their teacher amplified students' preference toward prosocial peers as friends, as well as decreased students' preference for aggressive peers as friends. Friendship processes and the moderating role of relatedness with one's teacher showed some differences between fifth and sixth graders. Sixth graders in middle school were less attracted to prosocial peers as friends and showed higher overall prevalence of aggressive behavior compared to fifth graders in elementary school. The moderating role of relatedness with their teacher on friendship preference toward highly prosocial and less aggressive peers was stronger for sixth graders compared to fifth graders.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535243","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: 23

Emotional School Engagement and Global Self-Esteem in Adolescents: Genetic Susceptibility to Peer Acceptance and Rejection 青少年情感学校参与与全球自尊：同伴接受和拒绝的遗传易感性

IF 0.8 4区心理学

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-01 DOI: 10.13110/MERRPALMQUAR1982.65.2.0158

Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. Leeuwen, W. Noortgate, K. Verschueren

{"title":"Emotional School Engagement and Global Self-Esteem in Adolescents: Genetic Susceptibility to Peer Acceptance and Rejection","authors":"Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. Leeuwen, W. Noortgate, K. Verschueren","doi":"10.13110/MERRPALMQUAR1982.65.2.0158","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0158","url":null,"abstract":"Abstract:In this study, the effects of peer acceptance and rejection on global self-esteem and emotional school engagement in adolescents were investigated. Moreover, in line with the differential susceptibility hypothesis, we examined the potential moderating effect of a polymorphism in the serotonin receptor gene (i.e., 5-HTTLPR). The sample consisted of 1,111 Flemish adolescents (49% girls; Mage = 13.79, SD = 0.94) in Grades 7–9. Self-report questionnaires, peer nominations, and saliva sampling were used to collect data. Peer rejection was associated with lower global self-esteem and less emotional school engagement. Contrary to our hypotheses, peer acceptance was not associated with emotional school engagement or global self-esteem. In addition, no significant moderating effects were found. These results indicate that only the negative experience of peer rejection plays a role in adolescents' self-esteem and emotional school engagement. Implications and suggestions for future research are discussed.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47717347","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: 11