Monographs of the Society for Research in Child Development最新文献_第2页

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IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2021-02-16 DOI: 10.1111/mono.12418

引用次数: 0

Youth in Northern Ireland: Linking Violence Exposure, Emotional Insecurity, and the Political Macrosystem. 北爱尔兰青年:暴力暴露、情感不安全感和政治宏观系统之间的联系。

IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-12-01 DOI: 10.1111/mono.12423

Dana Townsend, Laura K Taylor, Christine E Merrilees, Andrea Furey, Marcie C Goeke-Morey, Peter Shirlow, E Mark Cummings

{"title":"Youth in Northern Ireland: Linking Violence Exposure, Emotional Insecurity, and the Political Macrosystem.","authors":"Dana Townsend, Laura K Taylor, Christine E Merrilees, Andrea Furey, Marcie C Goeke-Morey, Peter Shirlow, E Mark Cummings","doi":"10.1111/mono.12423","DOIUrl":"https://doi.org/10.1111/mono.12423","url":null,"abstract":"Growing up in the aftermath of armed conflict puts youth at a higher risk for psychopathology-particularly in societies like Northern Ireland which continue to be characterized by intergroup tension and cyclical violence. This risk may be heightened during adolescence, when youth are beginning to explore their identities and are becoming more aware of intergroup dynamics in both their immediate communities and the broader society. It is also during this stage when youth increasingly witness or engage in antisocial behavior and sectarian activities. A series of studies in Belfast conducted by Cummings et al. (2014, Child Dev Perspect, 12(1), 16-38; 2019, J Clin Child Adolesc Psychol, 48(2), 296-305) showed that adolescents' exposure to sectarian violence resulted in heightened emotional insecurity about the community and subsequent adjustment problems. Though the impact of direct exposure to violence is well documented, few studies have accounted for the influence of sectarianism that occurs outside of one's immediate environment. These influences may include the general climate surrounding events that are not experienced firsthand but are nonetheless salient, such as the overarching levels of tension between groups or societal discourse that is threatening to one's identity. These higher-level influences, often referred to collectively as the macrosystem, are a necessary component to consider for adequately assessing one's socio-developmental environment. Yet, measurement at this level of the social ecology has proven elusive in past work. The current study advances research in this area by using newspaper coding as a method of measuring the political macrosystem in Northern Ireland and assessing whether a tense or threatening climate serves as an added risk factor for youth living in Belfast. In the current study, we measured sectarian violence at the level of the macrosystem by systematically collecting and coding newspaper articles from Northern Ireland that were published between 2006 and 2011 (N = 2,797). Each article was coded according to its level of overall political tension between Catholics and Protestants, threat to Catholics, and threat to Protestants. When aggregated, these assessments reflected the overarching trends in Catholic-Protestant relations during this period. In order to assess the association between these sociopolitical trends and the direct experiences of adolescents, the newspaper coding was linked with five waves of survey data from families (N = 999) in socioeconomically disadvantaged areas of Belfast. Using a series of multilevel moderation analyses, we then tested whether intergroup tension and ingroup threat moderated the relation between adolescents' direct exposure to violence and their emotional insecurity. These analyses were followed by a thematic analysis of the coded newspaper articles in order to provide further context to the findings. The results indicated that adolescents' response to direct expo","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"85 4","pages":"7-123"},"PeriodicalIF":9.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12423","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38598838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 10

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IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-11-12 DOI: 10.1111/mono.12409

引用次数: 0

The Development of Respect in Children and Adolescents. 儿童和青少年尊重的发展。

IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-09-01 DOI: 10.1111/mono.12417

Tina Malti, Joanna Peplak, Linlin Zhang

{"title":"The Development of Respect in Children and Adolescents.","authors":"Tina Malti, Joanna Peplak, Linlin Zhang","doi":"10.1111/mono.12417","DOIUrl":"https://doi.org/10.1111/mono.12417","url":null,"abstract":"Respect is an integral part of everyday life. It is a virtue central to the aim of living an ethically good life. Despite its importance, little is known about its emergence, development, correlates, and consequences. In this monograph, we aim to fill this gap by presenting empirical work on children's and adolescents' thinking and feelings about respect. Specifically, we examined the development of respect in ethnically diverse samples of children between the ages of 5 and 15 years (N = 476). Using a narrative and semi-structured interview, as well as self-, caregiver- and teacher-reports, and peer-nominations, we collected information on children's respect conceptions and reasoning, as well as on the social-emotional correlates and prosocial and aggressive behavioral outcomes of respect. We begin with a review of theoretical accounts on respect. This includes a selective overview of the history of respect in philosophy and psychology in Chapter I. Here, we discuss early writings and conceptualizations of respect across the seminal works of Kant and others. We then provide an account of the various ways in which respect is conceptualized across the psychological literature. In Chapter II, we review extant developmental theory and research on respect and its development, correlates, and behavioral consequences. In this chapter, as part of our developmental framework, we discuss how respect is related and distinct from other emotions such as sympathy and admiration. Next, we describe our methodology (Chapter III). This includes a summary of our research aims, samples, and measures used for exploring this novel area of research. Our primary goals were to examine how children and adolescents conceptualize respect, how their conceptualizations differ by age, whether and to what degree children feel respect toward others' \"good\" behavior (i.e., respect evaluations for behavior rooted in ethical norms of kindness, fairness, and personal achievement goals), and how children's respect is related to other ethical emotions and behaviors. The next three chapters provide a summary of our empirical findings. Chapter IV showcases our prominent results on the development of children's conceptions of respect. Results revealed that children, across age, considered prosociality to be the most important component involved in conceptualizations of respect. We also found age-related increases in children's beliefs about fairness as a core component of respect. Children and adolescents also reported feeling higher levels of respect for behavior in the ethical domain (e.g., sharing fairly and inclusion) than behavior in the personal domain (i.e., achieving high grades in school). Chapter V investigates how sympathy and feelings of sadness over wrongdoing relate to respect conceptions and respect for behavior. Our findings show that sadness over wrongdoing was positively associated with adolescents' fairness conceptions of respect. Sympathy was positively related ","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"85 3","pages":"7-99"},"PeriodicalIF":9.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38249378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 10

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IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-08-11 DOI: 10.1111/mono.12408

引用次数: 0

Pathways to Civic Engagement Among Urban Youth of Color. 城市有色人种青年公民参与的途径。

IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-06-01 DOI: 10.1111/mono.12415

Laura Wray-Lake, Laura S Abrams

{"title":"Pathways to Civic Engagement Among Urban Youth of Color.","authors":"Laura Wray-Lake, Laura S Abrams","doi":"10.1111/mono.12415","DOIUrl":"https://doi.org/10.1111/mono.12415","url":null,"abstract":"Through civic engagement, adolescents can increase community vitality, challenge injustices, and address social problems. Positive youth development (PYD) theory and research has generated knowledge of ecological assets (resources and supports in everyday environments) that foster youth civic engagement. Yet, assets and opportunities are not equally available to all youth. Youth of color in urban high-poverty neighborhoods merit more concerted attention in research on civic development to inform theory, policy, and practice. A primary goal of this monograph is to broaden academic and public discourse about what civic engagement looks like and how it develops for urban youth of color who live in high-poverty neighborhoods. We conducted one time, face-to-face interviews and brief quantitative surveys with 87 youth of color (90% Black and Black multiracial; 59.8% male; ages 12-19) recruited from five youth centers in Rochester, New York, from 2015 to 2016. Interviews elicited youth's perspectives on how they define and experience civic engagement, community problems, connections and discussions to community, and adult supports. We used an inductive qualitative methodology. In Chapter I, we review what is known about civic engagement among urban youth of color. We lay out evidence for ecological assets that support youth civic engagement, aligned with a PYD perspective, and articulate ways to expand beyond PYD to understand youth empowerment and urban contexts. In Chapter II, we summarize national and local contexts that may shape the experiences of urban youth of color in our study. To set the stage for the empirical chapters that follow, we describe our sample, study design, and methodology. In Chapter III, we examine how urban youth of color in Rochester experience community violence and discuss the implications of these experiences for civic development. Youth articulated violence as a serious community problem and powerfully discussed frequent, personal, direct and indirect exposures to violence. Due to fear and lack of safety, some youth strategically disconnected from community and relationships and experienced disempowerment. Others reacted to violence with a tendency toward self-protection. For some, community violence was a catalyst for civic action. In Chapter IV, we investigate how youth defined and experienced civic engagement. Youth's civic participation spanned helping community, engaging politically, participating in school or community organizations, engaging in social and leisure activities, and taking personal responsibility. Youth's civic actions were largely informal and localized. Some civic participation was contextualized as a response to community violence, such as intervening to protect peers from harm. Some youth were not civically engaged. In Chapter V, we map out what civic empowerment looks like for these youth and how civic empowerment links to civic action. Supporting prior theory, we found evidence for emotional","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"85 2","pages":"7-154"},"PeriodicalIF":9.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12415","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37924228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 43

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IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-05-12 DOI: 10.1111/mono.12416

引用次数: 0

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IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-05-12 DOI: 10.1111/mono.12407

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Exploration, Explanation, and Parent-Child Interaction in Museums. 博物馆中的探索、讲解与亲子互动。

IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-03-01 DOI: 10.1111/mono.12412

Maureen A Callanan, Cristine H Legare, David M Sobel, Garrett J Jaeger, Susan Letourneau, Sam R McHugh, Aiyana Willard, Aurora Brinkman, Zoe Finiasz, Erika Rubio, Adrienne Barnett, Robin Gose, Jennifer L Martin, Robin Meisner, Janella Watson

{"title":"Exploration, Explanation, and Parent-Child Interaction in Museums.","authors":"Maureen A Callanan, Cristine H Legare, David M Sobel, Garrett J Jaeger, Susan Letourneau, Sam R McHugh, Aiyana Willard, Aurora Brinkman, Zoe Finiasz, Erika Rubio, Adrienne Barnett, Robin Gose, Jennifer L Martin, Robin Meisner, Janella Watson","doi":"10.1111/mono.12412","DOIUrl":"10.1111/mono.12412","url":null,"abstract":"Young children develop causal knowledge through everyday family conversations and activities. Children's museums are an informative setting for studying the social context of causal learning because family members engage together in everyday scientific thinking as they play in museums. In this multisite collaborative project, we investigate children's developing causal thinking in the context of family interaction at museum exhibits. We focus on explaining and exploring as two fundamental collaborative processes in parent-child interaction, investigating how families explain and explore in open-ended collaboration at gear exhibits in three children's museums in Providence, RI, San Jose, CA, and Austin, TX. Our main research questions examined (a) how open-ended family exploration and explanation relate to one another to form a dynamic for children's learning; (b) how that dynamic differs for families using different interaction styles, and relates to contextual factors such as families' science background, and (c) how that dynamic predicts children's independent causal thinking when given more structured tasks. We summarize findings on exploring, explaining, and parent-child interaction (PCI) styles. We then present findings on how these measures related to one another, and finally how that dynamic predicts children's causal thinking. In studying children's exploring we described two types of behaviors of importance for causal thinking: (a) Systematic Exploration: Connecting gears to form a gear machine followed by spinning the gear machine. (b) Resolute Behavior: Problem-solving behaviors, in which children attempted to connect or spin a particular set of gears, hit an obstacle, and then persisted to succeed (as opposed to moving on to another behavior). Older children engaged in both behaviors more than younger children, and the proportion of these behaviors were correlated with one another. Parents and children talked to each other while interacting with the exhibits. We coded causal language, as well as other types of utterances. Parents' causal language predicted children's causal language, independent of age. The proportion of parents' causal language also predicted the proportion of children's systematic exploration. Resolute behavior on the part of children did not correlate with parents' causal language, but did correlate with children's own talk about actions and the exhibit. We next considered who set goals for the play in a more holistic measure of parent-child interaction style, identifying dyads as parent-directed, child-directed, or jointly-directed in their interaction with one another. Children in different parent-child interaction styles engaged in different amounts of systematic exploration and had parents who engaged in different amounts of causal language. Resolute behavior and the language related to children engaging in such troubleshooting, seemed more consistent across the three parent-child interaction styles. Usin","PeriodicalId":55972,"journal":{"name":"Monographs of the Society for Research in Child Development","volume":"85 1","pages":"7-137"},"PeriodicalIF":9.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/mono.12412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37740373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 67

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IF 9.5 1区心理学

Monographs of the Society for Research in Child Development Pub Date : 2020-03-01 DOI: 10.1111/mono.12414

引用次数: 0