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Loneliness in Indonesian adolescents: Associations with quantity and quality of friendship and status within and between peer groups Social Development (IF 1.6) Pub Date : 2024-09-11 Keqin Zhang, Urip Purwono, Doran C. French
Loneliness is a perceived discrepancy between desired and experienced social relationships that may arise from lack of intimate attachment to another person (e.g., friend) or lack of involvement in larger networks (e.g., peer groups). This study assessed how multiple aspects of friendship and peer group involvement were associated with Indonesian adolescents’ self‐reported loneliness. Participants
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Developmental differences in young children's implied use of cognitive resources in their self‐regulation strategies Social Development (IF 1.6) Pub Date : 2024-09-04 Gabrielle Sky Cardwell, Pamela M. Cole, Brooke Weaver, Jenna M. Leadbeater, Erika S. Lunkenheimer, Kristin A. Buss, Lisa Gatzke‐Kopp, Nilam Ram
The emergence of self‐regulation during the preschool years is due, in part, to children's development of cognitive resources that can regulate their behavior. However, there is little direct evidence that age influences the extent to which young children's strategies involve such resources. We investigated age differences in the extent that young children's strategies imply cognitive resources. A
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Judgements of identity claims vary for monoracial and biracial people Social Development (IF 1.6) Pub Date : 2024-09-04 Elizabeth A. Quinn‐Jensen, Zoe Liberman
Despite increasing racial diversity in the United States, and the particular growth of multiracial populations, questions about how children perceive others’ (bi)racial identities remain poorly understood. In two preregistered studies, we asked White and racially minoritized American children (N = 157; 4–11‐years old) and White and multiracial adults (N = 226) how acceptable it was for monoracial people
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Revisiting the seminal studies of attachment formation and reevaluating what it means to become attached Social Development (IF 1.6) Pub Date : 2024-09-04 Harry Freeman
What does it mean to become attached? Three longitudinal studies established the empirical basis for the existing four‐phase model of attachment formation, a model that has remained unmodified and unexamined for over half a century. In this paper, I revisit the research questions, methods, and findings from the seminal studies to reevaluate the current model. The evidence indicates two distinct definitions
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Paternal activation parenting and growth in children's inhibitory control across early childhood Social Development (IF 1.6) Pub Date : 2024-09-04 Julia S. Feldman, Melvin N. Wilson, Daniel S. Shaw
Activation parenting (AP) is a parenting construct derived from research and theory on paternal caregiving that includes behaviors that challenge children to approach novel situations, explore their environments, and take physical and socioemotional risks through a balance of encouragement and limit‐setting. Although components of AP have been linked to different domains of children's self‐regulation
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Social reward predicts false belief understanding in Namibian Hai||om children Social Development (IF 1.6) Pub Date : 2024-08-26 Roman Stengelin, Ljubica Petrović, Maleen Thiele, Robert Hepach, Daniel B. M. Haun
Social motivation is theorized to promote Theory of Mind development in childhood, but research testing this link is scarce and largely limited to urban middle‐class milieus of the Global North. Here, we investigated the link between social motivation (i.e., social reward responsivity) and Theory of Mind (i.e., false belief understanding) among N = 59 Hai||om children (AgeRange = 2.3–8.0 years) from
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Peer attachment in adolescence: What are the individual and relational associated factors? Social Development (IF 1.6) Pub Date : 2024-08-23 Danyka Therriault, Jean‐Pascal Lemelin, Jean Toupin, Michèle Déry
The quality of peer attachment in adolescence is an important determinant of psychosocial adjustment. To date, few clear conclusions can be drawn about the most important factors associated with the quality of peer attachment. This study aimed to identify the most important individual and relational factors associated with peer attachment quality, and to establish their relative contribution. Early
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Family alliance and infants’ vagal tone: The mediating role of infants’ reactions to unadjusted parental behaviors Social Development (IF 1.6) Pub Date : 2024-08-02 Valentine Rattaz, Hervé Tissot, Nilo Puglisi, Manuella Epiney, Chantal Razurel, Nicolas Favez
We investigated the influence of family alliance on infants’ vagal tone. Physiological studies have shown that the quality of mother–infant interactions can influence infants’ vagal tone, which is an important indicator of emotion regulation. Although research has shown that family‐level relationships have a unique impact on child development, little is known about the association between the quality
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Interactions between relationship support from mothers, fathers, and best friends as related to adolescent adjustment during the transition to high school Social Development (IF 1.6) Pub Date : 2024-07-30 Rachel A. Ghosh, Julie C. Bowker, Kenneth H. Rubin
Supportive parent‐adolescent relationships are known to promote adolescent adjustment, but less is known about the interactive roles of supportive relationships with mothers, fathers, and best friends. The current study examined the interactive relations between mother‐adolescent, father‐adolescent, and best friend relationship support on adolescent internalizing and externalizing problems across the
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Parents’ differential trait, mental state, and coping talk about White and Black child storybook characters Social Development (IF 1.6) Pub Date : 2024-07-20 Ashley M. Fraser, Peter J. Reschke, Andrea K. Busby, Emily J. Takamasa, Jennie Jasperson, Bethany Sycamore
Limited literature has examined parents’ unsolicited trait, mental state, and coping talk about media characters by race as they co‐view with their children. We observed 195 US parents describing an illustrated depiction of racialized social exclusion for their child (53% male; Mage = 5.46 years; 60% White) in their home setting. Families discussed a Black child being excluded by White children or
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Parent‐reported problematic lying tendencies and BIS/BAS activity as predictors of children's antisocial lie‐telling Social Development (IF 1.6) Pub Date : 2024-07-17 Donia Tong, Oksana Caivano, Jennifer Lavoie, Victoria Talwar
The current study examined whether age and parental reports of children's problematic lying, behavioural inhibition system (BIS) activity, and reward responsiveness predicted children's antisocial lie‐telling. Children from mostly middle and upper‐class Canadian families (ages 3–12, M = 6.23, SD = 2.52) participated in a modified Temptation Resistance Paradigm (TRP), where they were given opportunities
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Preschoolers’ moral judgment and punishment attribution: Longitudinal links to theory of mind and emotion understanding Social Development (IF 1.6) Pub Date : 2024-07-08 Daniela Teodora Seucan, Raluca Diana Szekely‐Copîndean, Laura Visu‐Petra
Understanding what others think and feel, an essential ingredient of social functioning, develops early on, allowing children to understand and evaluate other people's actions. To assess whether those actions break or uphold moral rules (moral judgments), children must consider the agent's intentions and whether the action harms or helps others. The present study investigated longitudinally the changes
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Earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa Social Development (IF 1.6) Pub Date : 2024-07-05 Zhenlin Wang, Xiaozi Gao, Yihan Shao
Young children's lie‐telling behavior is associated with their theory of mind (ToM) development. However, current evidence is primarily based on cross‐sectional studies, with very little longitudinal evidence on the causal relation between the two constructs. The current study provided much‐needed cross‐lagged longitudinal evidence on the association between ToM and lying in young children. Adopting
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Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents Social Development (IF 1.6) Pub Date : 2024-07-03 Adva Eichengreen, Yung‐Ting Tsou, Lisa‐Maria van Klaveren, Anat Zaidman‐Zait, Alexander Koutamanis
Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hard researched in the schoolyard context. We exploratively compared preadolescents (M = 10
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The effect of social inhibition on preschoolers' behavior problems: The moderating role of maternal parenting styles Social Development (IF 1.6) Pub Date : 2024-06-30 Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang
The present study aimed to examine the longitudinal relationship between social inhibition and behavior problems in preschoolers, as well as the potential moderating role of maternal parenting styles (authoritative, authoritarian, and permissive) in this relationship. A total of 196 preschoolers aged 3–4 years (MT1 = 3.460, SD = .594) and their mothers participated in the study, which involved two‐time
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A meta‐analysis of the association between teacher support and school engagement Social Development (IF 1.6) Pub Date : 2024-05-24 Luis Francisco Vargas‐Madriz, Chiaki Konishi, Tracy K. Wong
School engagement is a multidimensional concept describing how students behave, feel, and think. Previous meta‐analyses suggest that school engagement may be underpinned by specific aspects of teacher support. However, given that school engagement is also multifaceted, it is important to examine how each aspect of school engagement is related to different aspects of teacher support. Thus, a meta‐analysis
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A 6‐year longitudinal exploration of diversity in ethnically/racially minoritized children's early peer circles Social Development (IF 1.6) Pub Date : 2024-04-05 Anna Bennet, Yana Kuchirko, May Ling D. Halim, Philip R. Costanzo, Carol L. Martin, Adam Stanaland, Diane Ruble
Exposure to diverse peers can expand children's experiences and skillsets, and these positive effects linger beyond childhood. Yet, little is known about the ethnic/racial, gender, and age diversity in children's peer groups and how it may shift over time. Even less is known about these patterns among US nonwhite children. In the present study, we thus explored how diversity (with regard to ethnicity/race
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Solitary groups: A latent profile analysis of motivations for social withdrawal and experiences of solitude in late childhood and early adolescence Social Development (IF 1.6) Pub Date : 2024-04-02 Matilde Brunetti, Stefania Sette, Tiffany Cheng, Fiorenzo Laghi, Emiddia Longobardi, Concetta Pastorelli, Antonio Zuffianò, Robert J. Coplan
The present study aims to differentiate groups of children and early adolescents characterized by their motivations for social withdrawal and personal experiences with solitude. Participants were N = 561 (307 girls) children and early adolescents, aged 8–14 years (M = 11.32, SD = 1.63), who completed self-report assessments of motivations for social withdrawal (i.e., shyness, unsociability), social/asocial
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Early intergroup coalition: Toddlers attribute fair distributions to Black rather than White distributors Social Development (IF 1.6) Pub Date : 2024-03-31 Alessandra Geraci, Elena Commodari, Paola Perucchini
Racial concepts emerge in preschool age, and affect children's evaluations of others’ actions. This research investigated whether 2.5-year-old and 7-year-old children's (N = 160; 100% White) evaluations may be influenced by an initial racial bias when both out-group and in-group protagonists were evaluated directly by attributing the responsibility of negative or positive outcomes (i.e., fair or unfair
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If looks could talk: Threat and familiarity influence with whom and how infants interact in ambiguous situations Social Development (IF 1.6) Pub Date : 2024-03-23 Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt
We investigated how apparent threat of an ambiguous stimuli modulates infants’ looking to interaction partners of varying familiarity (mother, familiar experimenter, unfamiliar experimenter). We hypothesized a preference for familiar informants under higher apparent threat, but a preference for unfamiliar informants under lower apparent threat. The informant encouraged infants (N = 104, 8–13 months)
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Convergent and divergent parental emotion socialization processes shape children's emotional responding Social Development (IF 1.6) Pub Date : 2024-03-12 Laura DeLoretta, Elizabeth L. Davis
Parents have an essential role in shaping children's emotional responses, a process called emotional socialization. Typically, researchers measure parental socialization behaviors via self‐report and in‐laboratory observations. However, the extent to which there is convergence between parents’ reported and enacted socialization practices is an open question. The aims of the current study were (1) to
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Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment Social Development (IF 1.6) Pub Date : 2024-03-07 Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris
This study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD‐SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD‐SF and the Social‐emotional assets and resilience scale were collected
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Long‐term implications of childhood and adolescent popularity for social behavior and status in emerging adulthood Social Development (IF 1.6) Pub Date : 2024-03-07 Nina S. Chmielowice‐Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen
Peer status is associated with social functioning throughout childhood and adolescence, but little is known about its’ long‐term implications. This study examined longitudinal associations of childhood and adolescent popularity with social behavior and status in emerging adulthood. In line with concurrent associations of popularity with social behavior, we hypothesized that childhood popularity would
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Comparing methods of social preference assessment in childhood Social Development (IF 1.6) Pub Date : 2024-02-27 Benjamin deMayo, Kristina R. Olson
A central question in social cognitive development concerns the degree to which children prefer social ingroup members relative to social outgroup members. Forced‐choice measures and continuous rating scales are often used to assess these preferences, but little work has examined the extent to which these two methods yield similar or divergent estimates. In Study 1, we used a within‐subjects design
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Shyness, social engagement, and conversational response times in children's dyadic interactions with an unfamiliar peer Social Development (IF 1.6) Pub Date : 2024-02-07 McLennon Wilson, Adrienne Richter Powell, Linda Sosa Hernandez, Emma Green, Claudia Labahn, Heather Henderson
To be a desirable social partner and develop healthy relationships with peers, a child must be able to engage with peers across a variety of contexts. Understanding the factors supporting high levels of social engagement with peers is thereby essential, requiring the development of nuanced and ecologically valid indices of social engagement. Building on recent adult work, the current study explores
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Text mining and sentiment analysis: A new lens to explore the emotion dynamics of mother-child interactions Social Development (IF 1.6) Pub Date : 2024-02-02 Chao Liu, Charis Chen
Emotions are highly dynamic and social in nature. Traditional approaches to studying emotion expression face obstacles such as substantial time investments, susceptibility to human biases, and limited capacity to capture nuanced emotional patterns. To address these challenges, this research leveraged text mining and sentiment analysis to explore the dynamic patterns of emotion expression within the
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How are mental state references represented in English and Japanese picture books? An analysis of the frequency of emotional and cognitive words and their relation to the self or others Social Development (IF 1.6) Pub Date : 2024-01-30 Yuko Okumura, Shunya Taguchi, Yasuhiro Kanakogi
The text of picture books is a fertile source through which young children learn about mental states. By focusing on English and Japanese books (N = 100; for children aged 3–5 years) as respective representatives of independent and interdependent cultures, the present study examined the cultural differences in the use of two types of mental state language: emotion and cognition. While our findings
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From everyday participation to ways of life: Development of Yurakare children in Bolivia's Amazonian area Social Development (IF 1.6) Pub Date : 2024-01-17 Natalia Siekiera, Arkadiusz Białek
Children's participation in the social structure from the first stages of life shapes not only their development but also how they learn to become well-adjusted members of their cultural environment. In the presented study, using focal-follow and participatory observation, we depict the reality in early and middle childhood (N = 23; ages 2–7) of Yurakare children living in Bolivia's Amazonian area
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Adaptation and validation of the French version of empathy questionnaire in preschoolers Social Development (IF 1.6) Pub Date : 2024-01-06 Poline Simon, Marine Houssa, Baptiste Barbot, Nathalie Nader-Grosbois
At preschool age, children need to develop socio-emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate
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No one is going to recess: How children evaluate collective and targeted punishment Social Development (IF 1.6) Pub Date : 2024-01-04 Sarah Thomas, Caroline Kelsey, Amrisha Vaish
This study examined children's responses to targeted and collective punishment. Thirty-six 4–5-year-olds and 36 6–7-year-olds (36 females; 54 White; data collected 2018–2019 in the United States) experienced three classroom punishment situations: Targeted (only transgressing student punished), Collective (one student transgressed, all students punished), and Baseline (all students transgressed, all
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The role of between-group competition in children's within-group merit-based resource allocation Social Development (IF 1.6) Pub Date : 2023-12-29 Xue Xiao, Qian Wang, Yanfang Li
The present study tested how 5- to 6-year-old and 7- to 8-year-old children allocate with in-group collaborators according to merit in the context of external between-group competition. Children (N = 310) first were asked to collaborate with a high- or low-merit partner to complete an intergroup game in the form of competition (further divided into win and lose conditions) or noncompetition. Afterward
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Social integration in the activity peer group in sport and non-sport organized activities: Links with depressive symptoms in adolescence Social Development (IF 1.6) Pub Date : 2023-11-27 Charles-Étienne White-Gosselin, François Poulin, Anne-Sophie Denault
Organized activities can provide a conducive context for various social processes that may prevent internalizing problems. Some types of organized activities, such as team sports, seem particularly favorable to these positive experiences. The aim of this 4-year longitudinal study is to describe the changes in the feeling of social integration into the organized activity peer group and to examine whether
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Connecting adolescent friendships to physical health outcomes: A narrative review Social Development (IF 1.6) Pub Date : 2023-11-20 Alexandra D. Ehrhardt, Hannah L. Schacter
Friendships are developmentally significant peer relationships that meaningfully contribute to adolescent adjustment. Despite extensive evidence that friendships contribute to adolescents’ psychological well-being and mental health, less is known about the connections between adolescents’ friendships and physical health outcomes. Therefore, the current review synthesizes a growing body of research
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A multidimensional examination of children's endorsement of gender stereotypes Social Development (IF 1.6) Pub Date : 2023-11-08 Cindy Faith Miller, Lorey A. Wheeler, Bobbi Woods
The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 (N = 403) compared children's ability and category beliefs using a set of gender-neutral
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Mother-child bidirectional influences in the development of concern for others: Disentangling positive parenting in two predominantly white, North American Samples Social Development (IF 1.6) Pub Date : 2023-11-07 Lindsey C. Partington, Paul D. Hastings
Mother's positive parenting predicts children's development of concern for others; however, it is unclear which distinct positive parenting behaviors contribute to children's concern for others. We examined the bidirectional associations between mothers’ warmth and reasoning and children's concern toward an adult in distress at 4 and 6 years. We tested these associations in two independent samples
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Parent-child relationship buffers the impact of maternal psychological control on aggression in temperamentally surgent children Social Development (IF 1.6) Pub Date : 2023-11-07 Yao Sun, Charissa S. L. Cheah, Craig H. Hart
Children's temperamental surgency is associated with later child behavioral problems. However, the underlying mechanisms linking child surgency and child aggression, such as negative parental control, are relatively understudied. Moreover, the potential protective effect of a close parent-child relationship on these associations remains untested, particularly among non-White families. Participants
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Investigating the skills of a preschool leader: A latent profile analysis Social Development (IF 1.6) Pub Date : 2023-10-30 Lindsey L. Held, Ansley T. Gilpin, Mengya Xia
Individuals emerge as leaders across the lifespan; however, research investigating early childhood leaders is scant. This study assessed leadership in early childhood (N = 375) by using latent profile analysis of secondary data to examine how skill profiles are related to preschool leader scores. Skill profiles included scores for executive functioning, emotion regulation, imagination, theory of mind
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Linguistic but not minimal group membership modulates spontaneous level-2 perspective interference in 8-year-old children Social Development (IF 1.6) Pub Date : 2023-10-21 Lívia Priyanka Elek, Ildikó Király, Réka Pető, Renáta Szücs, Fruzsina Elekes, Katalin Oláh
This paper presents evidence that social categorization affects spontaneous level-2 visual perspective taking (L2PT) differently depending on the type of social category in 8-year-old. In Experiment 1 (N = 46), children were paired with same-age peers, who belonged to the same or a different minimal group. In Experiment 2 (N = 42) children participated with an adult confederate, who either shared their
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Trusting others who vary in consistency between their personal standards and behavior: Differences by age, gender, and honesty trust beliefs Social Development (IF 1.6) Pub Date : 2023-10-21 Ken J. Rotenberg, Becky MacDonald-Taylor, Rebecca Holland
Three studies examined age, gender, and trust belief differences in using the consistency principle to judge the trustworthiness of persons who varied in the consistency between their personal standards and behavior. The participants were 78 adults (Mage = 22 years) in Study 1, 160 children from four age groups (6-7, 8–9, 10–11, and 12–13, year-olds) in Study 2, and 46 10–11-year-olds in Study 3 (N = 284)
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Gender essentialism predicts prejudice against gender nonconformity in two cultural contexts Social Development (IF 1.6) Pub Date : 2023-10-18 Rachel D. Fine, Kristina R. Olson, Selin Gülgöz, Rachel Horton, Susan A. Gelman
Gender-nonconforming children face a substantial amount of prejudice, making it important to investigate potential contributing factors. In a correlational study of 253 U.S. Midwestern and Pacific Northwestern 6- to 10-year-old gender-conforming children (Age M = 7.95, SD = 1.43; 54% girl, 46% boy; 77% White), we examined how gender essentialism (beliefs that gender is biological, discrete, informative
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Longitudinal associations between pet relationship quality and socio-emotional functioning in early adolescence Social Development (IF 1.6) Pub Date : 2023-10-18 Megan K. Mueller, Kristina S. Callina, Amanda M. Richer, Linda Charmaraman
Adolescence is a key developmental period for socio-emotional skills, and companion animal relationships may be one potential source of emotional support and resilience during this time. This study used longitudinal data from 940 pet-owning adolescents, collected over four-time points, from youth in the Northeastern United States. We assessed whether pet relationship quality (indexed by relationship
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Family separation from military service and children's externalizing symptoms: Exploring moderation by non-military spouse employment, family financial stress, marital quality, and the parenting alliance Social Development (IF 1.6) Pub Date : 2023-10-11 Sabrina M. Richardson, Jacqueline C. Pflieger, Elizabeth Hisle-Gorman, Ernestine C. Briggs, John A. Fairbank, Valerie A. Stander
Military separation is a well-documented vulnerability point for service members, yet little is known regarding how children fare across this transition. The current study examined 909 military-connected children from the Millennium Cohort Family Study (Wave 1 Mage = 3.88 years, SD = .095) across a 3-year period to explore whether separation predicted child externalizing symptoms over and above Wave
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Early childhood predictors of early school-age academic skills and resilience among children living in poverty Social Development (IF 1.6) Pub Date : 2023-10-02 Daniel Ewon Choe, Santiago Barreda, Chardée A. Galán, Frances Gardner, Melvin N. Wilson, Thomas J. Dishion, Daniel S. Shaw
This longitudinal study of low-income families tested neighborhood-, family-, and child-centered promotive factors in early childhood, responses to an early family intervention, and their interactions as predictors of school-entry levels of and early school-age gains in academic skills. Using a racially-diverse, low-income sample (n = 527) from a randomized controlled trial of the Family Check-Up (FCU)
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Children's and adolescents’ evaluations of wealth-related STEM inequality Social Development (IF 1.6) Pub Date : 2023-09-22 Luke McGuire, Christina Marlow, Adam J. Hoffman, Angelina Joy, Fidelia Law, Adam Hartstone-Rose, Adam Rutland, Mark Winterbottom, Frances Balkwill, Karen P. Burns, Laurence Butler, Grace Fields, Kelly Lynn Mulvey
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents’
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Domain-general or specific: How is children's understanding of deception socialized? Social Development (IF 1.6) Pub Date : 2023-09-22 Jedediah W. P. Allen, Demet Kara
The current study investigated parenting influences on children's understanding of lie-telling in eight different social situations. These social situations clustered into two broad categories that have been assumed in the literature: first, self-oriented lies that were generally told to benefit the self (e.g., to avoid punishment or gain status); and second, socio-culturally-oriented lies that were
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How bad is it to eat an intelligent chicken? Children's judgments of eating animals are less ‘self-serving’ than adults Social Development (IF 1.6) Pub Date : 2023-09-14 Heather Henseler Kozachenko, Jared Piazza
Research shows that adult meat eaters strategically distort or disregard information about animals (e.g., their intelligence) that is problematic for meat consumption. However, the development of such behaviours is not well understood. Two studies tested whether primary-school-age children exhibit motivated use of information about food animals as adults do (N = 148 children, 410 adults). Using experimental
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Reputation and prosocial lies in development Social Development (IF 1.6) Pub Date : 2023-09-13 Cynthia Xinran Guo, Philippe Rochat
Children start to engage in self-serving deception from approximately 2½ years of age. This emerging self-centered propensity toward the deliberate covering of truth is predicted by the child's degree of executive function and level of theory of mind. In contrast, existing studies on the emergence of other-oriented lies point to a significant developmental lag—children begin to produce prosocial lies
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Making “fast friends” online in middle childhood and early adolescence Social Development (IF 1.6) Pub Date : 2023-09-01 Katherine L. Swerbenski, Kierin C. Barnett, Patricia G. Devine, Kristin Shutts
Close peer relationships are critical to children's and adolescents’ healthy development and well-being, yet youth sometimes struggle to make friends. The present work tested whether an online version of the Fast Friends procedure could engender closeness among 9- to 13-year-old youth. Participant dyads (N = 131), matched in age and gender, were randomly assigned to answer personal questions that encourage
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Cultural divergence in children's selective word learning: Korean and Canadian children differ in their trust of adult informants Social Development (IF 1.6) Pub Date : 2023-08-30 Jisoo Oh, Narae Ju, Susan Graham, Youngon Choi
Although children generally regard adults as more knowledgeable than their peers, an informant's past accuracy trumps age when in conflict. In a recent study, however, Korean 5-year-olds were more likely to trust a less accurate adult informant over a more accurate peer informant when learning new information. To examine whether such a pattern was attributable to the cultural influence of shaping early
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Is knowledge of racial identity development necessary? White transracial adoptive parents' intentions to promote Black adoptees’ racial-ethnic identity Social Development (IF 1.6) Pub Date : 2023-08-18 Shardé Pettis, Tammy L. Sonnentag
Adoptions of Black children by White parents in the United States are rapidly increasing and are a frequent transracial adoptee-parent combination. With the prevalence of these adoptions, questions arise about White parents’ capability to promote the healthy racial-ethnic identity of their adopted Black child(ren). This study examined if White parents’ knowledge of racial-ethnic identity development
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Eight- to 12-year-old US children's emerging subjective social status identity and intergroup attitudes Social Development (IF 1.6) Pub Date : 2023-08-16 Amanda Ackerman, Laura Elenbaas
Drawing on social identity development theory, this study investigated a socioeconomically diverse sample of 8- to 12-year-old US children's (N = 93) subjective social status (SSS), how they determined and identified with their SSS, and whether their own SSS related to their social preferences for individuals from other SSS groups. Children primarily referenced material resources, lifestyles, money
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Adolescents’ moral reasoning when honesty and loyalty collide Social Development (IF 1.6) Pub Date : 2023-08-09 Shuai Shao, Alessandra Mafra Ribeiro, Saman Fouladirad, Claire Marie Shrestha, Kang Lee, Catherine Ann Cameron
According to moral pluralism theory, people practice moral reasoning based on several fundamental dimensions, including honesty and loyalty. As individuals navigate increasingly complex social worlds over development, they may face the dilemmas where honesty collides with loyalty. In the current study, adolescents (15- to 18-year-olds, N = 203) in a western, multicultural Canadian city read moral dilemmas
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The power of teacher-toddler relationships and stability of care for language development Social Development (IF 1.6) Pub Date : 2023-08-03 Jessica Alves, Carolina Guedes, Joana Cadima
The value of positive teacher-child relationships for child development is well established for preschool- and school-age children, but little is known regarding children under the age of 3. The current study examined the links between teacher-child relationship, stability of care, and toddlers’ expressive vocabulary. It also examined whether the associations between the expressive language and the
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Are middle schoolers with diverse friends liked, disliked, or unnoticed - and by whom? Social Development (IF 1.6) Pub Date : 2023-08-03 Naomi G. Kline, Jaana Juvonen
Having cross-ethnic friends in early adolescence is associated with more positive intergroup attitudes, but little is known about the social signaling function of the diversity of friends. The current study examined how the ethnic diversity of students’ friends in seventh grade is related to their social status (e.g., acceptance, rejection, and social impact) by eighth grade in multi-ethnic schools
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Exploring intra- and inter-cultural differences in toddlers’ time allocation in a Yucatec Maya and US community Social Development (IF 1.6) Pub Date : 2023-08-03 Cecilia Padilla-Iglesias, Abha Basargekar, Amanda L. Woodward, Laura A. Shneidman
The extent to which toddlers have opportunities to learn in interactive, observational, and independent contexts is thought to vary by culture. However quantitative assessments of cultural variability and of the factors driving intra- and inter-cultural differences in toddler's time allocation are lacking. This paper provides a comparative and quantitative examination of how toddlers spend their time
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“Spilling the tea” on generation Z social media use and body image Social Development (IF 1.6) Pub Date : 2023-07-26 Allison Kiefner-Burmeister, Sarah Domoff, Hayley Waltz, Alli Jacobs, Clarissa Ramirez, Claire C. Heilman
Over ninety percent of American teens and the majority of children have smartphones. As access to social media increases so does the growing concern for the psychological well-being of today's youth. The current cross-sectional study examined the media use, appearance pressure, and body image of 150 Midwestern American Generation Z (born in 1997–2012) youth. This study assessed media use by child-report
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Aggression in toddlers: Associations with temper loss and parent-child conflict Social Development (IF 1.6) Pub Date : 2023-07-23 Tamara Del Vecchio, Michael F. Lorber, Kätlin Peets, Brooke Edelman, Amy M. S. Slep
Using a normative US sample of 477 mothers of 6- to 24- month-old children, we explored the relations among toddlers’ physical aggression, child temper loss, and parent-child conflict to gain a better understanding of how aggression develops from infancy to toddlerhood. An inventory of specific aggressive acts was subject to factor analysis to test whether the acts clustered as hypothesized. Consistent
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Differential associations and concordance across measures of parent emotion socialization: The role of parent and adolescent emotion dysregulation Social Development (IF 1.6) Pub Date : 2023-07-15 Julia D. McQuade, Rosanna Breaux, Annah R. Cash, Nicholas J. Horton, Margaret A. Azu, Daylin Delgado
Although parent ratings, adolescent ratings, and observations are all utilized to measure parent emotion socialization during adolescence, there is a lack of research examining measurement differences and concordance. Thus, the present study compared three measures of parent supportive and nonsupportive emotion socialization and examined whether parent and adolescent emotion dysregulation differentially