样式: 排序: IF: - GO 导出 标记为已读
-
Emerging adults' use of social media and adjustment during the pandemic J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-03-12 David Schwartz, Leslie M. Taylor, Wendy Troop-Gordon, Adam Omary, Yana Ryjova, Minci Zhang, Jinsol Chung
During the COVID-19 pandemic, undergraduates found themselves in an unprecedented social situation. Campuses across North America closed, as universities moved to remote learning. When in-person classes resumed, students had to negotiate the return to on-campus life. The current investigation examines predictive associations between pandemic-related stressors and distress during this transition, focusing
-
The reciprocity between psychological need frustration and adolescent problematic smartphone use J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-02-23 Meng Xuan Zhang, Chester Chun Seng Kam, Anise M.S. Wu
This study aimed to investigate the potential bidirectionality between frustration of three basic needs (i.e., autonomy, relatedness, and competence) and problematic smartphone use (PSU), which is highly prevalent in adolescents. We recruited 466 Chinese high school students (61.6% female) for the baseline survey (W1), and 318 participated in the follow-up survey (W2). They completed questionnaires
-
Associations between socioeconomic status, child risk factors, and parenting during guided learning J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-02-02 Laurence Labelle, Jean-Michel Robichaud, Hali Kil, Mélodie Roy, Juliette Laurendeau, Amy-Lee Normandin, Sophie Parent, Jean R. Séguin, Mireille Joussemet, Geneviève A. Mageau
Researchers have identified socioeconomic status (SES) as a risk factor for suboptimal parenting in guided-learning settings. Yet, the confounding role of co-occurring child risk factors in the SES-parenting linkage is understudied. In this prospective study, we examined how SES, child temperament, and child cognitive abilities of 197 mother-preschooler dyads uniquely predicted later observations of
-
Helping without being asked as a cultural practice J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-01-24 Angélica López-Fraire, Barbara Rogoff, Lucía Alcalá
This study found cultural differences in 6- to 10-year-olds’ helping without being asked, with attentiveness and initiative. In line with cultural values, 19 Mexican-heritage sibling pairs from families familiar with Indigenous practices (and limited Western schooling) helped an instructor without being asked more than did 19 European-heritage pairs from families with extensive schooling. The Mexican-heritage
-
Context and education affect the quality of parents' speech to children J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-01-22 Erika Hoff, Fabio Trecca, Anders Højen, Brett Laursen, Dorthe Bleses
The present study examined the influence of the context of interaction, parent education level, and parent gender on the quantity and language acquisition-supporting quality of parents' talk with their 3- to 5-year-old children. The conversations of 155 Danish parent-child dyads (41 fathers; 79 boys) in book sharing, reminiscing, and LEGO toy play were recorded, transcribed, and coded for indicators
-
Mental rotation is supported by block play in boys and girls J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-01-12 Anke Maria Weber, Katarzyna Bobrowicz, Samuel Greiff, Miriam Leuchter
Mental rotation in adults can be supported by spatial activities and shows sex differences in favor of males. Yet, whether these results apply to young children and whether possible early sex differences in mental rotation might be alleviated through spatial play remains unclear. Thus, we investigated whether play with different levels of guidance (high guidance vs. medium guidance vs. low guidance)
-
Maternal and paternal emotion dysregulation profiles: Links to parent and child functioning J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-01-04 Jessica A. Seddon, Chelsea L. Reaume, Leah Sack, Linda Sosa-Hernandez, Kristel Thomassin
This study examined profiles of parental emotion dysregulation among 379 mothers (Mage = 35.99) and 397 fathers (Mage = 34.93) of children aged 8 to 12 using latent profile analyses. Three maternal (Low, Moderate, High Dysregulation) and four paternal (Low, Moderate, High Dysregulation, Emotionally Aware but Extremely Dysregulated) profiles emerged. Low (vs. high) profiles were generally associated
-
Chinese high school students' career development: Associations with academic self-efficacy and motivation J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2024-01-01 Yanhui Zhao, Huijun Zeng, Xinmei Deng
This research explored the interconnection between career and academic progress in the context of Gaokao pressure among Chinese high school students. Employing a three-wave longitudinal design, 1260 students were analyzed using hierarchical linear modeling (HLM) over two years. Findings unveiled a positive correlation between career development and academic motivation and self-efficacy. Moreover, the
-
Parent-partner and parent-child attachment: Links to children's emotion regulation J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-12-29 Tiago Ferreira, Marisa Matias, Helena Carvalho, Paula Mena Matos
We investigate the interconnections between couple and parenting relationships and young children's emotion regulation across time. Our goals were to: (1) examine whether mothers' and fathers' attachment security towards their romantic partners relates to mothers- and fathers-child attachment quality; (2) investigate the bidirectional relations between mother- and father-child attachment quality, and
-
Remote enculturation among Black immigrant adolescents in the United States J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-12-26 Sarah Gillespie, H.R. Hodges, Khadija Abdi, Hattie Gibson, Lisa Harnack, Gail M. Ferguson
Remote enculturation (RE), the process of engaging with one's heritage culture through indirect and/or intermittent exposure, could strengthen heritage culture identity and promote adaptation among immigrant-origin youth. This study used mixed methods to describe RE activities and their associations with positive adaptation among Black adolescents with Somali American and Jamaican American heritage
-
Early social emotional competencies as predictors of internalizing problems in Latinx children J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-12-21 Esther J. Calzada, Keng-Yen Huang, Alexandra Ursache, Lalaine Sevillano, Nicole Kim
Ethnic disparities in depression and anxiety persist despite public health efforts to reduce them. This study focused on the development of internalizing symptoms in Latinx children to inform efforts to intervene early in this population. We assessed emotion knowledge, social skills, and withdrawn behavior as predictors of internalizing problems from age 4 or 5 through age 9. The study took place in
-
Effectiveness of the Incredible Years® Teacher Classroom Management program: Preschool children's outcomes J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-12-15 Sofia O. Major, Maria F. Gaspar, Ana C. Palos, Marco D. Pereira
The effectiveness of the Incredible Years® Teacher Classroom Management program (IY-TCM) in improving children's outcomes has been well-documented. We explored its effectiveness by examining the outcomes of children whose teachers completed the IY-TCM training during the COVID-19 pandemic. Based on a quasi-experimental design, this study involved 28 teachers and 403 preschool children from their classes
-
Cultural patterns in nonverbal collaboration between pairs of Indigenous children and pairs of urban middle-class children in México J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-12-14 Maricela Correa-Chávez, Rebeca Mejía-Arauz
This study examines cultural patterns in nonverbal collaboration between pairs of Mexican children with varying familiarity with Indigenous ways of Learning by Observing and Pitching In (LOPI) and school-like middle-class ways of learning. Two-hundred-fourteen 8 to10 year old Mexican children from either an Indigenous town or an urban middle-class community in a nearby city played Chinese checkers
-
Dual language learners: Influence of parent education & mobility on school readiness J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-12-02 Guadalupe Díaz Lara, Megan M. McClelland
This study explored the relations between parental formal education, residential mobility, and children's school readiness in a sample of 509 Head Start children, 30% of whom were Spanish-speaking Dual Language Learners (DLLs). Additionally, it explored whether the relations between these demographic factors and school readiness varied as a function of DLL status. Results indicated that parental formal
-
The ‘praise balance’: Uncovering the optimal recipe for mastery motivation in preschoolers J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-11-29 Xinpei Xu, Lingfei Mo, Lei Pan, Yan Li
This study examined the relationship between parental praise and children's mastery motivation. The parents of 126 children aged 4–6 completed online questionnaires. Process-to-Person Praise Ratio (PPR) was calculated by subtracting the ratio of person praise from the ratio of process praise. The results revealed an inverted U-shaped relationship between PPR and children's objective persistence, as
-
The association of sleep duration with grade point averages and absences among 9th graders in Georgia, USA J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-11-24 Zerleen S. Quader, Henok Mulatu Teferi, Cassandra Bryan, Rachel Weingart, Gina Marie Mathew, Lauren Hale, Dayna A. Johnson, Julie A. Gazmararian
This study aimed to examine the association between sleep measures (self-reported sleep duration and weekend catch-up sleep) and grade point average (GPA) and absences among 9th grade students from two racially and economically diverse high schools in a semi-rural county of north-central Georgia. Linear and Poisson regression models estimated the association between sleep measures and GPA and absences
-
Of scientists and superheroes: Educational television and pretend play as preparation for science learning J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-11-10 James Alex Bonus, Rebecca A. Dore, Julia M. Wilson, Nina Freiberger, Blue Lerner
Children aged 4 to 7 (N = 119; 50.4% female, 87.4% White) watched an educational video containing unrealistic elements (i.e., superpowered scientists). Before or after this video, they participated in a hands-on science activity under one form of pretense (i.e., act like a scientist vs. superhero) or under no pretense. Both interventions imparted information about the concept of static equilibrium
-
Teachers' emotion regulation strategies and preschool expulsion risk: Suppression and reappraisal J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-11-06 Alysse M. Loomis, Devon Musson Rose, G. Maureen Gomez, Erica Murdoch
Teacher stress has been implicated in decision-making related to preschool children's expulsion risk. The current study examines whether teachers' emotion regulation strategies moderate the relationship between child behavior and expulsion risk. In the study, 44 preschool teachers (68% lead and 32% assistant) completed surveys on their own emotion regulation strategies and child behavior (inhibitory
-
Experiences of poverty-related family risk and internalizing problems in childhood: The mediating role of hope J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-10-22 Zhihua Li, Zhuoling Xiong, Xiayun Yin, Yanyun Yuan
This longitudinal study examined whether poverty-related family risk groups with varying family resource, parental, and relational risks differed in their children's internalizing problems, and whether children's hope mediated this relationship. A sample of 798 children from poor families (N = 798, Mage = 11.76, SD = 2.56) was obtained from six township public schools in China. Four groups were identified:
-
Family math engagement with preschoolers in rural contexts J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-10-11 Sarah H. Eason, Kathryn A. Leech, Kirsten L. Anderson, Sarah Pedonti
With the aim of broadening our understanding of math engagement among families who are often underrepresented in research, the current study examined math engagement among 187 families with children aged 3–5 years old in two rural regions of the United States. Caregivers responded to open-ended questions regarding their preferred activities to engage in with their preschoolers and how they view math
-
Parent behaviors as predictors of preadolescent appraisal and coping J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-10-11 Caitlin M. Stavish, Liliana J. Lengua
Preadolescent appraisal and coping are significant predictors of youth psychopathology. However, little research examines how parenting behaviors relate to the development of these skills by forming a key context in which children learn to manage stressors. This study examined how observed maternal and paternal behaviors derived from a parent-child interaction task relate to levels of and growth in
-
Children's prosocial and aggressive behaviors: The role of emotion regulation and sympathy J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-09-30 Giovanni Maria Vecchio, Federica Zava, Elena Cattelino, Antonio Zuffianò, Susanna Pallini
Investigation of the mechanisms that promote prosocial action and curb aggressive behavior can inform the development of targeted approaches to fostering children's prosocial skills and reducing their aggressive outbursts. The aim of this study was to examine the role of sympathy as a crucial intervening variable between both emotion regulation and emotional lability/negativity, and prosocial and aggressive
-
Emotion regulation weakens the associations between parental antipathy and neglect and self-harm J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-09-27 Célia Barreto Carvalho, Joana Moura Cabral, Carolina Pereira, Filipa Cordeiro, Rodrigo Costa, Ana Arroz
Using a representative sample of 7918 Portuguese adolescents (Mage = 15.5, SD = 1.7, 53.3% female gender) and three self-report measures of parental antipathy and neglect, self-harm and its functions, and emotion regulation, this cross-sectional study examined the moderating role of emotion regulation in the links between these negative childhood experiences and self-harm in adolescence. Maternal and
-
A longitudinal model of sleep problems and classroom self-regulation across elementary school J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-09-24 Kate E. Williams, Nicole Hayes, Donna Berthelsen, Jon Quach
This study explored longitudinal and bidirectional associations among behavioral sleep problems and self-regulation difficulties across the elementary school years. Analyses drew data from the Kindergarten Cohort (N = 4983) of the Longitudinal Study of Australian Children (LSAC) across five data waves, when children were aged 4–13 years (49% female, 86% English-speaking). Cross-lagged structural equation
-
Math intervention targeting family routines increases parental math talk and math activities J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-09-20 Diana Leyva, Melissa E. Libertus, Rebecca McGregor
Previous interventions have seldom promoted family math engagement across family routines, tailored the intervention content to each family's typical routines, or provided videos of real families doing math. This feasibility study examines the effects of Math Made for Me (MM4M), a six-week program fostering math engagement across family routines via videos tailored to each family's typical routines
-
Parent–child relationships and early childhood irritability: A longitudinal moderated moderation model J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-09-15 Yanwei Li, Ran An, Ziyu Feng, Ying Ding, Xia Chi, Xiangxue Zhang
The present study proposed a longitudinal moderated moderation model to investigate whether children's cognitive and emotional factors changed the association between parent-child relationships and early childhood irritability. A total of 526 parent-child pairs were included in a two–wave longitudinal study. We assessed children's emotion regulation skills, executive function, and relationships with
-
-
Impulsivity and adolescent relationships: Negative urgency predicts interpersonal problems in youth J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-08-29 Sabrina E. Porcelli, Mary Kate Koch, Jane Mendle
Though commonly discussed in regard to risky behavior and psychopathology, negative urgency should also play a role in common behaviors and problems. The present study explored negative urgency in relation to a common problem among adolescents: difficulty in interpersonal relationships. Since negative emotions precede action among individuals high in negative urgency, we investigated the role of depressive
-
Retraction notice to “Parental investment mediates associations between lower family income and primary math achievement” [Appl. Dev. Psychol. (2022), 101422] J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-08-22 Md. Emaj Uddin
Abstract not available
-
Cooking up STEM: Adding wh-questions to a recipe increases family STEM talk J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-08-18 Bradley J. Morris, Yin Zhang, Katie Asaro, Jacob Cason, Brian Pollock, Kristen St. Clair, Whitney Owens
Everyday activities such as cooking a meal are natural opportunities for “challenging” family talk, which promotes cognitive development by prompting explanations and elaborations. Our study investigates a light intervention to increase the frequency of challenging family STEM talk during an everyday activity. Sixty-two families with children (mean age = 9.49) recorded their conversations while popping
-
Generous, egalitarian, and competitive social values: An intercultural, intracommunity analysis of preschoolers J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-08-14 Erinn Savage, Arianna Gonzales, Paul S. Strand
Social values orientation (SVO) refers to stable individual differences in the allocation of resources between self and others. In the present study, an intracommunity sample of preschool-age children was administered two economic dictator games, one pitting cooperation against selfishness and the other generosity against egalitarianism. A third game assessed competitiveness against cooperation. Results
-
The role of relatedness: Applying a developmental-relational view of compassion in adolescence J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-08-10 Blake A. Colaianne, Paul Condon, Michael J. Tumminia, Brian M. Galla, Robert W. Roeser
Developmental-relational theories of adolescence suggest that receiving compassion from others promotes an internalized sense of relatedness with others, which in turn can support extending compassion toward others. Given that adolescence is marked by an expanding social environment, this may be a particularly salient time for a young person's social-ecology to impact their motivation to express compassion
-
The longitudinal relationship between parental abuse and traditional bullying in Chinese culture: A latent transition analysis J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-08-05 Shengcheng Song, Wan Ding, Deqin Tan, Wei Wu, Weijian Li, Ruibo Xie
To examine the differentiation patterns and transition characteristics of children's bullying in the Chinese cultural context and the role of gender and parental abuse in the transition process, a total of 897 Chinese children participated in three tracking surveys over the course of one year. Latent profile analysis identified a low bullying group, a moderate bullying group, and a high bullying group
-
Parents' and friends' socialization of positive emotions: Associations with adolescent emotion regulation J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-08-02 Rachel L. Miller-Slough, Julie C. Dunsmore
Adolescence carries new social and emotional experiences. Adolescents’ positive emotions have ramifications for adolescent emotion regulation, and are shaped through interactions with others (parents, friends). The literature on socialization of positive emotions and friend emotion socialization is limited. The present study examined parent and friend socialization of positive emotions in relation
-
Linking social relationships at school, loneliness, and academic self-perceptions among primary school children J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-07-30 Stefania Sette, Federica Zava, Fiorenzo Laghi, Emma Baumgartner, Robert J. Coplan
The present study investigated a theoretical model of the direct and indirect links between children's social relationships at school (i.e., relationships with teachers, peer victimization), loneliness, and academic self-perceptions. Participants were N = 666 primary school children (352 girls) aged 7–11 years (Mage = 8.90 years, SD = 1.06), who completed an online questionnaire. Path analyses indicated
-
-
Cross-lagged associations between father-child numeracy activities and very young children's number competence J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-07-25 Xinzhuo Zou, Xiao Zhang, Weiyi Xie, Nan Xiao
Utilizing a sample of 109 young Chinese children who were followed up from the end of their nursery programs (Time 1 [T1]; age: M ± SD = 38.01 ± 2.68 months) to the beginning of their preschool programs (Time 2 [T2]), this study examined the reciprocal relation between father-child math activities and children's numerical ability. The results demonstrated that children's numerical ability at T1 negatively
-
Temperamental shyness and children's communicative behaviours in a goal-oriented task: A dyadic perspective J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-07-18
Communicative abilities play a crucial role in children's social success and, for shyer children, protect against socio-emotional maladjustment. Despite communication being highly reciprocal, research on the dyadic influences of children's shyness on their own and their partner's communicative behaviours is limited. Addressing this gap, children (Mage = 10.07 years; N = 338) were paired with a same-sex
-
Spanish-English dual language learners' bilingual profiles: Executive function and developmental outcomes J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-07-13
The current study took a strengths-based person-centered approach in examining academic and social-emotional outcomes of Spanish-English Dual Language Learning (DLL) children enrolled in Head Start. The study sample includes a total of 392 Hispanic Spanish-English DLLs (49% girls) between the ages of three and five. Latent profile analyses revealed that four groups of differing levels of bilingual
-
Socioeconomic status and home affordances moderate effects of motor delay and intervention J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-07-05 Iryna Babik, Andrea B. Cunha, Dongho Choi, Natalie A. Koziol, Lin-Ya Hsu, Regina T. Harbourne, Stacey C. Dusing, Sarah W. McCoy, James A. Bovaird, Sandra L. Willett, Michele A. Lobo
This study explored effects of socioeconomic status (SES) and home affordances on motor, language, and cognitive development in children with motor delays; it also tested whether SES and home affordances moderate the effect of the novel START-Play early intervention or motor delay severity on development. Participants were 112 children (64 males, 36.6% low SES) with motor delays tested longitudinally
-
Early childhood feeding disorders: Implications on adolescents' self-perception, BMI, and parental perception J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-07-04 Porat Yakov, Gal Meiri, Baruch Yerushalmi, Naama Atzaba-Poria
This study investigated the self-perception of physical appearance among adolescents who were diagnosed with feeding disorder (FD) in toddlerhood, while considering both the physical (body mass index [BMI] scores) and subjective (parental perceptions) aspects of the children's weight. Families who participated in a study on toddlers diagnosed with FD (N = 52; 30 FD group) participated in a follow-up
-
Exploring changes in the teacher-child relationship and children's educational expectations J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-06-26 Amanda L. Davis, Samuel D. McQuillin
Supportive relationships between children and teachers contribute to children's academic success and social-emotional development (e.g., self-efficacy). However, it is unclear how changes in these relationships might translate to changes in educational expectations. In this study, we used data from the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 20,745) to test how changes
-
Social connectedness at the playground before and after COVID-19 school closure J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-06-28 Adva Eichengreen, Yung-Ting Tsou, Maedeh Nasri, Lisa-Maria van Klaveren, Boya Li, Alexander Koutamanis, Mitra Baratchi, Els Blijd-Hoogewys, Joost Kok, Carolien Rieffe
Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations, peer nominations and self-reports. Upon school reopening, findings
-
Socioeconomic status and school adjustment trajectories among academically at-risk students: The mediating role of parental school-based involvement J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-06-22 Yunhee Kim, Tianyu Li, Hyoun K. Kim, Wonjung Oh, Zhe Wang
This study examined whether and how parental school-based involvement mediated the effect of early family socioeconomic status (SES) on the development of four dimensions of school adjustment, namely academic achievement, classroom engagement, teacher-student relationship, and peer relationship. Latent growth modeling and longitudinal mediation analyses were conducted with a sample of 784 academically
-
Parenting and courage: Exploring the mediating role of self-esteem and emotion regulation among adolescents J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-06-16 Yea Won Park, Amy L. Gentzler
With adolescence being a period for potential challenges but also positive growth, courage can aid adolescents in rising to some of these challenges. Yet few studies have investigated predictors and mechanisms of courage. The present study examined how three parenting constructs (attachment, autonomy support, and helicopter parenting) predict courage and if self-esteem or emotion regulation serve as
-
Explaining the academic achievement gap of immigrant youth in Austria J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-06-17 Dagmar Strohmeier, Petra Wagner
Informed by a risk and resilience developmental perspective, this study tests individual, family and school level processes as potential explanations of the immigrant academic achievement gap. In total, 1155 adolescents (48% girls; 20% immigrants, 11–14 years) attending grades 5, 6, 7 and 8 in secondary schools participated. Controlling for gender, age, citizenship, country of birth, SES, and school
-
Parental working memory buffers associations between COVID-19 hardships and child mental health J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-06-14 Madison R. Kelm, Catherine M. Diercks, Emily D. Dunning, Erika Lunkenheimer
The coronavirus (COVID-19) pandemic has impaired young children's mental health, underscoring the need for research on protective factors. Using a cross-sectional design, we examined whether parental working memory (WM) buffered relations between COVID-19 hardships (home-life, economic, and quarantine) and child internalizing and externalizing symptoms. Female parents (N = 339; 83.19% White/Caucasian
-
Classroom climate and creativity: The indirect effect of autonomous motivation J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-06-12 Zilin Wang, Ling Wang, Huiting Miao, Ruyue Yan, Yueqi Shi, Xinyue Yuan, Nan Wang, Fei Wang
The present study investigated the association between classroom climate and creativity and the indirect effect of autonomous motivation. Senior high school students (N = 472) completed questionnaires measuring classroom climate and autonomous motivation and two tasks in the Torrance tests of creative thinking. Correlation analysis showed that dimensions of class climate were positively correlated
-
Intelligence mindset in Chinese children: The role of parental praise and autonomy support J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-05-26 Kehan Li, Jingyi Zhang, Zhen Wu, Yao Zheng
This study examined the relations between intelligence mindset, parenting practices, and academic performance in Chinese children. Specifically, we explored how caregivers' mindset was linked to their children's mindset through the use of praise and autonomy support. A sample of 330 Chinese children (Mage = 9.3, 6.6–12.3 years old, 51.5% female) and their caregivers (65% mothers) was recruited for
-
Peer relationships and social issues: A call to action J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-05-13 William M. Bukowski, Allison Ryan
This special issue serves as a “Call to Action.” It shows how research on peer relations can be used to expand our knowledge about critical social forces and concepts including race, socioeconomic status and inequality, culture, genders, refugee status. It poses a challenge to peer researchers. We can use our variables and methods to promote our understanding of what it means to grow up in particular
-
“Are we both right?” relations between theory of mind and epistemic humility in dyadic cooperative problem-solving in 5- to 9-year-old children J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-05-11 Karine M.P. Viana, Imac M. Zambrana, Evalill Bølstad, Francisco Pons
The current study addresses the question of the relation between ToM and children's epistemic humility - the tendency to acknowledge the limitations of one's knowledge while being open to another's input during socio-cognitive conflict regulation - in a cooperative problem-solving context. Sixty-four boys and girls between the ages of 5 to 9 years (32 same-gender dyads) were tested for their ToM with
-
Children's mental health: The role of multiple risks and child care quality J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-05-06 Tiril Wilhelmsen, Espen Røysamb, Ratib Lekhal, Ragnhild E. Brandlistuen, Nina Alexandersen, Mari Vaage Wang
The benefit of universal access to Early Childhood Education and Care (ECEC) for children's development can depend on the ECEC quality and children's early childhood risks. This study utilised data from the Norwegian Mother, Father and Child Cohort Study (MoBa; N = 7355, 50.2% boys) to investigate the relative contribution of children's early childhood risk accumulated up to three years of age and
-
Profiles of multi-informant ratings of depressive symptoms in children with ADHD symptomology J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-26 Daniel R. Cohen, Keith C. Herman, Melissa Stormont, Wendy M. Reinke, Rick Ostrander
The present study examined the latent profiles of child, parent, and teacher ratings of child depression symptoms in a sample of children with ADHD Symptomology. The study attempted to identify patterns of agreement and discrepancies among raters and correlates of these patterns. Five classes best described the ratings: No Depression, Parent/Child Moderate Depression, Severe Depression, Teacher/Parent
-
Secreta no more: Elevating and celebrating cultural influences to enhance STEM learning J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-25 Kimberly Brenneman
Abstract not available
-
Loneliness and associated factors among older adults during COVID-19 lockdown in Spain J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-25 Eva González Ortega, Ruth Pinedo González, Isabel Vicario-Molina, Andrés Palacios Picos, Mª. Begoña Orgaz Baz
Considering the health outcomes of loneliness, it is important to understand the effects of the COVID-19 pandemic for older adults to facilitate detection and intervention. The aim of this study was to examine loneliness among Spanish older adults during the first wave lockdown and associated factors, in comparison to younger adults. An online survey was completed by 3508 adults (401 aged 60 or above)
-
Advancing equity through research: The importance of asset-based approaches and methods J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-19 Smirla Ramos Montañez
This commentary delves into the pivotal role that researchers can play in promoting equity through their research. The commentary underscores two salient themes that resonate throughout the articles featured in this special edition. The first theme highlights the immense value of adopting asset-based perspectives and redefining the concept of assets. By doing so, we can gain a more profound appreciation
-
Introduction to Building from strengths: Culturally situated early STEM learning J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-19 Gigliana Melzi, Christine McWayne
Despite the wide acknowledgement that children's learning is culturally situated, there is a dearth of research describing the early STEM learning experiences of children from ethnoculturally and linguistically minoritized backgrounds. In this introduction to the special issue, we argue for the need to diversify the child and family populations who provide the basic knowledge and metrics for developmental
-
Peer experiences in the preschool classroom: Contribution to Children's academic development J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-14 Hui Jiang, Laura M. Justice, Tzu-Jung Lin, Kelly M. Purtell, Jing Sun
The present study examined the relations between two aspects of peer experiences in preschool classrooms and children's math and literacy development during kindergarten transition. Based on the theoretical framework of classroom ecology model, peer experiences were represented by classroom social network and teachers' grouping preferences. The outcomes included standardized math and literacy assessments
-
Spatial language in families' conversational reflections about museum experiences J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-14 Naomi Polinsky, Lauren C. Pagano, Diana I. Acosta, Catherine A. Haden, David H. Uttal
Prior work demonstrates the importance of spatial language use during museum experiences for children's spatial skills. The ways families talk about experiences after they occur is also important in the learning process. Therefore, we asked how families use spatial language in conversational reflections after experiencing exhibits and programs in a children's museum. Families (N = 243) with a 6- to
-
Verbal labels influence children's processing of decimal magnitudes J. Appl. Dev. Psychol. (IF 3.28) Pub Date : 2023-04-05 Jing Tian, Kexin Ren, Elizabeth A. Gunderson
Verbal labels for math concepts influence multiple aspects of math learning. In this study, we examined the influence of point labels (e.g., 0.42 as “point four two”), decomposed labels (e.g., “four tenths and two hundredths”), and common-unit labels (e.g., “forty-two hundredths”) on children's processing and representation of decimal magnitudes. We randomly assigned 162 5th- and 6th-graders to briefly