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Convergent and divergent parental emotion socialization processes shape children's emotional responding Social Development (IF 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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 2.462) 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
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Turkish adaptation of the mindful parenting inventories for parents and children Social Development (IF 2.462) Pub Date : 2023-07-12 Pinar Acet, Bonamy R. Oliver
Mindful parenting is a burgeoning global research interest. This study adapted the existing 18-item parallel mindful parenting inventories for parents and children (MPIP/MPIC) into Turkish, examining their psychometric properties and validation in 154 mothers living in Türkiye (Mage = 42.74 years, SDage = 5.06 years) and their typically developing children (n = 154, Mage = 13.19 years, SDage = 1.64 years)
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Developmental deviations in happy victimization across early childhood predict behavioral adjustment in middle childhood Social Development (IF 2.462) Pub Date : 2023-06-27 Tracy K. Y. Wong, Tyler Colasante, Tina Malti
This study examined whether the development of happy victimizing (HV) from early to middle childhood predicted prosocial and aggressive behaviors 3 years later. Participants included 150 children (50% female, Mage at study onset = 4.53 years) and their parents at four annual time points. At each time point, semi-structured interviews were conducted to assess children's emotional expectations after
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Mothers’ communicative cues and the development of infants’ helping: Linking participation and problem solving in the first year of life Social Development (IF 2.462) Pub Date : 2023-06-15 Victoria L. L. Edwards, Stuart I. Hammond
There is an ongoing debate on the role of socialization in the development of infants’ helping. Although opportunities for the socialization of early helping are rare in problem solving (bystander intervention), there are many opportunities for socialization in participation (working alongside others), and infants’ experiences of participation could socialize problem solving indirectly. The present
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Intimate partner violence and preschool self-regulation: Examining the role of maternal emotion socialization in Black families Social Development (IF 2.462) Pub Date : 2023-06-15 Renee Lamoreau, Jae eun Park, Hilary Skov, Allison Pequet, Sarah A. O. Gray
The ways that parents respond to children's negative emotions shape the development of self-regulation across early childhood. The objective of this study was to examine child self-regulation in the context of intimate partner violence (IPV) exposure in a sample of Black, economically marginalized mothers and their young children (aged 3–5 years, N = 99). The study investigates the conditional effects
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Differential effects of parental control on preschool-age adjustment depending on child effortful control Social Development (IF 2.462) Pub Date : 2023-06-13 Lisa Shimomaeda, Stephanie F. Thompson, Liliana J. Lengua
This study examined whether parental control differentially predicted children's effortful control and adjustment depending on children's levels of executive control and delay ability. Using longitudinal data, the study included 241 preschool-age children and their mothers. Fifty-seven percent of the sample was lower income and included 64% White, 10% Latino/Hispanic, 9% Black, 3% Asian-American, 2%
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The development of emotion regulation in adolescence: What do we know and where to go next? Social Development (IF 2.462) Pub Date : 2023-05-11 Yoann Fombouchet, Simon Pineau, Cyrille Perchec, Joanna Lucenet, Lyda Lannegrand
Emotion regulation is critical for adolescent functioning. Theories on the subject have evolved rapidly in recent years and have led to a more contextualized and dynamic conceptualization of emotion regulation processes. In this paper, based on the distinction between emotion regulation strategies and abilities, we propose future directions for research on emotion regulation development in adolescence
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Hostile interpretation as a transdiagnostic factor for cooccurring anxiety in boys with aggressive behavior problems Social Development (IF 2.462) Pub Date : 2023-05-11 Sophie C. Alsem, Anouk van Dijk, Esmée E. Verhulp, Bram O. De Castro
Many children with aggressive behavior problems also suffer from anxiety. This cooccurrence may perhaps be explained by transdiagnostic factors. Identifying these factors seems crucial, as they may be important targets to treat these cooccurring problems effectively. This two-study paper investigates whether hostile interpretation of others’ intentions is a transdiagnostic factor for cooccurring aggression
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Examining links between affective empathy, cognitive empathy, and peer relationships at the transition to school Social Development (IF 2.462) Pub Date : 2023-05-08 Elian Fink, Marc de Rosnay
The current study aimed to (i) examine associations across features of affective and cognitive empathy, and (ii) explore their independent role for children's peer relationships at the transition to school. Affective empathy was measured using both observations of children's facial affect during an empathy-eliciting event and dispositional affective empathy to peer distress via teacher report. Cognitive
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Is the majority always right? Young children's normative interpretations of majority and dissenting peer behavior Social Development (IF 2.462) Pub Date : 2023-05-03 Susanne Hardecker, Carlo Vreden, Ena Alcan
The present study investigates the social-cognitive underpinnings of young children's bias to follow the majority. More specifically, we focus on the question of whether children not only copy the behavior of a majority of peers, but whether they also understand this majority behavior as a social norm that everyone needs to follow. Additionally, we investigated whether seeing a unanimous majority or
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Longitudinal relations of emotion knowledge to psychosocial adjustment in European and Chinese American school-age children Social Development (IF 2.462) Pub Date : 2023-04-29 Yang Yang, Qi Wang
The study is the first to examine the developmental trajectory of emotion knowledge as it relates to psychosocial adjustment in a cross-cultural context. European American (EA, n = 68, 28 boys) and Chinese American (CA, n = 62, 31 boys) children and their mothers participated. Children's emotion knowledge was assessed, and their psychosocial adjustment was reported by mothers at three time points when
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Preschool-aged children's responses to unfairness and subsequent sharing behavior in dyadic contexts Social Development (IF 2.462) Pub Date : 2023-04-26 Emily Kim, Vanessa LoBue, Gretchen Van de Walle
Recent research implicates the importance of social and contextual factors in children's fair behavior. Here, we explored the social and emotional influences that might contribute to fair behavior in young children. We examined 79 pairs of 3- to 5-year-old children (N = 158; 85 female; M = 4.3 years; Range = 3.03–5.54) in a naturalistic sharing interaction to measure their verbal, emotional, and behavioral
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Preschool predictors of loneliness in school-age children Social Development (IF 2.462) Pub Date : 2023-04-12 Lindsey M. Evans, Joyce Hopkins, John V. Lavigne, Karen R. Gouze
Chronic loneliness is a risk factor associated with adverse psychological, physical, and academic outcomes. Converging evidence suggests that young children experience and can reliably report on their own loneliness: thus, a clearer understanding of the risk factors for child loneliness is needed. The aims of this study were two-fold: (a) to examine if temperament (i.e., negative affect, effortful
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What you really want: Two-year-olds prioritise ultimate goals when helping Social Development (IF 2.462) Pub Date : 2023-04-12 Laura Anderson, Alia Martin
Toddlers are motivated to help others achieve their goals, but providing effective help also requires toddlers to consider what will be most helpful to another individual. Sometimes, helping requests provide conflicting information about an individual's goals, so we need to decide which information to prioritise in order to decide how is best to help. The current studies investigate how toddlers prioritise
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Making the case for youth participatory action research opportunities to enhance social developmental scholarship Social Development (IF 2.462) Pub Date : 2023-04-12 Mariah Kornbluh
Youth are capable agents with the capacity to engage with and shape issues pertinent to their lives. In the field of social development, we are witnessing an exciting increase in children and adolescent involvement in the research process. Youth-led participatory action research (YPAR) is one such method, encompassing youth participation in identifying pressing issues within their own communities,
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The effect of intent and character information on children's evaluations of third-party transgressions Social Development (IF 2.462) Pub Date : 2023-03-31 Sophie Cameron, Matti Wilks, Mark Nielsen
Research in adults suggests that their perception of moral transgressions is affected by the moral character of the agent performing the transgression, such that undesirable actions enacted by ‘good’ agents are seen as less serious than those performed by ‘bad’ agents. This may be partly driven our tendency to view undesirable acts as less intentional when the agent has a perceived good moral character
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Socioeconomic hardship, uncertainty about the future, and adolescent mental wellbeing over a year during the COVID-19 pandemic Social Development (IF 2.462) Pub Date : 2023-03-03 Kayla H. Green, Andrik I. Becht, Suzanne van de Groep, Renske van der Cruijsen, Sophie W. Sweijen, Eveline A. Crone
Socioeconomic vulnerabilities put adolescents at risk for mental wellbeing issues, also in times of a pandemic. In the present longitudinal online survey study, we explored changes in mental wellbeing (i.e., mood and life satisfaction) during the COVID-19 pandemic. Second, we examined how socioeconomic hardship in online home schooling predicted adolescents’ mental wellbeing 1 year later. Third, we
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Predicting children's internalizing symptoms across development from early emotional reactivity Social Development (IF 2.462) Pub Date : 2023-03-02 Lindsay N. Gabel, Ola Mohamed Ali, Yuliya Kotelnikova, Paul F. Tremblay, Kasey J. Stanton, C. Emily Durbin, Elizabeth P. Hayden
Current methods of assessing children's emotional reactivity fail to capture individual differences in emotion across contexts that may be meaningfully related to youth psychopathology. We therefore explored the utility of modeling variability in young children's positive and negative emotion across emotionally evocative laboratory tasks to predict later adjustment. At age 3, 409 children completed
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Evaluating the psychometrics of the SSIS SEL in a socio-economically diverse sample Social Development (IF 2.462) Pub Date : 2023-02-15 Maisha Syeda, Sue Kim, Rachelle Graham, Eli Cwinn
The increasing interest in implementing social-emotional learning (SEL) interventions within schools calls for more reliable and valid assessment tools to measure the effectiveness of SEL programs. We investigated the factor structure and psychometric properties of the Social Skills Improvement System – Social-Emotional Learning Edition (SSIS SEL) with a group of ethnically and socio-economically diverse
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When it is better to give than to receive: Children's giving and happiness Social Development (IF 2.462) Pub Date : 2023-02-08 Anne A. Fast, Sanjana Ravi, Kristina R. Olson
Humans experience emotional benefits from engaging in prosocial behavior. The current work investigates factors that influence the experience of happiness from giving to others in early childhood. In three studies with 5-year-olds (N = 144), we find that young children are happier from giving resources to others than from receiving resources for themselves (Study 1) and investigate when children are
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Cultural differences in maternal emotion control values and children's expressive flexibility Social Development (IF 2.462) Pub Date : 2023-02-05 Heimi Son, Stacey N. Doan
Expressive flexibility is the ability to express or suppress one's emotions to meet the demands of the situation. Recent work suggests that expressive flexibility is associated with better adjustment. However, few studies have focused on expressive flexibility in children. In addition, there is a dearth of research on possible correlates, such as culture, parental emotion socialization, and socioeconomic
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Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims Social Development (IF 2.462) Pub Date : 2023-02-02 Molly Dawes, Angela Starrett, Kate Norwalk, Jill Hamm, Thomas Farmer
Teachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance
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Parental affect profiles predict child emotion regulation and classroom adjustment in families experiencing homelessness Social Development (IF 2.462) Pub Date : 2023-01-29 Madelyn H. Labella, Rebecca Distefano, Jillian S. Merrick, Jyothi L. Ramakrishnan, Eric L. Thibodeau, Ann S. Masten
Parenting shapes the development of emotion regulation skills in early childhood, laying a key foundation for social-emotional adjustment. Unfortunately, high adversity exposure may disrupt parental emotion socialization practices and children's regulatory development. The current study used variable- and person-centered approaches to evaluate links among parental emotion expressiveness, children's