Child development最新文献

This study examined how proximal and distal familial stressors influenced the real-time, dynamic individual and dyadic regulation of respiratory sinus arrhythmia (RSA) in mother-preschooler and father-preschooler interactions in at-risk families (N = 94, M_age = 3.03 years, 47% males, 77% White, 20% Latinx, data collected 2013-2017). Proximal stressors were operationalized as changing task demands (baseline, challenge, recovery) across a dyadic puzzle task. Distal stressors were measured as parent-reported stressful life events. Multilevel models revealed that greater proximal and distal stressors were related to weaker dynamic self-regulation of RSA in mothers, fathers, and children, and more discordant mother-child and father-child coregulation of RSA. Findings affirm that stress is transmitted across levels and persons to compromise real-time regulatory functioning in early, developmentally formative caregiver-child interactions.

This longitudinal study examined age- and gender-related differences in autobiographical memory about the COVID-19 pandemic lockdowns and whether the content of these memories predicted psychological adjustment over time. A sample of 247 students (M_age = 11.94, range 8-16 years, 51.4% female, 85.4% White) was recruited from public and private schools in Denmark and assessed three times from June 2020 to June 2021. The findings showed that memories weakened over time in detail and emotional valence. Additionally, psychological well-being decreased over time, with adolescent females faring the worst. Critically, memories including higher levels of negative affect and factual information about COVID-19 and the lockdown predicted worse psychological well-being over time, underscoring aspects of autobiographical memory that might help attenuate the negative consequences of the lockdown.

Preterm birth poses a major public health challenge, with significant and heterogeneous developmental impacts. Latent profile analysis was applied to the National Institutes of Health Toolbox performance of 1891 healthy prematurely born children from the Adolescent Brain and Cognitive Development study (970 boys, 921 girls; 10.00 ± 0.61 years; 1.3% Asian, 13.7% Black, 17.5% Hispanic, 57.0% White, 10.4% Other). Three distinct neurocognitive profiles emerged: consistently performing above the norm (19.7%), mixed scores (41.0%), and consistently performing below the norm (39.3%). These profiles were associated with lasting cognitive, neural, behavioral, and academic differences. These findings underscore the importance of recognizing diverse developmental trajectories in prematurely born children, advocating for personalized diagnosis and intervention to enhance care strategies and long-term outcomes for this heterogeneous population.

Longitudinal study of associations between family-level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; M_age = 7.98; data collected 2002-2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's emotions; in seventh, eighth, and ninth grade (M_age = 13.03, 14.17, 15.29, respectively; data collected 2007-2010), adolescents, mothers, and fathers reported on adolescent internalizing and externalizing symptoms. Four family-level profiles of reactions were identified. Profile differences emerged, suggesting that the emotion dismissing profile was longitudinally associated with elevated adolescent internalizing and externalizing symptoms and that fathering may especially foster child adjustment for families in a divergence profile.

Children in low- and middle-income countries (LMICs) are disproportionately at risk of not meeting their developmental potential. Parental discipline can promote and hinder child outcomes; however, little research examines how discipline interacts with contextual factors to predict child outcomes in LMICs. Using data from 208,156 households with children between 36 and 59 months (50.5% male) across 63 countries, this study examined whether interactions between gender inequality and discipline (shouting, spanking, beating, and verbal reasoning) predicted child aggression. Results showed aggression was higher in countries with high gender inequality, and associations between discipline and child aggression were weaker in countries where gender inequality was higher. Improvements in country-level gender parity, in addition to parenting, will be necessary to promote positive child outcomes in LMICs.

This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012-2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, M_age = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), initially-high (6.5%), or increasingly high discrimination (4.4%). Adolescents who attended schools with more minoritized peers, or schools that valued cultural diversity and equality, were more often in low-discrimination trajectories, which predicted better academic outcomes. Overall, school diversity climates can protect minoritized adolescents from experiencing persistent or initially high discrimination over time. Moreover, high discrimination at any point in schooling-initially or later-is harmful to adolescents' school adjustment.

We explored whether urban American Indian (AI) caregivers who maintained a strong sense of cultural connectedness buffered their children from the negative effects of stress on mental health. A community sample of 161 urban AI children (91 girls) ages 8-15 years (M = 11.20 years) and their primary caregivers participated between 2016 and 2017. Caregiver cultural connectedness moderated associations among child stressful life events and increased anger (R² = .13) and post-traumatic stress disorder (PTSD) symptoms (R² = .15). For caregivers with greater cultural connectedness, associations were attenuated and not significant. Higher hair cortisol was related to increased depressive (R² = .11), anxiety (R² = .10), and PTSD (R² = .15) symptoms and was not moderated by cultural connectedness.

This study investigated familial attachment-based processes in middle childhood, using 788 families (50.6% boys; 84.4% White), assessed six times from 4.5 years old to Grade 6. An adapted Random Intercept Cross-Lagged Panel Model revealed between-family associations among couple emotional intimacy, relationships with both parents, and child social skills (β = .18-.66). Within-family increases in child assertion and self-control prospectively predicted relationships with parents (βs = .13), and parent-child relationships predicted various child social skills (βs = .13-.17). Couple emotional intimacy predicted child cooperation, assertion, and responsibility (βs = .12-.24) and father-child relationships in Grade 6 (βs = .20-22) at the within-family level. Findings underscore a systemic consideration of attachment-based processes in the family.

This study aimed to examine the associations between child temperament and trajectories of the three dimensions of the student-teacher relationship (Closeness, Conflict, and Dependency) during elementary school. Latent class growth analyses conducted among 744 French-Canadian students recruited between 2008 and 2010 (46.8% girls; M_age = 8.39; 90.9% White; 49.7% with externalizing behavior problems) revealed four Closeness trajectories and three Conflict trajectories, but no significant variability between children in mean levels of change in Dependency. Surgency-Extraversion and Effortful control were associated with specific trajectories of Closeness and Conflict. Effortful control was also associated with cross-sectional assessments of Dependency. These results suggest that temperament is a useful construct in understanding developmental patterns of the student-teacher relationship across the elementary school years.

This study examined parental autonomy support and psychological control and their relations with child biobehavioral functioning. Participants included 238 Chinese parent-child dyads (M_age-child = 8.38 years, 42.0% girls) in two cohorts (2013 and 2021). Parents in the 2021 cohort displayed higher levels of autonomy support and psychological control during the parent-child interaction than in the 2013 cohort. Parental psychological control was positively associated with emotion regulation and negatively associated with externalizing problems in the 2013 cohort, but not in the 2021 cohort. Parental psychological control was also negatively associated with vagal suppression in the 2021 cohort, but not in the 2013 cohort. The result suggests that sociocultural contexts may shape the display of parental behaviors and their significance for child development.