Pub Date : 2024-09-19DOI: 10.1177/01650254241273136
Mara Brendgen, Isabelle Ouellet-Morin, Christina Y. Cantave, Frank Vitaro, Ginette Dionne, Michel Boivin
Using a genetically informed design based on twins, this study tested the association between chronic peer victimization from ages 12 to 17 and later cortisol secretion at age 19 and the moderating effect of social support in this regard. These associations were examined while also considering the effects of genetic factors and concurrent victimization experiences at age 19. Participants (148 monozygotic [MZ] and 227 dizygotic [DZ] twin pairs; 56% girls) reported on their peer victimization and social support from the mother, father, and best friend from ages 12 through 17. At age 19, they reported on victimization in college, at work, and in romantic relationships and provided a hair sample for cortisol measurement. Growth mixture modeling identified three victimization trajectories: low (34%), moderate (55%), and high (11%). Biometric modeling showed that a high trajectory of peer victimization in adolescence predicted lower cortisol levels compared with a low trajectory, but only at very low levels of friends’ support. Parental support did not moderate this association and no sex moderation was found. These results highlight not only the potential disruptive influence of chronic peer victimization on hypothalamic-pituitary-adrenal (HPA) axis functioning but also the buffering role of friendship when facing such adverse social experiences.
{"title":"Social support moderates the link between chronic peer victimization in school and later cortisol secretion","authors":"Mara Brendgen, Isabelle Ouellet-Morin, Christina Y. Cantave, Frank Vitaro, Ginette Dionne, Michel Boivin","doi":"10.1177/01650254241273136","DOIUrl":"https://doi.org/10.1177/01650254241273136","url":null,"abstract":"Using a genetically informed design based on twins, this study tested the association between chronic peer victimization from ages 12 to 17 and later cortisol secretion at age 19 and the moderating effect of social support in this regard. These associations were examined while also considering the effects of genetic factors and concurrent victimization experiences at age 19. Participants (148 monozygotic [MZ] and 227 dizygotic [DZ] twin pairs; 56% girls) reported on their peer victimization and social support from the mother, father, and best friend from ages 12 through 17. At age 19, they reported on victimization in college, at work, and in romantic relationships and provided a hair sample for cortisol measurement. Growth mixture modeling identified three victimization trajectories: low (34%), moderate (55%), and high (11%). Biometric modeling showed that a high trajectory of peer victimization in adolescence predicted lower cortisol levels compared with a low trajectory, but only at very low levels of friends’ support. Parental support did not moderate this association and no sex moderation was found. These results highlight not only the potential disruptive influence of chronic peer victimization on hypothalamic-pituitary-adrenal (HPA) axis functioning but also the buffering role of friendship when facing such adverse social experiences.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-26DOI: 10.1177/01650254241268594
Ming Wai Wan, Alice Taylor, Ruby Rainbow, Crystal Liyadi
Narrative story stem techniques (NSSTs) offer insight into attachment and other representational aspects of preschool to young school aged children’s inner lives. While the method moved into the academic and clinical mainstream some 35 years ago, their applicability to “non-Western” contexts remains little understood. This synthesis comprises 31 NSST studies of samples from parts of Africa, East Asia, Latin America, and the Middle East, and from US and UK ethnocultural minoritized backgrounds. In the reviewed studies, three specific NSSTs dominated, story stems were used most to evaluate attachment, and some were clinically focused. However, there was also a strong cultural focus and over half of samples were socioeconomically disadvantaged. Studies revealed both universal and culturally specific features of NSSTs. Attachment distributions were as expected, given the high clinical risk in pooled samples (49% secure, 19% avoidant, 12% ambivalent, 20% disorganized), including by clinical and socioeconomic risk status. Gender differences were similar to “Western” findings. However, the growing evidence for convergent validity across cultural groups is tempered by low reporting of psychometrics. Narratives may sometimes reflect children’s unintended interpretations of the task and therefore not activate internal representations, or may reflect reality but lack equivalent meaning in coding schemes. We discuss how researchers and clinicians can enhance the validity of NSSTs by considering the role of culture in the sense-making process. Pending further validation work, NSSTs have the added potential to give a voice to young children from underrepresented backgrounds.
{"title":"Are narrative story stem methods valid in “non-Western” contexts? A systematic review","authors":"Ming Wai Wan, Alice Taylor, Ruby Rainbow, Crystal Liyadi","doi":"10.1177/01650254241268594","DOIUrl":"https://doi.org/10.1177/01650254241268594","url":null,"abstract":"Narrative story stem techniques (NSSTs) offer insight into attachment and other representational aspects of preschool to young school aged children’s inner lives. While the method moved into the academic and clinical mainstream some 35 years ago, their applicability to “non-Western” contexts remains little understood. This synthesis comprises 31 NSST studies of samples from parts of Africa, East Asia, Latin America, and the Middle East, and from US and UK ethnocultural minoritized backgrounds. In the reviewed studies, three specific NSSTs dominated, story stems were used most to evaluate attachment, and some were clinically focused. However, there was also a strong cultural focus and over half of samples were socioeconomically disadvantaged. Studies revealed both universal and culturally specific features of NSSTs. Attachment distributions were as expected, given the high clinical risk in pooled samples (49% secure, 19% avoidant, 12% ambivalent, 20% disorganized), including by clinical and socioeconomic risk status. Gender differences were similar to “Western” findings. However, the growing evidence for convergent validity across cultural groups is tempered by low reporting of psychometrics. Narratives may sometimes reflect children’s unintended interpretations of the task and therefore not activate internal representations, or may reflect reality but lack equivalent meaning in coding schemes. We discuss how researchers and clinicians can enhance the validity of NSSTs by considering the role of culture in the sense-making process. Pending further validation work, NSSTs have the added potential to give a voice to young children from underrepresented backgrounds.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-23DOI: 10.1177/01650254241268865
Aja Louise Murray, Josiah King, Zhuoni Xiao, Denis Ribeaud, Manuel Eisner
To illuminate individual differences in the development of attention-deficit hyperactivity disorder (ADHD) symptoms in the general population, psychometric measures are needed that can capture general population-level symptom variation reliably, validly, and comparably from childhood through to the transition to adulthood. The ADHD subscale of the Social Behavior Questionnaire (SBQ-ADHD) provides a candidate for a measure that can meet this need. We thus evaluate the psychometric properties of the SBQ-ADHD as administered in adulthood (ages 20 and 24) to a large normative sample, as well as the cross-informant (parent-teacher-self-reports) and developmental (ages 7–24) measurement invariance of a core SBQ-ADHD item set. Results support score internal consistency reliability, gender measurement invariance, and criterion validity. Scores from the core item set showed some evidence of non-invariance, providing insights into how ADHD symptoms may manifest and/or be perceived differently by different informants/in different contexts and at different ages. Our findings overall support the use of the SBQ-ADHD items for developmental studies of ADHD symptoms from childhood to adulthood.
{"title":"Psychometric evaluation of a brief measure to capture general population-level variation in ADHD symptoms from childhood through the transition to adulthood","authors":"Aja Louise Murray, Josiah King, Zhuoni Xiao, Denis Ribeaud, Manuel Eisner","doi":"10.1177/01650254241268865","DOIUrl":"https://doi.org/10.1177/01650254241268865","url":null,"abstract":"To illuminate individual differences in the development of attention-deficit hyperactivity disorder (ADHD) symptoms in the general population, psychometric measures are needed that can capture general population-level symptom variation reliably, validly, and comparably from childhood through to the transition to adulthood. The ADHD subscale of the Social Behavior Questionnaire (SBQ-ADHD) provides a candidate for a measure that can meet this need. We thus evaluate the psychometric properties of the SBQ-ADHD as administered in adulthood (ages 20 and 24) to a large normative sample, as well as the cross-informant (parent-teacher-self-reports) and developmental (ages 7–24) measurement invariance of a core SBQ-ADHD item set. Results support score internal consistency reliability, gender measurement invariance, and criterion validity. Scores from the core item set showed some evidence of non-invariance, providing insights into how ADHD symptoms may manifest and/or be perceived differently by different informants/in different contexts and at different ages. Our findings overall support the use of the SBQ-ADHD items for developmental studies of ADHD symptoms from childhood to adulthood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-16DOI: 10.1177/01650254241268561
Barbara A. Morrongiello, Amanda Cox, Lindsay Bryant
Unintentional injury represents a significant health threat to children, and infancy marks a particularly vulnerable stage. This multi-method study (questionnaire, diary) measured parents’ ( N = 143) use of three popular home-safety practices (teaching about safety, environment modification to reduce access to hazards, supervision) and child injury rates at two stages of motor development during infancy (sitting, walking). Associations between these three safety practices and parental beliefs (protectiveness needed, perceived benefits of the child experiencing minor injuries) were examined, as was the effectiveness of these three practices to prevent injury. Results revealed that different parental beliefs were associated with implementing different safety strategies at each motor development stage. Strategies were differentially effective depending on mobility status of the infant, with supervision being the only strategy that was effective to prevent injury at both motor development stages. Implications for developing safety messages to promote parents’ injury-prevention strategies are discussed.
{"title":"A longitudinal study of parents’ home-safety practices to prevent injuries during infancy","authors":"Barbara A. Morrongiello, Amanda Cox, Lindsay Bryant","doi":"10.1177/01650254241268561","DOIUrl":"https://doi.org/10.1177/01650254241268561","url":null,"abstract":"Unintentional injury represents a significant health threat to children, and infancy marks a particularly vulnerable stage. This multi-method study (questionnaire, diary) measured parents’ ( N = 143) use of three popular home-safety practices (teaching about safety, environment modification to reduce access to hazards, supervision) and child injury rates at two stages of motor development during infancy (sitting, walking). Associations between these three safety practices and parental beliefs (protectiveness needed, perceived benefits of the child experiencing minor injuries) were examined, as was the effectiveness of these three practices to prevent injury. Results revealed that different parental beliefs were associated with implementing different safety strategies at each motor development stage. Strategies were differentially effective depending on mobility status of the infant, with supervision being the only strategy that was effective to prevent injury at both motor development stages. Implications for developing safety messages to promote parents’ injury-prevention strategies are discussed.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/01650254241269723
Matt L. Miller, Emilio Ferrer, Paolo Ghisletta
We examine recommendations for three key features of latent growth curve models in the structural equation modeling framework. As a basis for the discussion, we review current practice in the social and behavioral sciences literature as found in 441 reports published in the 19 months beginning in January 2019 and compare our findings to extant recommendations. We then provide suggestions for empirical researchers, reviewing the application of these very popular models, specifically focusing on comparison of alternative change models, time metric and interval features implemented, and the treatment of individually varying time intervals.
{"title":"The current practice of latent growth curve modeling in the social and behavioral sciences: Observations and recommendations","authors":"Matt L. Miller, Emilio Ferrer, Paolo Ghisletta","doi":"10.1177/01650254241269723","DOIUrl":"https://doi.org/10.1177/01650254241269723","url":null,"abstract":"We examine recommendations for three key features of latent growth curve models in the structural equation modeling framework. As a basis for the discussion, we review current practice in the social and behavioral sciences literature as found in 441 reports published in the 19 months beginning in January 2019 and compare our findings to extant recommendations. We then provide suggestions for empirical researchers, reviewing the application of these very popular models, specifically focusing on comparison of alternative change models, time metric and interval features implemented, and the treatment of individually varying time intervals.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowing a child’s affiliative feelings about a peer helps us understand child’s social behavior toward peers and can predict how a relationship between two children would continue. A picture-drawing task, in which a child draws himself or herself and a peer, is a potentially valid way to measure a child’s feelings of affiliation toward the peer. In this study, we established the validity of the picture-drawing task by testing two hypotheses: whether a child’s higher affiliation toward a peer would relate to a shorter distance between the drawn child and the drawn peer (Hypothesis a) and whether the child’s temporal variation of affiliation would relate to a change in the distance between two drawn figures across two time points (Hypothesis b). Forty-five children aged 3 to 6 attending the same nursery school in Japan drew pictures of themselves and a schoolmate. To determine who would draw whom in the picture-drawing task, we conducted a friend-nomination task and used social network analyses with such data to compute each child’s degree of affiliation toward every schoolmate. The analyses supported both hypotheses: the distance in the drawing was shorter when the children drew a high-affiliation peer than a low-affiliation peer, and the distance in the picture became longer as the child’s affiliation toward a peer decreased over time. Our results strengthen the validity of the picture-drawing task for measuring children’s affiliation toward a peer.
{"title":"Children draw favorite peers close to them in pictures: Longitudinal evidence from picture-drawing task and social network analyses","authors":"Asami Shinohara, Miyabi Narazaki, Tessei Kobayashi","doi":"10.1177/01650254241265600","DOIUrl":"https://doi.org/10.1177/01650254241265600","url":null,"abstract":"Knowing a child’s affiliative feelings about a peer helps us understand child’s social behavior toward peers and can predict how a relationship between two children would continue. A picture-drawing task, in which a child draws himself or herself and a peer, is a potentially valid way to measure a child’s feelings of affiliation toward the peer. In this study, we established the validity of the picture-drawing task by testing two hypotheses: whether a child’s higher affiliation toward a peer would relate to a shorter distance between the drawn child and the drawn peer (Hypothesis a) and whether the child’s temporal variation of affiliation would relate to a change in the distance between two drawn figures across two time points (Hypothesis b). Forty-five children aged 3 to 6 attending the same nursery school in Japan drew pictures of themselves and a schoolmate. To determine who would draw whom in the picture-drawing task, we conducted a friend-nomination task and used social network analyses with such data to compute each child’s degree of affiliation toward every schoolmate. The analyses supported both hypotheses: the distance in the drawing was shorter when the children drew a high-affiliation peer than a low-affiliation peer, and the distance in the picture became longer as the child’s affiliation toward a peer decreased over time. Our results strengthen the validity of the picture-drawing task for measuring children’s affiliation toward a peer.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141872127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-27DOI: 10.1177/01650254241266119
Maria Anna Donati, Sofia Santisi, Laura Di Leonardo, C. Primi
Climate change worry (CCW) is a specific worry about climate change, involving thoughts about changes that might occur in the climate system and their possible effects. Nowadays, it is growing especially among adolescents. As there is a lack of measurement tools with adequate psychometric properties to assess CCW in this age group, we investigated the psychometric properties of the Climate Change Worry Scale (CCWS) in youth. Participants were 1,846 Italian adolescents (58% males; mean age = 16.37; SD = 1.27). The expected unidimensional structure was supported by cross-validation with a multigroup confirmatory analysis, and measurement invariance of the scale across sex and age groups. Sex and age differences were analyzed. The CCWS had a high internal consistency, and good validity. Overall, this study contributes to attest that the CCWS is a suitable instrument for measuring CCW in adolescents.
{"title":"How to measure climate change worry in adolescents? Psychometric properties of the Climate Change Worry Scale","authors":"Maria Anna Donati, Sofia Santisi, Laura Di Leonardo, C. Primi","doi":"10.1177/01650254241266119","DOIUrl":"https://doi.org/10.1177/01650254241266119","url":null,"abstract":"Climate change worry (CCW) is a specific worry about climate change, involving thoughts about changes that might occur in the climate system and their possible effects. Nowadays, it is growing especially among adolescents. As there is a lack of measurement tools with adequate psychometric properties to assess CCW in this age group, we investigated the psychometric properties of the Climate Change Worry Scale (CCWS) in youth. Participants were 1,846 Italian adolescents (58% males; mean age = 16.37; SD = 1.27). The expected unidimensional structure was supported by cross-validation with a multigroup confirmatory analysis, and measurement invariance of the scale across sex and age groups. Sex and age differences were analyzed. The CCWS had a high internal consistency, and good validity. Overall, this study contributes to attest that the CCWS is a suitable instrument for measuring CCW in adolescents.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-27DOI: 10.1177/01650254241265596
Sonja Kälin, Niamh Oeri
Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in kindergarten predict math and reading achievement in second grade. We assessed 88 children (51% female; mean age = 73.4 months) on EF and persistence tasks at T1 and obtained teacher ratings of their academic competence at T2 (mean age = 94.6 months). Regression analyses showed that both EF and persistence predicted math achievement, but only EF predicted reading achievement. To sum up, our findings suggest that persistence may be particularly relevant for math, reflecting the ability to endure and sustain. These are skills that are typically not captured by EF measures. Consequently, early interventions should target EF and persistence to support children’s mathematical potential.
执行功能（EF）和任务持久性是学业发展的关键因素。然而，人们很少将执行功能和坚持性放在一起进行研究，这两个因素是否独立地与智力发展相关，目前仍不清楚。本研究针对这一空白，研究了幼儿园的EF和坚持性是否能预测二年级的数学和阅读成绩。我们对 88 名儿童（51% 为女性；平均年龄为 73.4 个月）在小学一年级时的 EF 和持久性任务进行了评估，并在小学二年级时（平均年龄为 94.6 个月）获得了教师对其学业能力的评分。回归分析表明，专注力和坚持力都能预测数学成绩，但只有专注力能预测阅读成绩。总之，我们的研究结果表明，坚持性可能与数学特别相关，反映了忍受和持续的能力。而这些能力通常并不在 EF 测量的范围内。因此，早期干预应针对幼儿的持久力和耐力，以支持儿童的数学潜能。
{"title":"Linking persistence and executive functions with later academic achievement","authors":"Sonja Kälin, Niamh Oeri","doi":"10.1177/01650254241265596","DOIUrl":"https://doi.org/10.1177/01650254241265596","url":null,"abstract":"Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in kindergarten predict math and reading achievement in second grade. We assessed 88 children (51% female; mean age = 73.4 months) on EF and persistence tasks at T1 and obtained teacher ratings of their academic competence at T2 (mean age = 94.6 months). Regression analyses showed that both EF and persistence predicted math achievement, but only EF predicted reading achievement. To sum up, our findings suggest that persistence may be particularly relevant for math, reflecting the ability to endure and sustain. These are skills that are typically not captured by EF measures. Consequently, early interventions should target EF and persistence to support children’s mathematical potential.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/01650254241266107
Yirou Fang, Xin Tang, Katariina Salmela-Aro
The gender gap in job burnout research indicates that women score higher on job burnout. However, this gender difference has rarely been studied from developmental perspectives. Moreover, the underlying gender differences in job resources—driven by gendered socialization in early career years—have been under-investigated. The present study examined the trajectory of early career job burnout, gender differences in job burnout development, and gendered job resources. Results from latent growth curve modeling ( N = 619, 65.3% women, ages 26–34), using the longitudinal data from three time points (2013–2020), showed that the trajectory of job burnout was decreasing in early career years, and this pattern did not vary between genders. As expected, women scored higher in job burnout. Gender differences in job resources were found: parenthood status only prevented job burnout for women, whereas income and partner support only prevented job burnout for men. Belongingness to the workplace prevented job burnout for both genders. Findings suggest that young adults make use of job resources from their socialization in early career years and experience a decreasing pattern of job burnout. The current gender gap in job burnout may be explained by gender differences in socialization and roles in early career transitions.
{"title":"Early career gender differences in job burnout trajectories in Finland: Roles of work, family, and financial resources","authors":"Yirou Fang, Xin Tang, Katariina Salmela-Aro","doi":"10.1177/01650254241266107","DOIUrl":"https://doi.org/10.1177/01650254241266107","url":null,"abstract":"The gender gap in job burnout research indicates that women score higher on job burnout. However, this gender difference has rarely been studied from developmental perspectives. Moreover, the underlying gender differences in job resources—driven by gendered socialization in early career years—have been under-investigated. The present study examined the trajectory of early career job burnout, gender differences in job burnout development, and gendered job resources. Results from latent growth curve modeling ( N = 619, 65.3% women, ages 26–34), using the longitudinal data from three time points (2013–2020), showed that the trajectory of job burnout was decreasing in early career years, and this pattern did not vary between genders. As expected, women scored higher in job burnout. Gender differences in job resources were found: parenthood status only prevented job burnout for women, whereas income and partner support only prevented job burnout for men. Belongingness to the workplace prevented job burnout for both genders. Findings suggest that young adults make use of job resources from their socialization in early career years and experience a decreasing pattern of job burnout. The current gender gap in job burnout may be explained by gender differences in socialization and roles in early career transitions.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/01650254241265586
Merideth Gattis, Quoc Cuong Truong, Carol Cornsweet Barber, Wendy Middlemiss, Oleg N. Medvedev
Researchers and practitioners need robust measurement tools for evaluating knowledge of child development to better support parents and their children during pregnancy and the transition to parenthood. We addressed this need by evaluating the psychometric properties of the Domains of Development Instrument (DoDI) for measuring knowledge of developmental milestones from birth to 3 years. We evaluated four types of validity evidence for the DoDI: test content, response processes, internal structure, and relations to other variables. We convened an expert panel to evaluate test content and conducted cognitive interviews with mothers to evaluate response processes. We also collected responses from a sample of 418 English-speaking pregnant women to evaluate internal structure and relations to other variables. We observed content validity and response process validity, as well as the predicted internal structure, internal consistency, test–retest reliability, and convergent validity. We conclude with recommendations for future research with the DoDI.
研究人员和从业人员需要强有力的测量工具来评估儿童发展知识，以便在怀孕期间和为人父母的过渡时期更好地支持父母及其子女。为了满足这一需求，我们评估了 "发育领域测量工具"（Domains of Development Instrument，DoDI）的心理测量特性，以测量从出生到 3 岁的发育里程碑知识。我们评估了 DoDI 的四种有效性证据：测试内容、反应过程、内部结构以及与其他变量的关系。我们召集了一个专家小组来评估测试内容，并对母亲进行认知访谈以评估反应过程。我们还收集了 418 位讲英语的孕妇的样本回答，以评估内部结构以及与其他变量的关系。我们观察到了内容效度和反应过程效度，以及预测的内部结构、内部一致性、测试-再测可靠性和收敛效度。最后，我们对 DoDI 的未来研究提出了建议。
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