Pub Date : 2024-03-13DOI: 10.1177/01650254241236200
Xueke Wang, Tingyong Feng
An overarching framework in the field of developmental psychology highlights the close linkage of cognition with emotion; however, the extent to which this framework supports the relationship between executive functions and emotion understanding in young children remains unclear. Hence, we employ a longitudinal tracking study to investigate the bidirectional relationship between emotion understanding and executive functions. A total of 112 children ( M = 48.01 months, 68 boys) were recruited to perform tests at three time points within 2 years. Results from our cross-lagged model analysis indicated that early executive functions significantly predicted the development of emotion understanding at Time 2 and Time 3, while emotion understanding at Time 2 significantly predicted the subsequent development of executive functions in Time 3, controlling for age, gender, and family socioeconomic status (SES). Moreover, the latent change score model analysis further revealed the developmental trends and interrelations of executive functions and emotion understanding over time. Specifically, children with higher initial level of executive functions exhibited faster growth in emotion understanding over time, and then this improved emotion understanding predicted the changes in later executive functions. Overall, these findings elucidate significant developmental progressions for how emotion understanding and executive functions interact with each other during early childhood.
{"title":"Bidirectional relationships between emotion understanding and executive functions in young children: A latent change score modeling study","authors":"Xueke Wang, Tingyong Feng","doi":"10.1177/01650254241236200","DOIUrl":"https://doi.org/10.1177/01650254241236200","url":null,"abstract":"An overarching framework in the field of developmental psychology highlights the close linkage of cognition with emotion; however, the extent to which this framework supports the relationship between executive functions and emotion understanding in young children remains unclear. Hence, we employ a longitudinal tracking study to investigate the bidirectional relationship between emotion understanding and executive functions. A total of 112 children ( M = 48.01 months, 68 boys) were recruited to perform tests at three time points within 2 years. Results from our cross-lagged model analysis indicated that early executive functions significantly predicted the development of emotion understanding at Time 2 and Time 3, while emotion understanding at Time 2 significantly predicted the subsequent development of executive functions in Time 3, controlling for age, gender, and family socioeconomic status (SES). Moreover, the latent change score model analysis further revealed the developmental trends and interrelations of executive functions and emotion understanding over time. Specifically, children with higher initial level of executive functions exhibited faster growth in emotion understanding over time, and then this improved emotion understanding predicted the changes in later executive functions. Overall, these findings elucidate significant developmental progressions for how emotion understanding and executive functions interact with each other during early childhood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147225","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 : 2024-03-12DOI: 10.1177/01650254241236396
Chun-Hao Chiu, B. H. Pillow
The purpose of this study is to investigate the relations among children’s symbolic functioning at 15 months, joint attention at 24 months, expressive communication at 24 and 36 months, and executive functioning at 36 months. With the sample from rural areas in the United States collected by the Family Life Project ( N = 1,008), a longitudinal data analysis was conducted. The results of structural equation modeling suggested that children’s symbolic functioning at 15 months and children’s executive functioning at 36 months was directly related to each other. These two variables were also indirectly related to each other through joint attention at 24 months and expressive communication at 24 and 36 months. Psychological distancing and verbal and nonverbal communication were used to explain the role symbolic functioning plays in the development of executive functioning during the second and the third years of children’s lives.
{"title":"Associations among symbolic functioning, joint attention, expressive communication, and executive functioning of children in rural areas","authors":"Chun-Hao Chiu, B. H. Pillow","doi":"10.1177/01650254241236396","DOIUrl":"https://doi.org/10.1177/01650254241236396","url":null,"abstract":"The purpose of this study is to investigate the relations among children’s symbolic functioning at 15 months, joint attention at 24 months, expressive communication at 24 and 36 months, and executive functioning at 36 months. With the sample from rural areas in the United States collected by the Family Life Project ( N = 1,008), a longitudinal data analysis was conducted. The results of structural equation modeling suggested that children’s symbolic functioning at 15 months and children’s executive functioning at 36 months was directly related to each other. These two variables were also indirectly related to each other through joint attention at 24 months and expressive communication at 24 and 36 months. Psychological distancing and verbal and nonverbal communication were used to explain the role symbolic functioning plays in the development of executive functioning during the second and the third years of children’s lives.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250683","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 : 2024-03-11DOI: 10.1177/01650254241233531
Germano Vera Cruz, Lonzozou Kpanake, Guadalupe Elizabeth Morales-Martínez, Etienne Mullet
Few studies on the development of forgiveness involved young children and adolescents, and very few involved samples from non-western countries. This study focused on the development of willingness to forgive a particular transgression in participants aged 4 to 12 years and from two different cultures: a South African culture (Mozambique) and a Western European culture (France). Overall, 153 pupils from Mozambique and 107 pupils from France were presented with eight vignettes depicting a situation where a young child, intentionally or accidentally, dropped a small radio that they borrowed from another young child. These vignettes were composed by applying an orthogonal Intent × Consequences × Apologies, 2 × 2 × 2, design. Participants expressed what their willingness to forgive would be in each case on a continuous response scale. Through cluster analysis, four main positions were identified. They were labeled: Almost never forgive (11% of participants), Depends mainly on consequences (22%), Depends mainly on intent and apologies (57%), and Almost always forgive (2%). The first two positions were typical of 4–7-year olds, and the third one was typical of 8–12-year olds. No significant differences in cluster composition were found between the Mozambican and French participants. Up to the age of four, most children probably do not have access to the notion of forgiveness. From the age of four to seven, this notion begins to appear, in particular through a gradual taking into account of circumstantial factors other than the severity of consequences of a transgression. This development is quite rapid—probably during the 7-year period, from 0 to 7 years. From the age of eight onwards, a forgiveness schema similar to that observed in adults is operational. This developmental trajectory is probably very general. It seems to depend little on the type of culture in which it develops.
{"title":"Development of the forgiveness schema among young children and adolescents: A multinational comparison","authors":"Germano Vera Cruz, Lonzozou Kpanake, Guadalupe Elizabeth Morales-Martínez, Etienne Mullet","doi":"10.1177/01650254241233531","DOIUrl":"https://doi.org/10.1177/01650254241233531","url":null,"abstract":"Few studies on the development of forgiveness involved young children and adolescents, and very few involved samples from non-western countries. This study focused on the development of willingness to forgive a particular transgression in participants aged 4 to 12 years and from two different cultures: a South African culture (Mozambique) and a Western European culture (France). Overall, 153 pupils from Mozambique and 107 pupils from France were presented with eight vignettes depicting a situation where a young child, intentionally or accidentally, dropped a small radio that they borrowed from another young child. These vignettes were composed by applying an orthogonal Intent × Consequences × Apologies, 2 × 2 × 2, design. Participants expressed what their willingness to forgive would be in each case on a continuous response scale. Through cluster analysis, four main positions were identified. They were labeled: Almost never forgive (11% of participants), Depends mainly on consequences (22%), Depends mainly on intent and apologies (57%), and Almost always forgive (2%). The first two positions were typical of 4–7-year olds, and the third one was typical of 8–12-year olds. No significant differences in cluster composition were found between the Mozambican and French participants. Up to the age of four, most children probably do not have access to the notion of forgiveness. From the age of four to seven, this notion begins to appear, in particular through a gradual taking into account of circumstantial factors other than the severity of consequences of a transgression. This development is quite rapid—probably during the 7-year period, from 0 to 7 years. From the age of eight onwards, a forgiveness schema similar to that observed in adults is operational. This developmental trajectory is probably very general. It seems to depend little on the type of culture in which it develops.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107249","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 : 2024-03-08DOI: 10.1177/01650254241233545
Zeyi Shi, Yang Qu, Qian Wang, Yan Li
It has been well documented that parental psychological control is detrimental to child and adolescent development. Yet, when entering emerging adulthood, the centrality of relationships with parents in youth’s lives may differ across individuals as well as cultures, making both cross- and within-cultural variations in the implications of parental psychological control for emerging adults’ emotional well-being worth exploration. Therefore, this research examined the relations from parental psychological control to youth’s emotional well-being among emerging adults from two cultures, and the moderating role of youth’s parent-oriented interdependent self-construals (i.e., the extent to which youth view their relationships with parents as self-defining) in these relations within each culture. A cross-cultural study was conducted among European American and Hong Kong Chinese college students in the United States and China, respectively ( N = 276; 68.1% females; mean age = 20.39 years, SD = 1.33). It was found that youth’s perceived parental psychological control related to their dampened emotional well-being to a similar extent in both cultures. Moreover, these relations were moderated by youth’s parent-oriented self-construals similarly in both cultures, such that the negative associations between youth’s perceived parental psychological control and their emotional well-being were significant only among youth with high (vs low) levels of parent-oriented self-construals. The findings demonstrate the negative implications of parental psychological control for youth’s emotional well-being during emerging adulthood, and suggest that youth’s parent-oriented self-construals may amplify such implications.
{"title":"Parental psychological control and emotional well-being among emerging adults: The moderating role of parent-oriented self-construals","authors":"Zeyi Shi, Yang Qu, Qian Wang, Yan Li","doi":"10.1177/01650254241233545","DOIUrl":"https://doi.org/10.1177/01650254241233545","url":null,"abstract":"It has been well documented that parental psychological control is detrimental to child and adolescent development. Yet, when entering emerging adulthood, the centrality of relationships with parents in youth’s lives may differ across individuals as well as cultures, making both cross- and within-cultural variations in the implications of parental psychological control for emerging adults’ emotional well-being worth exploration. Therefore, this research examined the relations from parental psychological control to youth’s emotional well-being among emerging adults from two cultures, and the moderating role of youth’s parent-oriented interdependent self-construals (i.e., the extent to which youth view their relationships with parents as self-defining) in these relations within each culture. A cross-cultural study was conducted among European American and Hong Kong Chinese college students in the United States and China, respectively ( N = 276; 68.1% females; mean age = 20.39 years, SD = 1.33). It was found that youth’s perceived parental psychological control related to their dampened emotional well-being to a similar extent in both cultures. Moreover, these relations were moderated by youth’s parent-oriented self-construals similarly in both cultures, such that the negative associations between youth’s perceived parental psychological control and their emotional well-being were significant only among youth with high (vs low) levels of parent-oriented self-construals. The findings demonstrate the negative implications of parental psychological control for youth’s emotional well-being during emerging adulthood, and suggest that youth’s parent-oriented self-construals may amplify such implications.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140077164","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 : 2024-03-04DOI: 10.1177/01650254231222440
Guangcan Xiang, Zhaojun Teng, Yiru Du, Linchuan Yang, Yanyan He
This study examined the longitudinal relationships among self-concept clarity (SCC), hope, and subjective well-being (i.e., emotional well-being and cognitive well-being). Specifically, we tested both the between-person and within-person associations of SCC with subjective well-being among 2,001 Chinese adolescents (age range 11–24 years, 42.9% males) during the first year. In addition, we examined the longitudinal mediating role of hope. Results showed that SCC had positive correlations with hope and subjective well-being both at one time point and over time. Multilevel mediation analysis indicated that hope could serve as a mediator in the association between SCC and subjective well-being, at both the between-person and within-person levels. Moreover, the model of longitudinal multilevel mediation was found to be moderated by gender and age. Our results indicated that hope could be an underlying mechanism for the longitudinal relationship between SCC and subjective well-being among Chinese adolescents, which provides a potential intervention target for improving adolescents’ well-being.
{"title":"Evaluating a longitudinal multilevel mediation model of self-concept clarity, hope, and subjective well-being in adolescents","authors":"Guangcan Xiang, Zhaojun Teng, Yiru Du, Linchuan Yang, Yanyan He","doi":"10.1177/01650254231222440","DOIUrl":"https://doi.org/10.1177/01650254231222440","url":null,"abstract":"This study examined the longitudinal relationships among self-concept clarity (SCC), hope, and subjective well-being (i.e., emotional well-being and cognitive well-being). Specifically, we tested both the between-person and within-person associations of SCC with subjective well-being among 2,001 Chinese adolescents (age range 11–24 years, 42.9% males) during the first year. In addition, we examined the longitudinal mediating role of hope. Results showed that SCC had positive correlations with hope and subjective well-being both at one time point and over time. Multilevel mediation analysis indicated that hope could serve as a mediator in the association between SCC and subjective well-being, at both the between-person and within-person levels. Moreover, the model of longitudinal multilevel mediation was found to be moderated by gender and age. Our results indicated that hope could be an underlying mechanism for the longitudinal relationship between SCC and subjective well-being among Chinese adolescents, which provides a potential intervention target for improving adolescents’ well-being.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080261","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 : 2024-03-01DOI: 10.1177/01650254241233522
Petra Laamanen, Noona Kiuru, Olli Kiviruusu, Jallu Lindblom
Research has consistently shown that difficulties in facial emotion recognition (FER) are associated with peer problems and internalizing symptoms during middle childhood. However, no longitudinal research has investigated the direction of effects, that is, how these constructs influence each other across time. In this preregistered three-wave panel study, we tested the directional effects between FER, peer problems, and internalizing symptoms among Finnish school-aged children ( n = 3,607; Mage = 8.20, SDage = 0.86; 51% female). The results of random-intercept cross-lagged panel models showed that a low FER accuracy and high biases toward happiness and sadness correlated with higher levels of peer problems and internalizing symptoms at the between-person level. However, we found no evidence of directional effects at the within-person level. Overall, our findings suggest that these constructs might be associated because of shared underlying causes, rather than mutually influencing one another in middle childhood.
{"title":"Facial emotion recognition and social-emotional problems in middle childhood: Assessment of directional effects","authors":"Petra Laamanen, Noona Kiuru, Olli Kiviruusu, Jallu Lindblom","doi":"10.1177/01650254241233522","DOIUrl":"https://doi.org/10.1177/01650254241233522","url":null,"abstract":"Research has consistently shown that difficulties in facial emotion recognition (FER) are associated with peer problems and internalizing symptoms during middle childhood. However, no longitudinal research has investigated the direction of effects, that is, how these constructs influence each other across time. In this preregistered three-wave panel study, we tested the directional effects between FER, peer problems, and internalizing symptoms among Finnish school-aged children ( n = 3,607; M<jats:sub>age</jats:sub> = 8.20, SD<jats:sub>age</jats:sub> = 0.86; 51% female). The results of random-intercept cross-lagged panel models showed that a low FER accuracy and high biases toward happiness and sadness correlated with higher levels of peer problems and internalizing symptoms at the between-person level. However, we found no evidence of directional effects at the within-person level. Overall, our findings suggest that these constructs might be associated because of shared underlying causes, rather than mutually influencing one another in middle childhood.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019717","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}
Previous studies found an impact of language familiarity on face recognition in 9- and 12-month-olds. Own race faces are better recognized when associated with native language, whereas for other race faces, it is with non-native language. The aim of this study is to investigate if language familiarity can also influence abstract pattern recognition. We tested 9- to 12-month-old monolingual infants with a visual paired-comparison task. During a 30-s familiarization phase, infants were shown an image of abstract patterns associated with an auditory soundtrack of a speaker reciting a story either in their native (French) or in a non-native language (German). After the familiarization, the familiar and a new abstract pattern were displayed side by side for the recognition test. We found a significant preference for the novel object in the native language condition but not in the non-native condition. These results suggest that language familiarity effects on infant memory are not specific to faces but also influence, on a larger scale, how infants process their immediate visual environment.
{"title":"Impact of language familiarity on abstract pattern recognition in 9- to 12-month-old infants","authors":"Althéa Fratacci, Olivier Clerc, Mathilde Fort, Olivier Pascalis","doi":"10.1177/01650254241230643","DOIUrl":"https://doi.org/10.1177/01650254241230643","url":null,"abstract":"Previous studies found an impact of language familiarity on face recognition in 9- and 12-month-olds. Own race faces are better recognized when associated with native language, whereas for other race faces, it is with non-native language. The aim of this study is to investigate if language familiarity can also influence abstract pattern recognition. We tested 9- to 12-month-old monolingual infants with a visual paired-comparison task. During a 30-s familiarization phase, infants were shown an image of abstract patterns associated with an auditory soundtrack of a speaker reciting a story either in their native (French) or in a non-native language (German). After the familiarization, the familiar and a new abstract pattern were displayed side by side for the recognition test. We found a significant preference for the novel object in the native language condition but not in the non-native condition. These results suggest that language familiarity effects on infant memory are not specific to faces but also influence, on a larger scale, how infants process their immediate visual environment.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956597","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 : 2024-02-19DOI: 10.1177/01650254241230641
R. Wong, K. T. Tung, Ka Man Yim, K. Chan, Patrick Ip
Early childbearing is associated with high maternal stress and family violence. However, the long-term effects of rapid repeat pregnancy (RRP) in young motherhood on child outcomes remain largely unknown. This study examined the pathways between maternal RRP at young ages and child psychosocial problems and emergency room visits in later years. A total of 232 Chinese mother-child dyads provided baseline data in 2015 (Time 1; T1) and follow-up data 6 years later in 2021 (Time 2; T2). At T1, mothers completed questionnaires about child physical abuse frequency and family cohesion and reported their own stress levels. At T2, mothers were re-surveyed with the same questionnaires about child physical abuse frequency and family cohesion. Children’s psychosocial problems were assessed through parent proxy-reports and records of emergency room visits were retrieved from hospital databases. After adjusting for demographic information, maternal history of RRP was associated with child physical abuse at T1 (β = .15, p < .05) and in turn linked to child physical abuse recurrence (β = .22, p < .01) and emergency room visits at T2 (β = .22, p < .001). Improved family cohesion over time did not break the link between maternal RRP and child physical abuse recurrence. Poor family dynamics can lead to child physical abuse recurrence and worsen developmental outcomes in children, particularly when coupled with other risk factors such as maternal RRP at young ages. Early interventions to enhance support and reduce vulnerabilities are important for preventing child physical abuse in at-risk families.
{"title":"Prospective associations of maternal stressors with child psychosocial problems through the occurrence of child physical abuse and changes in family dynamics","authors":"R. Wong, K. T. Tung, Ka Man Yim, K. Chan, Patrick Ip","doi":"10.1177/01650254241230641","DOIUrl":"https://doi.org/10.1177/01650254241230641","url":null,"abstract":"Early childbearing is associated with high maternal stress and family violence. However, the long-term effects of rapid repeat pregnancy (RRP) in young motherhood on child outcomes remain largely unknown. This study examined the pathways between maternal RRP at young ages and child psychosocial problems and emergency room visits in later years. A total of 232 Chinese mother-child dyads provided baseline data in 2015 (Time 1; T1) and follow-up data 6 years later in 2021 (Time 2; T2). At T1, mothers completed questionnaires about child physical abuse frequency and family cohesion and reported their own stress levels. At T2, mothers were re-surveyed with the same questionnaires about child physical abuse frequency and family cohesion. Children’s psychosocial problems were assessed through parent proxy-reports and records of emergency room visits were retrieved from hospital databases. After adjusting for demographic information, maternal history of RRP was associated with child physical abuse at T1 (β = .15, p < .05) and in turn linked to child physical abuse recurrence (β = .22, p < .01) and emergency room visits at T2 (β = .22, p < .001). Improved family cohesion over time did not break the link between maternal RRP and child physical abuse recurrence. Poor family dynamics can lead to child physical abuse recurrence and worsen developmental outcomes in children, particularly when coupled with other risk factors such as maternal RRP at young ages. Early interventions to enhance support and reduce vulnerabilities are important for preventing child physical abuse in at-risk families.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449931","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 : 2024-02-16DOI: 10.1177/01650254241230642
Linda Johansen, Gabriella Óturai, Ann-Kathrin Jaggy, Sonja Perren
The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: MT1 = 43.2, SDT1 = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.
儿童的心智理论（ToM）、对情绪的理解和积极的同伴关系之间的积极联系已得到公认。然而，现有文献缺乏对学龄前儿童中这些因素之间纵向相互作用的全面研究。本研究旨在填补这一空白，在 7 个月的时间里，在三个不同的时间点对幼儿的社会认知和他们积极的同伴关系之间的并发和纵向关联进行研究。211 名学龄前儿童（月龄：MT1 = 43.2，SDT1 = 6.6）接受了标准化评估，以评价他们的 ToM 和情绪理解能力，而游戏小组教育者则报告了儿童的积极同伴关系。通过多元潜增长模型，我们预期 ToM 和情绪理解水平越高，积极同伴关系的变化率就越大，而积极同伴关系水平越高，ToM 和情绪理解的变化率就越大。与我们的预期相反，结果并不支持预期的纵向关联。然而，儿童的情绪理解能力与第一阶段的积极同伴关系之间出现了值得注意的相关性，这与以往的研究和社会建构主义理论是一致的。
{"title":"Longitudinal associations between preschool children’s theory of mind, emotion understanding, and positive peer relationships","authors":"Linda Johansen, Gabriella Óturai, Ann-Kathrin Jaggy, Sonja Perren","doi":"10.1177/01650254241230642","DOIUrl":"https://doi.org/10.1177/01650254241230642","url":null,"abstract":"The positive links between children’s theory of mind (ToM), emotion understanding, and positive peer relationships are well established. However, the existing literature lacks comprehensive studies investigating the longitudinal interplay between these components in preschool-aged children. This study aimed to fill this gap by examining the concurrent and longitudinal associations between young children’s social cognition and their positive peer relationships at three different time points over the course of 7 months. A sample of 211 preschool children (age in months: M<jats:sub>T1</jats:sub> = 43.2, SD<jats:sub>T1</jats:sub> = 6.6) underwent standardized assessments evaluating their ToM and emotion understanding, while playgroup educators reported on children’s positive peer relationships. Using multivariate latent growth modeling, we expected to find that higher levels of ToM and emotion understanding would be associated with a greater rate of change in positive peer relationships and that higher levels of positive peer relationships would be associated with a higher rate of change in ToM and emotion understanding. Contrary to our expectations, the results did not support the anticipated longitudinal associations. Nevertheless, a noteworthy correlation emerged between children’s emotion understanding and positive peer relationships at T1, in line with previous research and social-constructivist theories.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948485","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 : 2024-01-22DOI: 10.1177/01650254231222436
Csilla Ágoston, Bernadett Balázs, F. Mónus, Attila Varga
Previous research suggests that age-related differences in pro-environmental behavior (PEB) and the emotional reactions to climate change could originate from generational as well as aging effects and can be influenced by the opportunities and constraints of life circumstances and resources. The current research aimed to better understand age differences through examining the eco-emotions and PEBs of different age groups, and identifying latent groups differing on these variables. In Sample 1, adults from the general population ( n = 4,685) filled out questionnaires assessing eco-anxiety, eco-guilt, and ecological grief and answered 12 questions about their PEBs. In Sample 2 (A), the same PEB questions were answered by high school students ( n = 112) and in Sample 2 (P) by one of their parents ( n = 112). There were no age differences in the overall PEB score, but we found significant, nonlinear differences between age groups in almost all individual PEBs. Eco-friendly clothing and using greener transport were more common in the younger age groups, while older age groups had higher scores in conservation, recycling, reduced meat consumption, and boycotting. Students were less likely to recycle, use reusable bags, eat less meat and save water than their parents, but more likely to use greener transportation. Five latent groups emerged on the eco-emotions and PEB measures. Young adults had a higher probability of belonging to the medium/higher anxiety groups than the older generations, except for those in their 70s. Groups with higher emotional concern showed higher behavioral involvement. Since most participants showed a moderate level of worry, this emotional reaction appears a normative response to the climate crisis and also a possible starting point for promoting PEBs. The findings also suggest that each generation has its preferences in terms of PEBs, and it is worthwhile to address each of the different PEBs separately.
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