Pub Date : 2024-01-22DOI: 10.1177/01650254231223520
Shiang-yi Lin, Chun Bun Lam, Kevin Kien Hoa Chung
This longitudinal study examined the interactive effects of individual- and classroom-level teacher−child relationships on developing externalizing, internalizing, and prosocial behaviors in kindergarten children over time. On two occasions separated by about 1 year, data were collected from 473 kindergarten children (52% boys, Mage = 4.36 years) and their class teachers and mothers in Hong Kong, China. Class teachers reported the closeness and conflict in their relationships with each participating child of their class at Time 1, and mothers reported the child’s externalizing, internalizing, and prosocial behaviors at Times 1 and 2. Results indicated that controlling for child age, gender, grade, maternal education, and prior levels of child adjustment, individual-level teacher−child closeness was negatively associated with internalizing behaviors, and individual-level teacher−child conflict was positively associated with child externalizing behaviors over time. Classroom-level teacher−child closeness and conflict emerged as moderators. The longitudinal association between individual-level teacher−child closeness and externalizing behaviors was negative in low-closeness classrooms but not in high-closeness classrooms. However, the longitudinal association between individual-level teacher−child conflict and child prosocial behaviors was negative in low-conflict classrooms but not in high-conflict classrooms. Despite the statistical significance of the cross-level interaction effects, they were of small effect sizes and explained only very small amounts of variance. Theoretically, our findings demonstrated the interplay of the individual- and classroom-level teacher−child relationships in shaping children’s psychosocial adjustment over time. Practically, our findings highlighted the importance of enhancing teachers’ awareness of the affective quality of their relationships with children at both classroom and individual levels, which could potentially impede or promote child development.
{"title":"The joint effects of individual-level and classroom-level teacher−child relationships on children’s psychosocial adjustment: A longitudinal study","authors":"Shiang-yi Lin, Chun Bun Lam, Kevin Kien Hoa Chung","doi":"10.1177/01650254231223520","DOIUrl":"https://doi.org/10.1177/01650254231223520","url":null,"abstract":"This longitudinal study examined the interactive effects of individual- and classroom-level teacher−child relationships on developing externalizing, internalizing, and prosocial behaviors in kindergarten children over time. On two occasions separated by about 1 year, data were collected from 473 kindergarten children (52% boys, Mage = 4.36 years) and their class teachers and mothers in Hong Kong, China. Class teachers reported the closeness and conflict in their relationships with each participating child of their class at Time 1, and mothers reported the child’s externalizing, internalizing, and prosocial behaviors at Times 1 and 2. Results indicated that controlling for child age, gender, grade, maternal education, and prior levels of child adjustment, individual-level teacher−child closeness was negatively associated with internalizing behaviors, and individual-level teacher−child conflict was positively associated with child externalizing behaviors over time. Classroom-level teacher−child closeness and conflict emerged as moderators. The longitudinal association between individual-level teacher−child closeness and externalizing behaviors was negative in low-closeness classrooms but not in high-closeness classrooms. However, the longitudinal association between individual-level teacher−child conflict and child prosocial behaviors was negative in low-conflict classrooms but not in high-conflict classrooms. Despite the statistical significance of the cross-level interaction effects, they were of small effect sizes and explained only very small amounts of variance. Theoretically, our findings demonstrated the interplay of the individual- and classroom-level teacher−child relationships in shaping children’s psychosocial adjustment over time. Practically, our findings highlighted the importance of enhancing teachers’ awareness of the affective quality of their relationships with children at both classroom and individual levels, which could potentially impede or promote child development.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608532","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 : 2024-01-17DOI: 10.1177/01650254231222434
Shuyi Zhai, Ying Liang, Chenxin Lu, Jie He
Parenting style plays an important role in children’s externalizing behaviors. Differences in physiological regulation among children may lead to variations in whether or to what extent parenting style influences them. The present study aimed to investigate the effect of parenting styles on young children’s development of externalizing behaviors and to consider the moderating role of children’s physiological regulation (resting respiratory sinus arrhythmia [resting RSA]). Participants included 119 Chinese parent–child dyads (55 girls, T1 Mage = 4.62 years, SDage = 0.27 years; T2 Mage = 5.73 years, SDage = 0.29 years). At T1, parents reported their parenting styles and children’s externalizing behaviors; at T2, children’s externalizing behaviors were measured again by parental reports, and children’s resting RSA was measured. Authoritarian parenting predicted children’s development of externalizing behaviors from T1 to T2, and this effect was moderated by children’s resting RSA. For children with low resting RSA, authoritarian parenting positively predicted their development of externalizing behaviors, but no significant relation was found among children with high resting RSA. Permissive parenting was associated with children’s externalizing behaviors T1 but not with the development of externalizing behaviors from T1 to T2. The present study demonstrates the crucial role of resting RSA in early childhood and supports the diathesis-stress model by revealing that children with poor physiological regulation are vulnerable to authoritarian parenting and thus develop high externalizing behaviors.
{"title":"Influence of parenting styles on children’s development of externalizing behaviors: The role of resting respiratory sinus arrhythmia","authors":"Shuyi Zhai, Ying Liang, Chenxin Lu, Jie He","doi":"10.1177/01650254231222434","DOIUrl":"https://doi.org/10.1177/01650254231222434","url":null,"abstract":"Parenting style plays an important role in children’s externalizing behaviors. Differences in physiological regulation among children may lead to variations in whether or to what extent parenting style influences them. The present study aimed to investigate the effect of parenting styles on young children’s development of externalizing behaviors and to consider the moderating role of children’s physiological regulation (resting respiratory sinus arrhythmia [resting RSA]). Participants included 119 Chinese parent–child dyads (55 girls, T1 Mage = 4.62 years, SDage = 0.27 years; T2 Mage = 5.73 years, SDage = 0.29 years). At T1, parents reported their parenting styles and children’s externalizing behaviors; at T2, children’s externalizing behaviors were measured again by parental reports, and children’s resting RSA was measured. Authoritarian parenting predicted children’s development of externalizing behaviors from T1 to T2, and this effect was moderated by children’s resting RSA. For children with low resting RSA, authoritarian parenting positively predicted their development of externalizing behaviors, but no significant relation was found among children with high resting RSA. Permissive parenting was associated with children’s externalizing behaviors T1 but not with the development of externalizing behaviors from T1 to T2. The present study demonstrates the crucial role of resting RSA in early childhood and supports the diathesis-stress model by revealing that children with poor physiological regulation are vulnerable to authoritarian parenting and thus develop high externalizing behaviors.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616652","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 : 2024-01-17DOI: 10.1177/01650254231222418
Jessica McKenzie, Lene Arnett Jensen
This study examines how culture and development jointly shape moral values in northern Thailand. Eighty participants (40 adolescents [ Mage = 17.30] and 40 parents, evenly divided across a rural community and a globalized urban city) completed the Ethical Values Assessment (EVA), a questionnaire that examines the extent to which individuals prioritize Ethics of Autonomy, Community, and Divinity. Statistical analyses reveal that these three moral values are customized by extent of exposure to globalization: adolescents in the globalized urban context were most likely to prioritize Autonomy, and least likely to prioritize Community. Urban parents prioritized Community values more so than their children and rural-dwelling parents. These and other findings speak to the effects of globalization and localization in the face of cultural change. The more granular focus on particular EVA items endorsed further reveals both the maintenance of long-standing cultural values (i.e., filial piety), even among those with most significant exposure to globalization, and ways in which certain autonomous values may be tailored to function alongside long-standing local values. In total, this study suggests that local value systems are maintained, reasserted, and dynamically reshaped with globalization.
本研究探讨了文化和发展如何共同塑造泰国北部的道德价值观。80名参与者（40名青少年[Mage = 17.30]和40名家长，平均分布在一个农村社区和一个全球化城市）完成了道德价值观评估（EVA）问卷，该问卷调查个人对自主、社区和神性道德价值观的优先程度。统计分析表明，这三种道德价值观是根据受全球化影响的程度而定制的：在全球化的城市环境中，青少年最有可能优先考虑自主价值观，而最不可能优先考虑社区价值观。与子女和农村父母相比，城市父母更看重 "社区 "价值观。这些及其他研究结果说明了全球化和本地化在文化变革中的影响。对所认可的特定 EVA 项目进行更细化的关注，进一步揭示了长期存在的文化价值观（即孝道）的维系，即使是在那些最容易受到全球化影响的人群中也是如此，同时也揭示了如何调整某些自主价值观，使其与长期存在的本地价值观并行不悖。总之，这项研究表明，随着全球化的发展，地方价值体系得到了维护、重申和动态重塑。
{"title":"The globalization and localization of moral values: A cultural-developmental study of adolescents and their parents","authors":"Jessica McKenzie, Lene Arnett Jensen","doi":"10.1177/01650254231222418","DOIUrl":"https://doi.org/10.1177/01650254231222418","url":null,"abstract":"This study examines how culture and development jointly shape moral values in northern Thailand. Eighty participants (40 adolescents [ Mage = 17.30] and 40 parents, evenly divided across a rural community and a globalized urban city) completed the Ethical Values Assessment (EVA), a questionnaire that examines the extent to which individuals prioritize Ethics of Autonomy, Community, and Divinity. Statistical analyses reveal that these three moral values are customized by extent of exposure to globalization: adolescents in the globalized urban context were most likely to prioritize Autonomy, and least likely to prioritize Community. Urban parents prioritized Community values more so than their children and rural-dwelling parents. These and other findings speak to the effects of globalization and localization in the face of cultural change. The more granular focus on particular EVA items endorsed further reveals both the maintenance of long-standing cultural values (i.e., filial piety), even among those with most significant exposure to globalization, and ways in which certain autonomous values may be tailored to function alongside long-standing local values. In total, this study suggests that local value systems are maintained, reasserted, and dynamically reshaped with globalization.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527829","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 : 2023-12-30DOI: 10.1177/01650254231217465
Catalina Rey-Guerra, Aisha K. Yousafzai, Eric Dearing
Gender differences in early childhood development are under-researched in low- and middle-income countries (LMICs) where almost 90% of the world’s young children live. This study examines the direction, magnitude, and variation of gender similarities and differences in 3- and 4-year-olds’ early childhood development in 71 low- and middle-income countries (LMICs). Moreover, we explore whether country-level gender inequality correlates with gender differences in early development. We analyzed Early Childhood Development Index (ECDI) data from UNICEF’s Multiple Indicators Cluster Surveys and the Demographic and Health Surveys between 2010 and 2019 ( n = 226,980). Using logistic regression, we estimated children’s odds of being developmentally on track in literacy-numeracy, approaches to learning, social-emotional, and physical domains. We also used meta-analytic regression to examine associations between early childhood development and country-level indicators of gender inequality. In approximately one-half of LMICs, odds of being developmentally on track did not significantly differ for girls and boys; in countries with significant differences, girls were more likely to be on track than boys (odds ratio [OR] = 1.21, 95% confidence interval [CI] = [1.18–1.24], p < .001). Differences favoring girls were largest in the social-emotional domain (OR = 1.27, 95% CI = [1.24–1.30], p < .001). Country-level gender development index explained a substantial amount of variation in gender differences across countries. Overall, findings suggest that when gender differences exist, girls are more likely than boys to be developmentally on track, particularly in the social-emotional domain and in countries with greater gender equality.
{"title":"Gender similarities and differences in early childhood development in low- and middle-income countries","authors":"Catalina Rey-Guerra, Aisha K. Yousafzai, Eric Dearing","doi":"10.1177/01650254231217465","DOIUrl":"https://doi.org/10.1177/01650254231217465","url":null,"abstract":"Gender differences in early childhood development are under-researched in low- and middle-income countries (LMICs) where almost 90% of the world’s young children live. This study examines the direction, magnitude, and variation of gender similarities and differences in 3- and 4-year-olds’ early childhood development in 71 low- and middle-income countries (LMICs). Moreover, we explore whether country-level gender inequality correlates with gender differences in early development. We analyzed Early Childhood Development Index (ECDI) data from UNICEF’s Multiple Indicators Cluster Surveys and the Demographic and Health Surveys between 2010 and 2019 ( n = 226,980). Using logistic regression, we estimated children’s odds of being developmentally on track in literacy-numeracy, approaches to learning, social-emotional, and physical domains. We also used meta-analytic regression to examine associations between early childhood development and country-level indicators of gender inequality. In approximately one-half of LMICs, odds of being developmentally on track did not significantly differ for girls and boys; in countries with significant differences, girls were more likely to be on track than boys (odds ratio [OR] = 1.21, 95% confidence interval [CI] = [1.18–1.24], p < .001). Differences favoring girls were largest in the social-emotional domain (OR = 1.27, 95% CI = [1.24–1.30], p < .001). Country-level gender development index explained a substantial amount of variation in gender differences across countries. Overall, findings suggest that when gender differences exist, girls are more likely than boys to be developmentally on track, particularly in the social-emotional domain and in countries with greater gender equality.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141524","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 : 2023-12-21DOI: 10.1177/01650254231215063
Emma Bolhuis, Anat Scher, Hanit Ohana, Rotem Ad-Epsztein, M. Leshem, R. Beijers
Exposure to war is known to impact children’s physical and mental health. Recent research reveals that war exposure might even affect the developmental outcomes of children who are yet to be conceived. In this study, we sought to extend such prior work by investigating longitudinal associations between pre-conception war exposure and the accompanying maternal emotional distress on child sleep. Israeli mothers, who conceived within a year after the Lebanon war in 2006 ( N = 68), were followed until their children reached 10 years of age. At that age, child sleep problems were measured through mother and child reports. Results from analyses of covariances (ANCOVAs) showed that war exposure prior to conception itself did not predict child sleep. However, hierarchical regression analyses showed that higher levels of maternal emotional distress, as a result of pre-conception war exposure, predicted more sleep problems in girls. Further exploratory analyses revealed that these associations showed themselves in both maternal and child reports on various sleep domains. In boys, no evidence was found for associations between maternal emotional distress during wartime and sleep 10 years later. These results indicate that war-related pre-conception stress might have long-term, sex-specific effects on child sleep, though replication with larger samples is needed to corroborate the findings.
{"title":"War exposure prior to conception: Longitudinal associations between maternal emotional distress and child sleep 10 years later","authors":"Emma Bolhuis, Anat Scher, Hanit Ohana, Rotem Ad-Epsztein, M. Leshem, R. Beijers","doi":"10.1177/01650254231215063","DOIUrl":"https://doi.org/10.1177/01650254231215063","url":null,"abstract":"Exposure to war is known to impact children’s physical and mental health. Recent research reveals that war exposure might even affect the developmental outcomes of children who are yet to be conceived. In this study, we sought to extend such prior work by investigating longitudinal associations between pre-conception war exposure and the accompanying maternal emotional distress on child sleep. Israeli mothers, who conceived within a year after the Lebanon war in 2006 ( N = 68), were followed until their children reached 10 years of age. At that age, child sleep problems were measured through mother and child reports. Results from analyses of covariances (ANCOVAs) showed that war exposure prior to conception itself did not predict child sleep. However, hierarchical regression analyses showed that higher levels of maternal emotional distress, as a result of pre-conception war exposure, predicted more sleep problems in girls. Further exploratory analyses revealed that these associations showed themselves in both maternal and child reports on various sleep domains. In boys, no evidence was found for associations between maternal emotional distress during wartime and sleep 10 years later. These results indicate that war-related pre-conception stress might have long-term, sex-specific effects on child sleep, though replication with larger samples is needed to corroborate the findings.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952443","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 : 2023-12-21DOI: 10.1177/01650254231218284
M. Safa, Yinru Long, A. Umaña‐Taylor
For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents’ psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents’ identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents ( Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents’ ethnic-racial and national identities informs their psychosocial adjustment.
{"title":"Bicultural identity and adjustment among ethnoracially minoritized and immigrant adolescents","authors":"M. Safa, Yinru Long, A. Umaña‐Taylor","doi":"10.1177/01650254231218284","DOIUrl":"https://doi.org/10.1177/01650254231218284","url":null,"abstract":"For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents’ psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents’ identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents ( Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents’ ethnic-racial and national identities informs their psychosocial adjustment.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952270","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 : 2023-12-19DOI: 10.1177/01650254231217456
M. C. García-Mendoza, Águeda Parra Jiménez, E. A. Freijo, Jeffrey Arnett, Inmaculada Sánchez Queija
During emerging adulthood, family relationships remain salient. This study examined, from a gender perspective, continuity/discontinuity and stability/instability in family relationships, in a two-time repeated-measures study with Spanish emerging adult college students. It also analyzed the implications of the quality of parent–child relationships for emerging adults’ psychological distress. A sample of 400 Spanish college students aged between 18 and 29 years was followed across two time points ( M = 20.31 and SD = 2.04 at Time 1; M = 23.66 and SD = 2.08 at Time 2), completing a self-report measure of parenting behaviors and psychological distress. Results indicated continuity in family social support, parental autonomy support, and psychological control; however, they also revealed discontinuity, with parental warmth, parental involvement, and behavioral control decreasing over time. Results also indicated high rank-order stability in family relationships, seen globally. Regression analyses showed that, only for men, parental involvement at T1 consistently predicted psychological distress at T2, as well as changes in psychological distress between T1 and T2. This study provides data supporting the idea that both change and continuity exist in family relationships. It also expands on the scarce research focused on this developmental context during emerging adulthood in Spain and provides support for designing preventive parenting interventions.
{"title":"Family relationships and family predictors of psychological distress in emerging adult college students: A 3-year study","authors":"M. C. García-Mendoza, Águeda Parra Jiménez, E. A. Freijo, Jeffrey Arnett, Inmaculada Sánchez Queija","doi":"10.1177/01650254231217456","DOIUrl":"https://doi.org/10.1177/01650254231217456","url":null,"abstract":"During emerging adulthood, family relationships remain salient. This study examined, from a gender perspective, continuity/discontinuity and stability/instability in family relationships, in a two-time repeated-measures study with Spanish emerging adult college students. It also analyzed the implications of the quality of parent–child relationships for emerging adults’ psychological distress. A sample of 400 Spanish college students aged between 18 and 29 years was followed across two time points ( M = 20.31 and SD = 2.04 at Time 1; M = 23.66 and SD = 2.08 at Time 2), completing a self-report measure of parenting behaviors and psychological distress. Results indicated continuity in family social support, parental autonomy support, and psychological control; however, they also revealed discontinuity, with parental warmth, parental involvement, and behavioral control decreasing over time. Results also indicated high rank-order stability in family relationships, seen globally. Regression analyses showed that, only for men, parental involvement at T1 consistently predicted psychological distress at T2, as well as changes in psychological distress between T1 and T2. This study provides data supporting the idea that both change and continuity exist in family relationships. It also expands on the scarce research focused on this developmental context during emerging adulthood in Spain and provides support for designing preventive parenting interventions.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139172575","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 : 2023-12-19DOI: 10.1177/01650254231218285
D. Sasayama, Tomonori Owa, Tetsuya Kudo, Wakako Kaneko, Mizuho Makita, Rie Kuge, Ken Shiraishi, Tetsuo Nomiyama, S. Washizuka, Hideo Honda
Attention deficit/hyperactivity behaviors in children are often unnoticed until they reach school age; however, evidence suggests that attention deficit hyperactivity disorder (ADHD) tends to develop at an earlier age. Recent studies also indicate that perinatal maternal mental health is associated with ADHD symptoms in offspring. This study examines the association between maternal postpartum depression, early hyperactive/aggressive behavior, and later ADHD symptoms. This longitudinal cohort study used data from health checkups and surveys. Mothers with a postpartum Edinburgh postnatal depression scale score ⩾ 9 were considered as having postpartum depression symptoms. The presence of early hyperactive/aggressive behavior was determined based on 3-year-old children’s health checkup data. The ADHD rating scale (ADHD-RS) answered by the caregivers of 182 sixth-grade children was used for the analysis. ADHD-RS scores were significantly higher in children with early hyperactive and/or aggressive behavior ( p = .002) and for children of mothers who had postpartum depression symptoms ( p < .001). Early hyperactive/aggressive behavior did not mediate the predictive association of maternal postpartum depression symptoms with ADHD symptoms in sixth grade. ADHD symptoms in the sixth grade were independently associated with childhood hyperactive/aggressive behavior at age 3 and maternal postpartum depression symptoms.
{"title":"Maternal postpartum depression symptoms and early childhood hyperactive/aggressive behavior are independently associated with later attention deficit/hyperactivity symptoms","authors":"D. Sasayama, Tomonori Owa, Tetsuya Kudo, Wakako Kaneko, Mizuho Makita, Rie Kuge, Ken Shiraishi, Tetsuo Nomiyama, S. Washizuka, Hideo Honda","doi":"10.1177/01650254231218285","DOIUrl":"https://doi.org/10.1177/01650254231218285","url":null,"abstract":"Attention deficit/hyperactivity behaviors in children are often unnoticed until they reach school age; however, evidence suggests that attention deficit hyperactivity disorder (ADHD) tends to develop at an earlier age. Recent studies also indicate that perinatal maternal mental health is associated with ADHD symptoms in offspring. This study examines the association between maternal postpartum depression, early hyperactive/aggressive behavior, and later ADHD symptoms. This longitudinal cohort study used data from health checkups and surveys. Mothers with a postpartum Edinburgh postnatal depression scale score ⩾ 9 were considered as having postpartum depression symptoms. The presence of early hyperactive/aggressive behavior was determined based on 3-year-old children’s health checkup data. The ADHD rating scale (ADHD-RS) answered by the caregivers of 182 sixth-grade children was used for the analysis. ADHD-RS scores were significantly higher in children with early hyperactive and/or aggressive behavior ( p = .002) and for children of mothers who had postpartum depression symptoms ( p < .001). Early hyperactive/aggressive behavior did not mediate the predictive association of maternal postpartum depression symptoms with ADHD symptoms in sixth grade. ADHD symptoms in the sixth grade were independently associated with childhood hyperactive/aggressive behavior at age 3 and maternal postpartum depression symptoms.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961249","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 : 2023-11-29DOI: 10.1177/01650254231212389
Braima Salaam
This study investigated the interactive effects of maternal and paternal warmth as well as behavioral control on adolescents’ anxiety in Ghana and whether these linkages varied between adolescents in rural and urban contexts. Participants were 211 junior high school students (61% girls; 39% boys; Mage = 13.43; SDage = 2.03) who completed measures of parenting behaviors and experiences of anxiety. Results revealed significant two-way interaction effects such that higher levels of maternal warmth in conjunction with lower levels of paternal warmth were associated with higher levels of adolescents’ anxiety. In addition, higher levels of paternal (but not maternal) warmth predicted lower anxiety in urban families, but not rural families. Moreover, higher maternal behavioral control combined with higher paternal behavioral control predicted lower anxiety, although this association was only observed for a small subset of the sample. Findings highlight the complementary roles of both mothers and fathers in influencing adolescents’ anxiety and the importance of family context in shaping parenting influence. Interventions targeting positive parenting behaviors should focus on both mothers and fathers.
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Pub Date : 2023-11-16DOI: 10.1177/01650254231210561
N. Rickert, Ellen A. Skinner
This study explored the dynamics of motivational development across late elementary and early middle school. Using longitudinal data from a cross-section of fifth to seventh-grade students, analyses examined whether parents’ and teachers’ warm involvement shows unique and/or mediated effects on students’ academic engagement and whether engagement feeds back into adults’ continued involvement. Parent and teacher involvement each predicted changes in adolescents’ engagement; parental involvement also played an indirect role via student–teacher relationships; and students who were more engaged reported that adults responded with increasing levels of involvement. These models provide support for a reciprocal dynamic that could lead to virtuous cycles increasing in both involvement and engagement or to vicious cycles amplifying disaffection and withdrawal of involvement over time. Future studies, using time series or observational data, could further unpack these dynamics, examining processes of transmission, mediators, and effects on the longer-term development of academic engagement.
{"title":"Parent and teacher involvement and adolescent academic engagement: Unique, mediated, and transactional effects","authors":"N. Rickert, Ellen A. Skinner","doi":"10.1177/01650254231210561","DOIUrl":"https://doi.org/10.1177/01650254231210561","url":null,"abstract":"This study explored the dynamics of motivational development across late elementary and early middle school. Using longitudinal data from a cross-section of fifth to seventh-grade students, analyses examined whether parents’ and teachers’ warm involvement shows unique and/or mediated effects on students’ academic engagement and whether engagement feeds back into adults’ continued involvement. Parent and teacher involvement each predicted changes in adolescents’ engagement; parental involvement also played an indirect role via student–teacher relationships; and students who were more engaged reported that adults responded with increasing levels of involvement. These models provide support for a reciprocal dynamic that could lead to virtuous cycles increasing in both involvement and engagement or to vicious cycles amplifying disaffection and withdrawal of involvement over time. Future studies, using time series or observational data, could further unpack these dynamics, examining processes of transmission, mediators, and effects on the longer-term development of academic engagement.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268680","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}
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