Pub Date : 2023-09-21DOI: 10.1177/01650254231198040
Luhao Wei, Shenghua Jin, Sharon Christ, Doran C. French
Longitudinal associations between popularity, peer acceptance, and academic performance were examined in Chinese 7th ( n = 880; 400 girls; M age = 13.33, SD = .64) and 10th grade ( n = 646; 342 girls; M age = 16.76, SD = .75) adolescents across three academic years. Growth curve analysis revealed parallel changes in popularity and academic performance in both middle- and high-school students whereas a positive association between the trajectories of peer acceptance and academic performance was found only in high school. Random-intercept cross-lagged panel analysis revealed that popular students increased their academic performance 1 year later, and that improved academic performance positively predicted subsequent popularity. Changes in peer acceptance were not associated with longitudinal changes in academic performance nor did baseline aggression moderate the effect of initial popularity on the trajectory of academic performance. The positive between-person associations of academic performance with popularity and peer acceptance were greater in middle- than in high-school adolescents. These results have implications for understanding the positive and negative effects of peer status on academic adjustment.
{"title":"Longitudinal associations between popularity, peer acceptance, and academic performance in adolescents","authors":"Luhao Wei, Shenghua Jin, Sharon Christ, Doran C. French","doi":"10.1177/01650254231198040","DOIUrl":"https://doi.org/10.1177/01650254231198040","url":null,"abstract":"Longitudinal associations between popularity, peer acceptance, and academic performance were examined in Chinese 7th ( n = 880; 400 girls; M age = 13.33, SD = .64) and 10th grade ( n = 646; 342 girls; M age = 16.76, SD = .75) adolescents across three academic years. Growth curve analysis revealed parallel changes in popularity and academic performance in both middle- and high-school students whereas a positive association between the trajectories of peer acceptance and academic performance was found only in high school. Random-intercept cross-lagged panel analysis revealed that popular students increased their academic performance 1 year later, and that improved academic performance positively predicted subsequent popularity. Changes in peer acceptance were not associated with longitudinal changes in academic performance nor did baseline aggression moderate the effect of initial popularity on the trajectory of academic performance. The positive between-person associations of academic performance with popularity and peer acceptance were greater in middle- than in high-school adolescents. These results have implications for understanding the positive and negative effects of peer status on academic adjustment.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237686","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 : 2023-09-15DOI: 10.1177/01650254231198034
Ying Wang, Skyler T. Hawk, Natalie Wong, Yan Zhang
Narcissistic youth use social media to engage in a variety of self-promotional behaviors, which have either antisocial or prosocial characteristics. Differing views exist to explain the processes underlying narcissistic self-promotion, either characterizing these actions as intentional, or as impulsive. This study compared intentional attention-seeking and impulsivity as potential mediators of relations between narcissism and both aggressive (i.e., cyberbullying) and prosocial online behavior, and examined whether youth’s loneliness might strengthen these associations. Among Chinese early adolescents ( N = 213, M age = 13.26), narcissism positively predicted youth-reported cyberbullying offending and online prosocial behavior. Loneliness moderated the link between narcissism and attention-seeking, but not impulsivity. Among adolescents higher in loneliness, narcissism indirectly predicted cyberbullying and online prosocial behaviors via attention-seeking. These results highlight narcissism, loneliness, and their interplay as potential predictors of youth’s social media behaviors. Links with attention-seeking, in particular, suggest that educators and practitioners might target youth’s conscious expectations for social rewards when counseling narcissistic adolescents about self-promotional social media use.
自恋青年利用社交媒体进行各种各样的自我推销行为，这些行为具有反社会或亲社会的特征。对于自恋型自我推销背后的过程，存在着不同的解释，要么将这些行为描述为有意的，要么是冲动的。本研究比较了故意寻求注意和冲动作为自恋与攻击性(即网络欺凌)和亲社会网络行为之间关系的潜在中介，并研究了青少年的孤独感是否会加强这些联系。在中国早期青少年(N = 213, M = 13.26)中，自恋正向预测青少年报告的网络欺凌行为和网络亲社会行为。孤独缓和了自恋和寻求关注之间的联系，但没有缓和冲动。在孤独感较高的青少年中，自恋通过寻求关注间接预测了网络欺凌和网络亲社会行为。这些结果强调了自恋、孤独及其相互作用是青少年社交媒体行为的潜在预测因素。特别是，与寻求关注的联系表明，在向自恋的青少年提供关于自我推广社交媒体使用的咨询时，教育者和从业者可能会针对青少年对社会奖励的有意识期望。
{"title":"Lonely, impulsive, and seeking attention: Predictors of narcissistic adolescents’ antisocial and prosocial behaviors on social media","authors":"Ying Wang, Skyler T. Hawk, Natalie Wong, Yan Zhang","doi":"10.1177/01650254231198034","DOIUrl":"https://doi.org/10.1177/01650254231198034","url":null,"abstract":"Narcissistic youth use social media to engage in a variety of self-promotional behaviors, which have either antisocial or prosocial characteristics. Differing views exist to explain the processes underlying narcissistic self-promotion, either characterizing these actions as intentional, or as impulsive. This study compared intentional attention-seeking and impulsivity as potential mediators of relations between narcissism and both aggressive (i.e., cyberbullying) and prosocial online behavior, and examined whether youth’s loneliness might strengthen these associations. Among Chinese early adolescents ( N = 213, M age = 13.26), narcissism positively predicted youth-reported cyberbullying offending and online prosocial behavior. Loneliness moderated the link between narcissism and attention-seeking, but not impulsivity. Among adolescents higher in loneliness, narcissism indirectly predicted cyberbullying and online prosocial behaviors via attention-seeking. These results highlight narcissism, loneliness, and their interplay as potential predictors of youth’s social media behaviors. Links with attention-seeking, in particular, suggest that educators and practitioners might target youth’s conscious expectations for social rewards when counseling narcissistic adolescents about self-promotional social media use.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396934","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 : 2023-09-10DOI: 10.1177/01650254231198031
Rebecca Slotkin, Karen L. Bierman, Linda N. Jacobson
Developmental research suggests that peer rejection has negative spillover effects which strain parent–child relationships and parent attitudes toward the child’s school. This study tested whether a school-based social skill training program could reverse these effects and improve parent–child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; M age = 8.1 years old) identified with sociometric social preference scores and randomized to intervention or control groups. Parents rated parent–child closeness and parent attitudes toward school at the start and end of the intervention year. Multilevel path analyses indicated that intervention improved parent–child closeness and, for children in the older grade levels only, enhanced parent attitudes toward the school. Additional analyses revealed that intervention effects on parent–child closeness were direct whereas effects on attitudes toward school were mediated by intervention-related increases in teacher support and peer liking. Implications for intervention design and future research are discussed.
{"title":"Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school","authors":"Rebecca Slotkin, Karen L. Bierman, Linda N. Jacobson","doi":"10.1177/01650254231198031","DOIUrl":"https://doi.org/10.1177/01650254231198031","url":null,"abstract":"Developmental research suggests that peer rejection has negative spillover effects which strain parent–child relationships and parent attitudes toward the child’s school. This study tested whether a school-based social skill training program could reverse these effects and improve parent–child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; M age = 8.1 years old) identified with sociometric social preference scores and randomized to intervention or control groups. Parents rated parent–child closeness and parent attitudes toward school at the start and end of the intervention year. Multilevel path analyses indicated that intervention improved parent–child closeness and, for children in the older grade levels only, enhanced parent attitudes toward the school. Additional analyses revealed that intervention effects on parent–child closeness were direct whereas effects on attitudes toward school were mediated by intervention-related increases in teacher support and peer liking. Implications for intervention design and future research are discussed.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071438","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 : 2023-09-01Epub Date: 2023-06-23DOI: 10.1177/01650254231179978
Erika Lunkenheimer, Emily D Dunning, Catherine M Diercks, Madison R Kelm
Media use and screen time show both positive and negative effects on child development. Parents' behaviors, perceptions, and regulation of parent and child screen-based device (SBD) use may be critical understudied factors in explaining these mixed effects. We developed the Parent Screen-Based Device Use Survey (PSUS) to assess parental use of multiple SBDs (e.g., computers, phones, TVs) and tested its factor structure across two United States samples of mothers of children aged 2 to 6 years old (total N = 402). Subscales captured parental SBD use related to Discipline, Limit-Setting, Involvement, Child Care, Family Norms, Self-Regulation, Dysregulation, and Parenting Support, and showed good factor loadings and internal reliability. Validity was tested in relation to parent distress, parent executive function problems, and child behavior problems. Parental limit-setting and involvement were either unrelated to or related to fewer parent and child problems, whereas parental use of SBDs for self-regulation, child care, discipline, support, and family activities, as well as parents' more dysregulated use, were related to more parent and child problems. The PSUS holds promise in addressing the parental mechanisms that underlie media effects on child development.
{"title":"Parental Regulation of Parent and Child Screen-Based Device Use.","authors":"Erika Lunkenheimer, Emily D Dunning, Catherine M Diercks, Madison R Kelm","doi":"10.1177/01650254231179978","DOIUrl":"10.1177/01650254231179978","url":null,"abstract":"<p><p>Media use and screen time show both positive and negative effects on child development. Parents' behaviors, perceptions, and regulation of parent and child screen-based device (SBD) use may be critical understudied factors in explaining these mixed effects. We developed the Parent Screen-Based Device Use Survey (PSUS) to assess parental use of multiple SBDs (e.g., computers, phones, TVs) and tested its factor structure across two United States samples of mothers of children aged 2 to 6 years old (total <i>N</i> = 402). Subscales captured parental SBD use related to Discipline, Limit-Setting, Involvement, Child Care, Family Norms, Self-Regulation, Dysregulation, and Parenting Support, and showed good factor loadings and internal reliability. Validity was tested in relation to parent distress, parent executive function problems, and child behavior problems. Parental limit-setting and involvement were either unrelated to or related to fewer parent and child problems, whereas parental use of SBDs for self-regulation, child care, discipline, support, and family activities, as well as parents' more dysregulated use, were related to more parent and child problems. The PSUS holds promise in addressing the parental mechanisms that underlie media effects on child development.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10727494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41958284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1177/01650254231190926
Yixin Tang, E. Brummelman, S. Novin, M. Assink, S. Thomaes
Which domain-specific self-evaluations are most central to children’s global self-worth? And does this differ between countries with different levels of collectivism–individualism? We conducted a preregistered cross-cultural meta-analysis to address these questions. We included 141 independent samples (21 countries/regions, 584 cross-sectional effect sizes), totaling 33,120 participants in middle to late childhood, a critical age for self-worth development. Overall, global self-worth was most strongly correlated with self-evaluations in the domain of physical appearance ( r = .64), followed by behavioral conduct, peer relations, academic competence, athletic competence, and parent relations ( rs = .39 to .54). Global self-worth was equally strongly correlated with agentic and communal self-evaluations ( r = .51 and .52, respectively). The strength of these associations did not vary significantly by country-level collectivism–individualism. These findings reveal the robust correlates of self-worth across cultures and raise important new questions about when and how culture shapes the development of children’s global self-worth.
{"title":"Children’s domain-specific self-evaluations and global self-worth: A preregistered cross-cultural meta-analysis","authors":"Yixin Tang, E. Brummelman, S. Novin, M. Assink, S. Thomaes","doi":"10.1177/01650254231190926","DOIUrl":"https://doi.org/10.1177/01650254231190926","url":null,"abstract":"Which domain-specific self-evaluations are most central to children’s global self-worth? And does this differ between countries with different levels of collectivism–individualism? We conducted a preregistered cross-cultural meta-analysis to address these questions. We included 141 independent samples (21 countries/regions, 584 cross-sectional effect sizes), totaling 33,120 participants in middle to late childhood, a critical age for self-worth development. Overall, global self-worth was most strongly correlated with self-evaluations in the domain of physical appearance ( r = .64), followed by behavioral conduct, peer relations, academic competence, athletic competence, and parent relations ( rs = .39 to .54). Global self-worth was equally strongly correlated with agentic and communal self-evaluations ( r = .51 and .52, respectively). The strength of these associations did not vary significantly by country-level collectivism–individualism. These findings reveal the robust correlates of self-worth across cultures and raise important new questions about when and how culture shapes the development of children’s global self-worth.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43780038","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 : 2023-08-07DOI: 10.1177/01650254231190919
J. Spitzer, Stathis Grapsas, Astrid M. G. Poorthuis, S. Thomaes
Communicating with adolescents about climate change can be challenging if we want to safeguard their emotional well-being. Here, we evaluate the emotional impact of climate change communication that is informed by self-determination theory (SDT). We conducted two experiments with samples of ethnically diverse adolescents from the United States to examine adolescents’ emotions when reading needs-aligned, needs-misaligned, and needs-neutral (control) communication about climate change. Adolescents who read needs-aligned communication reported less anxiety compared with adolescents who read needs-misaligned (Study 1) and needs-neutral (Study 2) communication. Unexpectedly, compared with adolescents who read needs-neutral communication, adolescents who read needs-misaligned communication reported more positive emotions (i.e., enjoyment, pride) when learning about climate change (Study 2). Our research provides initial evidence that SDT can inform climate change communication strategies that buffer adolescents from experiencing anxiety.
{"title":"Supporting youth emotionally when communicating about climate change: A self-determination theory approach","authors":"J. Spitzer, Stathis Grapsas, Astrid M. G. Poorthuis, S. Thomaes","doi":"10.1177/01650254231190919","DOIUrl":"https://doi.org/10.1177/01650254231190919","url":null,"abstract":"Communicating with adolescents about climate change can be challenging if we want to safeguard their emotional well-being. Here, we evaluate the emotional impact of climate change communication that is informed by self-determination theory (SDT). We conducted two experiments with samples of ethnically diverse adolescents from the United States to examine adolescents’ emotions when reading needs-aligned, needs-misaligned, and needs-neutral (control) communication about climate change. Adolescents who read needs-aligned communication reported less anxiety compared with adolescents who read needs-misaligned (Study 1) and needs-neutral (Study 2) communication. Unexpectedly, compared with adolescents who read needs-neutral communication, adolescents who read needs-misaligned communication reported more positive emotions (i.e., enjoyment, pride) when learning about climate change (Study 2). Our research provides initial evidence that SDT can inform climate change communication strategies that buffer adolescents from experiencing anxiety.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42985525","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 : 2023-08-07DOI: 10.1177/01650254231189743
A. Skinner, L. De Luca, Annalaura Nocentini, E. Menesini
The COVID-19 pandemic disrupted opportunities for adolescents to progress through a typical developmental trajectory of adjustment and self-regulation. Adolescents across many contexts have shown an increase in adjustment difficulties during the pandemic compared to pre-pandemic levels. Utilizing data collected from 830 Italian adolescents from one time-point just prior to when pandemic restrictions were enacted, and then at two additional time-points 12 and 24 months later, we examined trajectories of internalizing symptoms, regulatory self-efficacy for managing negative emotions, and the time-varying impact of COVID-related stress and social support. Latent Growth Curve Analyses (LGCAs) revealed that COVID stress predicted increased internalizing symptoms and decreased regulatory self-efficacy beyond what was estimated by the developmental trajectory. Further, at Time 3, the impact of perceived COVID stress on internalizing symptoms and regulatory self-efficacy was stronger than at Time 2. Co-development results were similar for males and females. There was no time-varying impact of social support on the co-development of internalizing symptoms and regulatory self-efficacy. The findings are important for informing interventions to strengthen coping strategies for adolescents during stressful community-wide events.
{"title":"Co-development of internalizing symptoms and regulatory emotional self-efficacy in adolescence: Time-varying effects of COVID-19-related stress and social support","authors":"A. Skinner, L. De Luca, Annalaura Nocentini, E. Menesini","doi":"10.1177/01650254231189743","DOIUrl":"https://doi.org/10.1177/01650254231189743","url":null,"abstract":"The COVID-19 pandemic disrupted opportunities for adolescents to progress through a typical developmental trajectory of adjustment and self-regulation. Adolescents across many contexts have shown an increase in adjustment difficulties during the pandemic compared to pre-pandemic levels. Utilizing data collected from 830 Italian adolescents from one time-point just prior to when pandemic restrictions were enacted, and then at two additional time-points 12 and 24 months later, we examined trajectories of internalizing symptoms, regulatory self-efficacy for managing negative emotions, and the time-varying impact of COVID-related stress and social support. Latent Growth Curve Analyses (LGCAs) revealed that COVID stress predicted increased internalizing symptoms and decreased regulatory self-efficacy beyond what was estimated by the developmental trajectory. Further, at Time 3, the impact of perceived COVID stress on internalizing symptoms and regulatory self-efficacy was stronger than at Time 2. Co-development results were similar for males and females. There was no time-varying impact of social support on the co-development of internalizing symptoms and regulatory self-efficacy. The findings are important for informing interventions to strengthen coping strategies for adolescents during stressful community-wide events.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44480274","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 : 2023-08-07DOI: 10.1177/01650254231190882
L. Cheng, P. Harris
This study investigated cross-cultural similarities and variations in children’s developing understanding of mixed emotions. Four- to 9-year-old US ( n = 56) and Chinese ( n = 98) children listened to stories in which the protagonist encountered a situation combining positive and negative components. Children were asked whether the story protagonist would feel the appropriate positive emotion as well as the appropriate negative emotion. Despite being able to recall the positive and negative components of the stories, both US and Chinese children often agreed to only one emotion. However, when children did not agree to only one emotion, US children were more likely than Chinese children to agree to both emotions, whereas Chinese children were more likely than US children to deny both emotions. Overall, the findings confirm that the recognition of mixed emotions is challenging for children under the age of 10. They also suggest, however, that mixed emotions are conceptualized differently in the two cultures: US children tend to assume that positive and negative emotions can coexist whereas Chinese children tend to assume that they neutralize each other.
{"title":"Children’s understanding of mixed emotions across cultures","authors":"L. Cheng, P. Harris","doi":"10.1177/01650254231190882","DOIUrl":"https://doi.org/10.1177/01650254231190882","url":null,"abstract":"This study investigated cross-cultural similarities and variations in children’s developing understanding of mixed emotions. Four- to 9-year-old US ( n = 56) and Chinese ( n = 98) children listened to stories in which the protagonist encountered a situation combining positive and negative components. Children were asked whether the story protagonist would feel the appropriate positive emotion as well as the appropriate negative emotion. Despite being able to recall the positive and negative components of the stories, both US and Chinese children often agreed to only one emotion. However, when children did not agree to only one emotion, US children were more likely than Chinese children to agree to both emotions, whereas Chinese children were more likely than US children to deny both emotions. Overall, the findings confirm that the recognition of mixed emotions is challenging for children under the age of 10. They also suggest, however, that mixed emotions are conceptualized differently in the two cultures: US children tend to assume that positive and negative emotions can coexist whereas Chinese children tend to assume that they neutralize each other.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46905686","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 : 2023-08-07DOI: 10.1177/01650254231190883
Terese Glatz, Melissa A. Lippold
The internet constitutes an important platform for parents to find information. How online information searching is linked to parental self-efficacy (PSE)—defined as parents’ perceptions about their abilities to have a positive impact on their children—is still unknown. This two-wave study examined cross-lagged associations between PSE and parents’ online information searching, as well as the prospective effect of perceived information overload on PSE and online information searching. Moreover, we examined whether these associations differed depending on the online context (governmental-run or nongovernmental-run websites). We used a sample of 214 parents of children (equal number of boys and girls) <4 years (85% of the parents were mothers and 93% were born in Sweden), who completed an online survey twice, 1 year apart. The results showed that parents who felt more efficacious at T1 reported a decrease in online information searching over time. The frequency of parents online searching, however, did not predict changes in PSE. In addition, the effects of information overload depended on the type of websites parents used. Among parents who used both types of websites to search for information, higher information overload was linked with increases in information searching and decreases in PSE over time. The results suggest that perceptions of low self-efficacy and feelings of overload might motivate parents to use the internet more to search for information.
{"title":"Is more information always better? Associations among parents’ online information searching, information overload, and self-efficacy","authors":"Terese Glatz, Melissa A. Lippold","doi":"10.1177/01650254231190883","DOIUrl":"https://doi.org/10.1177/01650254231190883","url":null,"abstract":"The internet constitutes an important platform for parents to find information. How online information searching is linked to parental self-efficacy (PSE)—defined as parents’ perceptions about their abilities to have a positive impact on their children—is still unknown. This two-wave study examined cross-lagged associations between PSE and parents’ online information searching, as well as the prospective effect of perceived information overload on PSE and online information searching. Moreover, we examined whether these associations differed depending on the online context (governmental-run or nongovernmental-run websites). We used a sample of 214 parents of children (equal number of boys and girls) <4 years (85% of the parents were mothers and 93% were born in Sweden), who completed an online survey twice, 1 year apart. The results showed that parents who felt more efficacious at T1 reported a decrease in online information searching over time. The frequency of parents online searching, however, did not predict changes in PSE. In addition, the effects of information overload depended on the type of websites parents used. Among parents who used both types of websites to search for information, higher information overload was linked with increases in information searching and decreases in PSE over time. The results suggest that perceptions of low self-efficacy and feelings of overload might motivate parents to use the internet more to search for information.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45351636","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 : 2023-07-31DOI: 10.1177/01650254231186332
A. Sanson, A. Masten
Climate change is a complex, multisystem phenomenon that disrupts human development both directly and indirectly through the interactions of interconnected systems. This article outlines the physical, social, and psychological impacts of exposure to climate disasters, which are already increasing in frequency and ferocity across the globe. Climate change poses particular challenges for billions of people with vulnerabilities related to geography, age, injustice, poverty, and many other social or economic disadvantages. In this article, we apply resilience and positive development frameworks to describe the resources and processes at the level of the individual, the family, and the community that can prepare and support people as they contend with the impacts of climate change. To illustrate these frameworks in action, we give examples of promising interventions that focus on mobilizing powerful human adaptive systems to build hope, agency, social cohesion, and a shared sense of belonging. We conclude by calling on developmental scientists to engage in research, interventions, and collaborative advocacy to address the unprecedented and existential threat posed by climate change.
{"title":"Climate change and resilience: Developmental science perspectives","authors":"A. Sanson, A. Masten","doi":"10.1177/01650254231186332","DOIUrl":"https://doi.org/10.1177/01650254231186332","url":null,"abstract":"Climate change is a complex, multisystem phenomenon that disrupts human development both directly and indirectly through the interactions of interconnected systems. This article outlines the physical, social, and psychological impacts of exposure to climate disasters, which are already increasing in frequency and ferocity across the globe. Climate change poses particular challenges for billions of people with vulnerabilities related to geography, age, injustice, poverty, and many other social or economic disadvantages. In this article, we apply resilience and positive development frameworks to describe the resources and processes at the level of the individual, the family, and the community that can prepare and support people as they contend with the impacts of climate change. To illustrate these frameworks in action, we give examples of promising interventions that focus on mobilizing powerful human adaptive systems to build hope, agency, social cohesion, and a shared sense of belonging. We conclude by calling on developmental scientists to engage in research, interventions, and collaborative advocacy to address the unprecedented and existential threat posed by climate change.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46564787","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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