Pub Date : 2023-10-07DOI: 10.1177/01650254231202444
Ioannis Katsantonis, Ros McLellan
This study examined the association between internalizing and externalizing mental health and prosociality across four developmental transitions. The effects of parent–child interactions on mental health and prosociality were also explored. The data from a community sample of 10,703 children on mental health, prosociality, child maltreatment, parent–child relationships, parental mental health, and socioeconomic status were derived from the Millennium Cohort Study to cover the developmental periods from early childhood to late adolescence (ages 5, 7, 11, 14, 17). Adjusting for covariates, latent trait-state-occasion and cross-lag modeling were deployed. The results indicated that internalizing and externalizing mental health symptoms, and prosociality were more trait-like throughout adolescence. Only within-person increase in externalizing symptoms predicted decrease in subsequent within-person prosociality from middle childhood to late adolescence. Parent–child conflict and maltreatment had deleterious effects on children’s prosociality and mental health. Mental health professionals should screen for both possible mental health problems and deficits in prosociality. Interventions aiming to improve the quality of parent–child relationships could be beneficial for the development of child mental health and prosociality.
{"title":"The role of parent–child interactions in the association between mental health and prosocial behavior: Evidence from early childhood to late adolescence","authors":"Ioannis Katsantonis, Ros McLellan","doi":"10.1177/01650254231202444","DOIUrl":"https://doi.org/10.1177/01650254231202444","url":null,"abstract":"This study examined the association between internalizing and externalizing mental health and prosociality across four developmental transitions. The effects of parent–child interactions on mental health and prosociality were also explored. The data from a community sample of 10,703 children on mental health, prosociality, child maltreatment, parent–child relationships, parental mental health, and socioeconomic status were derived from the Millennium Cohort Study to cover the developmental periods from early childhood to late adolescence (ages 5, 7, 11, 14, 17). Adjusting for covariates, latent trait-state-occasion and cross-lag modeling were deployed. The results indicated that internalizing and externalizing mental health symptoms, and prosociality were more trait-like throughout adolescence. Only within-person increase in externalizing symptoms predicted decrease in subsequent within-person prosociality from middle childhood to late adolescence. Parent–child conflict and maltreatment had deleterious effects on children’s prosociality and mental health. Mental health professionals should screen for both possible mental health problems and deficits in prosociality. Interventions aiming to improve the quality of parent–child relationships could be beneficial for the development of child mental health and prosociality.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135301576","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 : 2023-09-27DOI: 10.1177/01650254231198852
Danni Liu, Anouk van Dijk, Maja Deković, Judith Semon Dubas
The differential susceptibility model proposes that some children are more susceptible to both positive and negative peer relationships than others. However, experimental evidence supporting such a proposition is relatively scarce. The current experiment aimed to help address this gap, investigating whether Chinese (pre)adolescents who have higher levels of general sensitivity to the environment (i.e., higher levels of sensory processing sensitivity [SPS]) would be more strongly affected by peer acceptance and rejection. (Pre)adolescents aged 8.75–15.17 ( N = 1,207, M age = 11.19 years, 59.7% boys) randomly received four hypothetical vignettes describing either peer acceptance or peer rejection. Before and after this manipulation, they reported on their positive and negative mood. We assessed (pre)adolescents’ SPS using (pre)adolescent self-reports, as well as caregiver reports for a subset of (pre)adolescents ( n = 480). Results supported differential susceptibility to peer rejection and acceptance for self-reported SPS, but not caregiver-reported SPS. (Pre)adolescents with higher levels of self-reported SPS not only had stronger increases in positive mood upon peer acceptance (susceptible “for better”; β = .09, p = .001) but also stronger increases in negative mood upon peer rejection (susceptible “for worse”; β = .09, p = .023). These findings illustrate the short-term dynamics that may underlie differences in children’s long-term susceptibility to acceptance or rejection by peers.
差异易感性模型提出，一些孩子比其他孩子更容易受到积极和消极同伴关系的影响。然而，支持这一命题的实验证据相对较少。本实验旨在帮助解决这一差距，研究对环境具有较高总体敏感性(即较高的感觉加工敏感性[SPS])的中国(前)青少年是否会更强烈地受到同伴接受和拒绝的影响。年龄8.75-15.17岁的(前)青少年(N = 1207, M = 11.19岁，59.7%为男孩)随机接受4个描述同伴接受或同伴拒绝的假想小插图。在这个操作前后，他们报告了他们的积极和消极情绪。我们使用(前)青少年自我报告以及一部分(前)青少年(n = 480)的照顾者报告来评估(前)青少年的SPS。结果支持自我报告的SPS对同伴拒绝和接受的不同易感性，但不支持照顾者报告的SPS。自我报告SPS水平较高的(前)青少年不仅在同伴接受时积极情绪增加更强(易受“更好”影响;β = .09, p = .001)，但在同伴拒绝时，消极情绪也会更强烈地增加(容易“变得更糟”;β = 0.09, p = 0.023)。这些发现说明了短期动态可能是儿童对同伴接受或拒绝的长期易感性差异的基础。
{"title":"Are (pre)adolescents differentially susceptible to experimentally manipulated peer acceptance and rejection? A vignette-based experiment","authors":"Danni Liu, Anouk van Dijk, Maja Deković, Judith Semon Dubas","doi":"10.1177/01650254231198852","DOIUrl":"https://doi.org/10.1177/01650254231198852","url":null,"abstract":"The differential susceptibility model proposes that some children are more susceptible to both positive and negative peer relationships than others. However, experimental evidence supporting such a proposition is relatively scarce. The current experiment aimed to help address this gap, investigating whether Chinese (pre)adolescents who have higher levels of general sensitivity to the environment (i.e., higher levels of sensory processing sensitivity [SPS]) would be more strongly affected by peer acceptance and rejection. (Pre)adolescents aged 8.75–15.17 ( N = 1,207, M age = 11.19 years, 59.7% boys) randomly received four hypothetical vignettes describing either peer acceptance or peer rejection. Before and after this manipulation, they reported on their positive and negative mood. We assessed (pre)adolescents’ SPS using (pre)adolescent self-reports, as well as caregiver reports for a subset of (pre)adolescents ( n = 480). Results supported differential susceptibility to peer rejection and acceptance for self-reported SPS, but not caregiver-reported SPS. (Pre)adolescents with higher levels of self-reported SPS not only had stronger increases in positive mood upon peer acceptance (susceptible “for better”; β = .09, p = .001) but also stronger increases in negative mood upon peer rejection (susceptible “for worse”; β = .09, p = .023). These findings illustrate the short-term dynamics that may underlie differences in children’s long-term susceptibility to acceptance or rejection by peers.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135538245","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 : 2023-09-22DOI: 10.1177/01650254231198028
Maria Grazia Lo Cricchio, Valentina Zambuto, Benedetta Emanuela Palladino, Annalaura Nocentini, Katariina Salmela-Aro, Ersilia Menesini
Despite the importance of school connectedness and bullying victimization in students’ school burnout, to our knowledge, very few studies have analyzed their reciprocal associations, and most of them have used cross-sectional designs. So, the nature and directions of these relations have not been established yet. The general aim of this study was to address this gap by testing a longitudinal model of the association between the mentioned variables in a group of Italian students. The participants are 363 students from Italian secondary schools (34% females; Mage = 13.35, SD = 1.47), who took part in three waves of data collection. One hundred and eighty-four students attended middle school (45% females; Mage = 12.01, SD = 0.46), and 179 students attended high school (22% females; Mage = 14.62, SD = 0.836). The adolescents filled out a questionnaire containing self-report measurements of studied variables three times, with an interval of 6 months. At both school levels, the results show the reciprocal and longitudinal role of school connectedness in reducing burnout, and of school burnout in reducing the sense of connectedness to school, both directly and indirectly. On the contrary, bullying victimization is not longitudinally associated with school burnout, whereas it negatively predicts the level of students’ connectedness to school. The study findings have revealed the importance of considering longitudinal and reciprocal associations among school burnout, connectedness, and bullying victimization, and are discussed referring to their implications for research and intervention efforts aimed at promoting students’ school well-being.
{"title":"The association between school burnout, school connectedness, and bullying victimization: A longitudinal study","authors":"Maria Grazia Lo Cricchio, Valentina Zambuto, Benedetta Emanuela Palladino, Annalaura Nocentini, Katariina Salmela-Aro, Ersilia Menesini","doi":"10.1177/01650254231198028","DOIUrl":"https://doi.org/10.1177/01650254231198028","url":null,"abstract":"Despite the importance of school connectedness and bullying victimization in students’ school burnout, to our knowledge, very few studies have analyzed their reciprocal associations, and most of them have used cross-sectional designs. So, the nature and directions of these relations have not been established yet. The general aim of this study was to address this gap by testing a longitudinal model of the association between the mentioned variables in a group of Italian students. The participants are 363 students from Italian secondary schools (34% females; Mage = 13.35, SD = 1.47), who took part in three waves of data collection. One hundred and eighty-four students attended middle school (45% females; Mage = 12.01, SD = 0.46), and 179 students attended high school (22% females; Mage = 14.62, SD = 0.836). The adolescents filled out a questionnaire containing self-report measurements of studied variables three times, with an interval of 6 months. At both school levels, the results show the reciprocal and longitudinal role of school connectedness in reducing burnout, and of school burnout in reducing the sense of connectedness to school, both directly and indirectly. On the contrary, bullying victimization is not longitudinally associated with school burnout, whereas it negatively predicts the level of students’ connectedness to school. The study findings have revealed the importance of considering longitudinal and reciprocal associations among school burnout, connectedness, and bullying victimization, and are discussed referring to their implications for research and intervention efforts aimed at promoting students’ school well-being.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061091","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 : 2023-09-21DOI: 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":"12 1","pages":"0"},"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":"243 1","pages":"0"},"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":"82 1","pages":"0"},"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":"47 1","pages":"410-422"},"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":" ","pages":""},"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":"1 1","pages":""},"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":"47 1","pages":"433 - 443"},"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}
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