Pub Date : 2023-05-01Epub Date: 2023-01-23DOI: 10.1177/01650254221146409
Christine E Merrilees, Laura K Taylor, Madeline Klotz, Marcie C Goeke-Morey, Peter Shirlow, E Mark Cummings
Identifying developmental patterns in intergroup contact and its relation with bias is crucial for improving prevention strategies around intergroup relations. This study applied time-varying effects modeling (TVEM) to examine age-based changes in relations between contact and bias in a divided community that included 667 youth (M age = 15.74, SD = 1.97) from Belfast, Northern Ireland, a conflict-affected setting. The results suggest no change in the relation between contact frequency and bias; however, the relation between contact quality and bias increases from ages 10-14 and then levels off. Differences between Catholics, the historic minority group, and Protestants, the historic majority group, also emerged. The article concludes with implications for future research and interventions for youth growing up amid conflict.
{"title":"Timing is everything: Developmental changes in the associations between intergroup contact and bias.","authors":"Christine E Merrilees, Laura K Taylor, Madeline Klotz, Marcie C Goeke-Morey, Peter Shirlow, E Mark Cummings","doi":"10.1177/01650254221146409","DOIUrl":"10.1177/01650254221146409","url":null,"abstract":"<p><p>Identifying developmental patterns in intergroup contact and its relation with bias is crucial for improving prevention strategies around intergroup relations. This study applied time-varying effects modeling (TVEM) to examine age-based changes in relations between contact and bias in a divided community that included 667 youth (<i>M</i> age = 15.74, <i>SD</i> = 1.97) from Belfast, Northern Ireland, a conflict-affected setting. The results suggest no change in the relation between contact frequency and bias; however, the relation between contact quality and bias increases from ages 10-14 and then levels off. Differences between Catholics, the historic minority group, and Protestants, the historic majority group, also emerged. The article concludes with implications for future research and interventions for youth growing up amid conflict.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10552862/pdf/nihms-1855514.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41129085","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 : 2023-04-26DOI: 10.1177/01650254231168695
J. Rueth, Denny Kerkhoff, A. Lohaus
The importance of emotional awareness (EA) and emotion regulation (ER) for children’s and adolescents’ development has been suggested in numerous studies, but longitudinal trajectories of these aspects of emotional competence have rarely been examined. Therefore, the main aim of this study was to investigate developmental trends of EA and ER in early and middle adolescence over a 1-year period. Longitudinal increases of different aspects of EA (emotion differentiation, bodily unawareness, attention to others’, and analyses of own emotions) and dysfunctional ER, and decreases of functional ER were expected. Furthermore, it was explored whether these trajectories as well as their initial levels were associated with gender and age. Three-wave longitudinal self-report data of N = 1,225 German adolescents (aged 10–15 years at initial assessment, 54% female) who had completed the Emotion Awareness Questionnaire and the Regulation of Emotions Questionnaire were analyzed. After establishing at least partial scalar measurement invariance for the longitudinal models, the second-order Latent Growth Curve Models (LGCMs) were computed. Regarding EA, increases of emotion differentiation and bodily unawareness, as well as adolescents’ attention to others’ emotions, but also a decrease of their willingness to analyze own emotions were found. For ER, results suggested stability of dysfunctional and decreases of functional strategies. Conditional LGCMs (including gender, age, and the interaction between both) indicated that the increase of emotion differentiation and the decrease in the use of selected functional ER strategies were more pronounced for younger participants. Gender differences were found only for baseline but not for developmental trends, and no significant interaction with age was found. Overall, this study illustrates the developmental trajectories of EA and ER over the course of 1 year and emphasizes that adolescents have difficulties in applying functional ER strategies with increasing age, despite improvements in EA.
{"title":"Latent growth curve analyses of emotional awareness and emotion regulation in early and middle adolescence","authors":"J. Rueth, Denny Kerkhoff, A. Lohaus","doi":"10.1177/01650254231168695","DOIUrl":"https://doi.org/10.1177/01650254231168695","url":null,"abstract":"The importance of emotional awareness (EA) and emotion regulation (ER) for children’s and adolescents’ development has been suggested in numerous studies, but longitudinal trajectories of these aspects of emotional competence have rarely been examined. Therefore, the main aim of this study was to investigate developmental trends of EA and ER in early and middle adolescence over a 1-year period. Longitudinal increases of different aspects of EA (emotion differentiation, bodily unawareness, attention to others’, and analyses of own emotions) and dysfunctional ER, and decreases of functional ER were expected. Furthermore, it was explored whether these trajectories as well as their initial levels were associated with gender and age. Three-wave longitudinal self-report data of N = 1,225 German adolescents (aged 10–15 years at initial assessment, 54% female) who had completed the Emotion Awareness Questionnaire and the Regulation of Emotions Questionnaire were analyzed. After establishing at least partial scalar measurement invariance for the longitudinal models, the second-order Latent Growth Curve Models (LGCMs) were computed. Regarding EA, increases of emotion differentiation and bodily unawareness, as well as adolescents’ attention to others’ emotions, but also a decrease of their willingness to analyze own emotions were found. For ER, results suggested stability of dysfunctional and decreases of functional strategies. Conditional LGCMs (including gender, age, and the interaction between both) indicated that the increase of emotion differentiation and the decrease in the use of selected functional ER strategies were more pronounced for younger participants. Gender differences were found only for baseline but not for developmental trends, and no significant interaction with age was found. Overall, this study illustrates the developmental trajectories of EA and ER over the course of 1 year and emphasizes that adolescents have difficulties in applying functional ER strategies with increasing age, despite improvements in EA.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44485414","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 : 2023-04-25DOI: 10.1177/01650254231168701
Mijung Seo
This study identified patterns of bullying roles in offline and cyber contexts among Korean adolescents and investigated their relationships with normative beliefs about offline bullying and cyberbullying. Four distinct latent classes of participant roles in offline bullying and cyberbullying emerged through a person-centered latent profile analysis: (a) low involvement (54%), (b) bully/victim-nondefenders (9.9%), (c) defenders (17%), and (d) offline bully-cyber outsiders (19.1%). Adolescents in the defenders class reported the highest levels of defending behavior both online and offline compared with adolescents in the other classes, while adolescents in the bully/victim-nondefenders class reported the highest levels in all roles except for the defending role (i.e., bully, follower, outsider, and victim roles). The overall pattern of the results was similar for the bully/victim-nondefenders and the offline bully-cyber outsiders class, though these two classes have marked differences in cyberbullying scores. The results indicated unique differences regarding antecedents (normative beliefs about offline bullying and cyberbullying) tied to patterns of roles in offline bullying and cyberbullying. The findings suggest that preventive interventions against bullying are possible by changing personal beliefs about offline bullying and cyberbullying.
{"title":"Profiles of participant roles in offline bullying and cyberbullying and normative beliefs among Korean adolescents","authors":"Mijung Seo","doi":"10.1177/01650254231168701","DOIUrl":"https://doi.org/10.1177/01650254231168701","url":null,"abstract":"This study identified patterns of bullying roles in offline and cyber contexts among Korean adolescents and investigated their relationships with normative beliefs about offline bullying and cyberbullying. Four distinct latent classes of participant roles in offline bullying and cyberbullying emerged through a person-centered latent profile analysis: (a) low involvement (54%), (b) bully/victim-nondefenders (9.9%), (c) defenders (17%), and (d) offline bully-cyber outsiders (19.1%). Adolescents in the defenders class reported the highest levels of defending behavior both online and offline compared with adolescents in the other classes, while adolescents in the bully/victim-nondefenders class reported the highest levels in all roles except for the defending role (i.e., bully, follower, outsider, and victim roles). The overall pattern of the results was similar for the bully/victim-nondefenders and the offline bully-cyber outsiders class, though these two classes have marked differences in cyberbullying scores. The results indicated unique differences regarding antecedents (normative beliefs about offline bullying and cyberbullying) tied to patterns of roles in offline bullying and cyberbullying. The findings suggest that preventive interventions against bullying are possible by changing personal beliefs about offline bullying and cyberbullying.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47208270","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 : 2023-04-20DOI: 10.1177/01650254231167313
E. Flynn, Marisa Motiff, M. Mueller, K. Morris
Emotion regulation is a key developmental skillset, but many existing measures rely on self-report or laboratory-based measurement approaches. This study aimed to develop a training and implementation protocol for the widely used Facial Expression Coding System (FACES) to be used in real-world settings with pre-recorded video data. A revised coding system with supplemental guidelines and training procedures was developed to use FACES with video data recorded in special education classrooms. This system resulted in adequate interrater reliability as well as reduced training time for coders. Specific training methods included close study of code definitions, coding of practice video, quantitative analysis of observation data to generate interrater agreement and kappa statistics, review of comparison charts to identify discrepancies between coder and training observations using the Noldus Observer XT software, and post-observation discussions. The revised FACES protocol and new training method presented here offer a more robust, efficient, and versatile tool that can be applied to systematic behavior observations conducted of students in real-world classroom settings.
{"title":"Testing of the Facial Expression Coding System (FACES) for middle school–aged special education students and development of a training protocol","authors":"E. Flynn, Marisa Motiff, M. Mueller, K. Morris","doi":"10.1177/01650254231167313","DOIUrl":"https://doi.org/10.1177/01650254231167313","url":null,"abstract":"Emotion regulation is a key developmental skillset, but many existing measures rely on self-report or laboratory-based measurement approaches. This study aimed to develop a training and implementation protocol for the widely used Facial Expression Coding System (FACES) to be used in real-world settings with pre-recorded video data. A revised coding system with supplemental guidelines and training procedures was developed to use FACES with video data recorded in special education classrooms. This system resulted in adequate interrater reliability as well as reduced training time for coders. Specific training methods included close study of code definitions, coding of practice video, quantitative analysis of observation data to generate interrater agreement and kappa statistics, review of comparison charts to identify discrepancies between coder and training observations using the Noldus Observer XT software, and post-observation discussions. The revised FACES protocol and new training method presented here offer a more robust, efficient, and versatile tool that can be applied to systematic behavior observations conducted of students in real-world classroom settings.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44864988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous studies have linked higher generativity with better mental well-being. However, most of these studies investigated the predictive role of generativity in well-being, while the converse relation, that is, how mental well-being contributes to generativity, has been ignored. This study first investigated the structure and stability of multidimensional mental well-being, that is, emotional (including happiness, life satisfaction, and positive and negative mood), psychological, and social well-being and the absence of depressive feelings, from age 42 to 61. Second, longitudinal associations between mental well-being and generativity were examined. The data (n = 301) utilized in this study were drawn from the Jyväskylä Longitudinal Study of Personality and Social Development and were collected using self-report questionnaires and psychological interviews at the ages of 42, 50, and 61. Using structural equation modeling, the multidimensional structure of mental well-being showed partial strong factorial invariance and high stability from age 42 to 61. The associations between mental well-being (both the multidimensional factor and the single indicators) and generativity were tested using the random intercept cross-lagged panel model. Stable, trait-like associations were found between multidimensional, emotional, and psychological well-being and generativity. The longitudinal results showed that social well-being at age 42 predicted generativity at age 50. To conclude, multidimensional mental well-being seemed to remain stable from middle adulthood to the beginning of late adulthood. Furthermore, mental well-being and generativity may be linked at both the between- and within-person levels. In particular, social well-being appeared to be a resource through which individuals could increase their generativity.
{"title":"The structure of mental well-being and its relationship with generativity in middle adulthood and the beginning of late adulthood","authors":"Emmi Reinilä, Tiia Kekäläinen, Milla Saajanaho, Katja Kokko","doi":"10.1177/01650254231165837","DOIUrl":"https://doi.org/10.1177/01650254231165837","url":null,"abstract":"Previous studies have linked higher generativity with better mental well-being. However, most of these studies investigated the predictive role of generativity in well-being, while the converse relation, that is, how mental well-being contributes to generativity, has been ignored. This study first investigated the structure and stability of multidimensional mental well-being, that is, emotional (including happiness, life satisfaction, and positive and negative mood), psychological, and social well-being and the absence of depressive feelings, from age 42 to 61. Second, longitudinal associations between mental well-being and generativity were examined. The data (n = 301) utilized in this study were drawn from the Jyväskylä Longitudinal Study of Personality and Social Development and were collected using self-report questionnaires and psychological interviews at the ages of 42, 50, and 61. Using structural equation modeling, the multidimensional structure of mental well-being showed partial strong factorial invariance and high stability from age 42 to 61. The associations between mental well-being (both the multidimensional factor and the single indicators) and generativity were tested using the random intercept cross-lagged panel model. Stable, trait-like associations were found between multidimensional, emotional, and psychological well-being and generativity. The longitudinal results showed that social well-being at age 42 predicted generativity at age 50. To conclude, multidimensional mental well-being seemed to remain stable from middle adulthood to the beginning of late adulthood. Furthermore, mental well-being and generativity may be linked at both the between- and within-person levels. In particular, social well-being appeared to be a resource through which individuals could increase their generativity.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454634","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 : 2023-03-23DOI: 10.1177/01650254231162614
A. Umaña‐Taylor
Identity formation is a fundamental developmental process that has significant consequences for youth adjustment during adolescence and beyond. This article presents evidence indicating that ethnic-racial identity, specifically, is an important developmental competency on which prevention science should focus in the interest of promoting positive youth development. Findings from the initial efficacy testing of the Identity Project, an ethnic-racial identity prevention program grounded in developmental theory, are presented and discussed. Moreover, preliminary evidence of the intervention’s potential when implemented by teachers is introduced, drawing on both quantitative and qualitative data from a recent study. Taking a broader perspective, future directions for research are presented with a specific focus on considering how experiences of ethnoracial marginalization and racialized othering in countries across the globe may make this work relevant to contexts outside the United States. Finally, the possibility of a global theory of change is introduced, and the potential benefits of implementing programs such as the Identity Project in other countries are discussed.
{"title":"Promoting adolescent adjustment by intervening in ethnic-racial identity development: Opportunities for developmental prevention science and considerations for a global theory of change","authors":"A. Umaña‐Taylor","doi":"10.1177/01650254231162614","DOIUrl":"https://doi.org/10.1177/01650254231162614","url":null,"abstract":"Identity formation is a fundamental developmental process that has significant consequences for youth adjustment during adolescence and beyond. This article presents evidence indicating that ethnic-racial identity, specifically, is an important developmental competency on which prevention science should focus in the interest of promoting positive youth development. Findings from the initial efficacy testing of the Identity Project, an ethnic-racial identity prevention program grounded in developmental theory, are presented and discussed. Moreover, preliminary evidence of the intervention’s potential when implemented by teachers is introduced, drawing on both quantitative and qualitative data from a recent study. Taking a broader perspective, future directions for research are presented with a specific focus on considering how experiences of ethnoracial marginalization and racialized othering in countries across the globe may make this work relevant to contexts outside the United States. Finally, the possibility of a global theory of change is introduced, and the potential benefits of implementing programs such as the Identity Project in other countries are discussed.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49649669","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 : 2023-03-10DOI: 10.1177/01650254231160126
Sabine Schaefer, M. Riediger, Shu-Chen Li, U. Lindenberger
In everyday life, individuals often need to make choices about the difficulty level of tasks they wish to perform. Here, we investigate age- and gender-related differences in the monitoring of discrepancies between the difficulty of a given task and one’s own performance level, and in the likelihood to select task difficulties that match one’s performance level. Male and female children, teenagers, younger adults, and older adults (total N = 160) were asked to play a modified version of the BINGO game. Task difficulty was operationalized as the number of cards played simultaneously. We expected that (a) discrepancies between individuals’ self-selected difficulty levels and their objectively assessed maximum manageable task difficulty (MMTD) would be lowest in early adulthood; (b) children and teenagers, on average, would select relatively difficult task difficulties; and (c) males would overestimate their performance levels, on average, to a greater extent than females. As predicted, younger adults selected task difficulties closest to their MMTD. All other age groups, including older adults, chose task difficulties above their MMTD. The expected gender differences were restricted to children, with boys showing more pronounced performance overestimations than girls. Children and teenagers fluctuated more in their difficulty choices than adults, and many of them, especially boys, occasionally chose difficulty levels far beyond their performance capabilities. We conclude that task-difficulty choices are an interesting topic for lifespan studies. Future research should systematically vary the physical risk involved in a task, and also include the presence of peers.
{"title":"Too easy, too hard, or just right: Lifespan age differences and gender effects on task difficulty choices","authors":"Sabine Schaefer, M. Riediger, Shu-Chen Li, U. Lindenberger","doi":"10.1177/01650254231160126","DOIUrl":"https://doi.org/10.1177/01650254231160126","url":null,"abstract":"In everyday life, individuals often need to make choices about the difficulty level of tasks they wish to perform. Here, we investigate age- and gender-related differences in the monitoring of discrepancies between the difficulty of a given task and one’s own performance level, and in the likelihood to select task difficulties that match one’s performance level. Male and female children, teenagers, younger adults, and older adults (total N = 160) were asked to play a modified version of the BINGO game. Task difficulty was operationalized as the number of cards played simultaneously. We expected that (a) discrepancies between individuals’ self-selected difficulty levels and their objectively assessed maximum manageable task difficulty (MMTD) would be lowest in early adulthood; (b) children and teenagers, on average, would select relatively difficult task difficulties; and (c) males would overestimate their performance levels, on average, to a greater extent than females. As predicted, younger adults selected task difficulties closest to their MMTD. All other age groups, including older adults, chose task difficulties above their MMTD. The expected gender differences were restricted to children, with boys showing more pronounced performance overestimations than girls. Children and teenagers fluctuated more in their difficulty choices than adults, and many of them, especially boys, occasionally chose difficulty levels far beyond their performance capabilities. We conclude that task-difficulty choices are an interesting topic for lifespan studies. Future research should systematically vary the physical risk involved in a task, and also include the presence of peers.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838856","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 : 2023-03-01Epub Date: 2022-07-28DOI: 10.1177/01650254221111788
Lindsey M Green, Breana G Genaro, Kizzann Ashana Ratcliff, Pamela M Cole, Nilam Ram
Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward. However, little direct empirical evidence addresses the timing of an age-related increase in executive processes and a decrease in age-related prepotent responses over the course of early childhood. To address this gap, we examined children's individual trajectories of change in prepotent responses and executive processes over time. At four age points (24 months, 36 months, 48 months, and 5 years), we observed children (46% female) during a procedure in which mothers were busy with work and told their children they had to wait to open a gift. Prepotent responses included children's interest in and desire for the gift and their anger about the wait. Executive processes included children's use of focused distraction, which is the strategy considered optimal for self-regulation in a waiting task. We examined individual differences in the timing of age-related changes in the proportion of time spent expressing a prepotent response and engaging executive processes using a series of nonlinear (generalized logistic) growth models. As hypothesized, the average proportion of time children expressed prepotent responses decreased with age, and the average proportion of time engaged in executive processes increased with age. Individual differences in the developmental timing of changes in prepotent responses and executive process were correlated r = .35 such that the timing of decrease in proportion of time expressing prepotent responses was coupled with the timing of increase in proportion of time engaging executive processes.
{"title":"Investigating the developmental timing of self-regulation in early childhood.","authors":"Lindsey M Green, Breana G Genaro, Kizzann Ashana Ratcliff, Pamela M Cole, Nilam Ram","doi":"10.1177/01650254221111788","DOIUrl":"10.1177/01650254221111788","url":null,"abstract":"<p><p>Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward. However, little direct empirical evidence addresses the timing of an age-related increase in executive processes and a decrease in age-related prepotent responses over the course of early childhood. To address this gap, we examined children's individual trajectories of change in prepotent responses and executive processes over time. At four age points (24 months, 36 months, 48 months, and 5 years), we observed children (46% female) during a procedure in which mothers were busy with work and told their children they had to wait to open a gift. Prepotent responses included children's interest in and desire for the gift and their anger about the wait. Executive processes included children's use of focused distraction, which is the strategy considered optimal for self-regulation in a waiting task. We examined individual differences in the timing of age-related changes in the proportion of time spent expressing a prepotent response and engaging executive processes using a series of nonlinear (generalized logistic) growth models. As hypothesized, the average proportion of time children expressed prepotent responses decreased with age, and the average proportion of time engaged in executive processes increased with age. Individual differences in the developmental timing of changes in prepotent responses and executive process were correlated <i>r</i> = .35 such that the timing of decrease in proportion of time expressing prepotent responses was coupled with the timing of increase in proportion of time engaging executive processes.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9974174/pdf/nihms-1817852.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10814988","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 : 2023-03-01DOI: 10.1177/01650254221137511
Sophia W Magro, Marissa D Nivison, Michelle M Englund, Glenn I Roisman
Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving; and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between the quality of teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (N = 169; 45% female; 70% White/non-Hispanic; 38% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children's relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.
{"title":"The Quality of Early Caregiving and Teacher-Student Relationships in Grade School Independently Predict Adolescent Academic Achievement.","authors":"Sophia W Magro, Marissa D Nivison, Michelle M Englund, Glenn I Roisman","doi":"10.1177/01650254221137511","DOIUrl":"https://doi.org/10.1177/01650254221137511","url":null,"abstract":"<p><p>Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving; and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between the quality of teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children's experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (<i>N</i> = 169; 45% female; 70% White/non-Hispanic; 38% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children's relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.</p>","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9983819/pdf/nihms-1844565.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9100223","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 : 2023-02-07DOI: 10.1177/01650254231152423
Ana M. Velásquez, L. Saldarriaga, W. Bukowski
This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers’ aggression beliefs and students’ perceptions of teachers’ support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonlinear trajectory with an increase that peaks at the end of the school year. Also, we found that teachers’ aggression beliefs were concurrently associated with aggression popularity norms across time, and that teachers’ support prevented the increase in these norms. These findings are discussed considering their practical implications for preventing aggression in the school context.
{"title":"Predicting changes in classroom aggression status norms: The role of teachers’ normative beliefs and students’ perceived support","authors":"Ana M. Velásquez, L. Saldarriaga, W. Bukowski","doi":"10.1177/01650254231152423","DOIUrl":"https://doi.org/10.1177/01650254231152423","url":null,"abstract":"This study examined variations in the development of classroom aggression popularity norms, as well as the role of homeroom teachers’ aggression beliefs and students’ perceptions of teachers’ support as predictors of such variations. To achieve this goal, a sample of 63 classrooms were assessed at four time points during a school year, in nine Colombian schools. Results indicated that, overall, classroom aggression popularity norms have a nonlinear trajectory with an increase that peaks at the end of the school year. Also, we found that teachers’ aggression beliefs were concurrently associated with aggression popularity norms across time, and that teachers’ support prevented the increase in these norms. These findings are discussed considering their practical implications for preventing aggression in the school context.","PeriodicalId":13880,"journal":{"name":"International Journal of Behavioral Development","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41397726","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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