Pub Date : 2022-06-13DOI: 10.1080/17405629.2022.2087627
M. Virat, V. Léoni, I. Archambault
ABSTRACT Adolescents with positive attitudes towards the legal authorities are unlikely to adopt delinquent behaviours. To examine the role school can play in shaping such attitudes, we questioned 465 middle school students to assess how their emotional relationships with teachers (teachers’ compassionate love, teachers’ esteem) relate to their attitudes towards authority (trust in the justice system, positive evaluation of the law). We also assessed whether these associations were mediated by school belonging. Results showed that teachers’ compassionate love and teachers’ esteem were (respectively) directly and indirectly linked to students’ attitudes towards authority. In both cases, school belonging acted as either a partial or a total mediator. This is consistent with the group engagement model and suggests that students’ attitudes towards legal authorities are linked to their affective relationships with teachers, partly because their positive perceptions of teacher-student relationships strengthen their feelings of school membership.
{"title":"Teachers’ compassionate love, teachers’ esteem and students’ attitudes towards the justice system: The mediating role of school belonging","authors":"M. Virat, V. Léoni, I. Archambault","doi":"10.1080/17405629.2022.2087627","DOIUrl":"https://doi.org/10.1080/17405629.2022.2087627","url":null,"abstract":"ABSTRACT Adolescents with positive attitudes towards the legal authorities are unlikely to adopt delinquent behaviours. To examine the role school can play in shaping such attitudes, we questioned 465 middle school students to assess how their emotional relationships with teachers (teachers’ compassionate love, teachers’ esteem) relate to their attitudes towards authority (trust in the justice system, positive evaluation of the law). We also assessed whether these associations were mediated by school belonging. Results showed that teachers’ compassionate love and teachers’ esteem were (respectively) directly and indirectly linked to students’ attitudes towards authority. In both cases, school belonging acted as either a partial or a total mediator. This is consistent with the group engagement model and suggests that students’ attitudes towards legal authorities are linked to their affective relationships with teachers, partly because their positive perceptions of teacher-student relationships strengthen their feelings of school membership.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"35 1","pages":"287 - 306"},"PeriodicalIF":2.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75986356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-09DOI: 10.1080/17405629.2022.2086118
S. Sette, Federica Zava, E. Baumgartner, F. Laghi, R. Coplan
ABSTRACT The study aimed to explore links between social withdrawal subtypes and internalizing problems among children during the COVID-19 pandemic. Participants were N = 748 children (387 girls) aged 7–11 years (M = 8.91, SD = 1.07) attending primary schools in Italy. Children completed an online questionnaire assessing subtypes of social withdrawal (i.e., shyness, social avoidance, unsociability) and indices of internalizing problems (i.e., social anxiety, loneliness, depression). Among the results, shyness was positively associated with social anxiety, depression, and loneliness. Unsociability was related to depression but not to social anxiety and loneliness. Social avoidance was positively related to loneliness and depression (particularly among older children) and negatively associated with social anxiety (particularly among boys). Results are also discussed in terms of the implications of the different subtypes of social withdrawal in late childhood and early adolescence.
{"title":"Examining links between social withdrawal subtypes and internalizing problems among Italian primary school children","authors":"S. Sette, Federica Zava, E. Baumgartner, F. Laghi, R. Coplan","doi":"10.1080/17405629.2022.2086118","DOIUrl":"https://doi.org/10.1080/17405629.2022.2086118","url":null,"abstract":"ABSTRACT The study aimed to explore links between social withdrawal subtypes and internalizing problems among children during the COVID-19 pandemic. Participants were N = 748 children (387 girls) aged 7–11 years (M = 8.91, SD = 1.07) attending primary schools in Italy. Children completed an online questionnaire assessing subtypes of social withdrawal (i.e., shyness, social avoidance, unsociability) and indices of internalizing problems (i.e., social anxiety, loneliness, depression). Among the results, shyness was positively associated with social anxiety, depression, and loneliness. Unsociability was related to depression but not to social anxiety and loneliness. Social avoidance was positively related to loneliness and depression (particularly among older children) and negatively associated with social anxiety (particularly among boys). Results are also discussed in terms of the implications of the different subtypes of social withdrawal in late childhood and early adolescence.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"54 1","pages":"268 - 286"},"PeriodicalIF":2.0,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90678489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-03DOI: 10.1080/17405629.2022.2079631
S. Ghanbari, E. Vahidi, S. Behzadpoor, Zahra Goudarzi, Fateme Ghabezi
ABSTRACT Parental reflective functioning (PRF) is considered to be a key factor in the development of emotion regulation in children, which in turn plays an important role in their psychosocial functioning. This study aimed to explore the mediating role of children’s emotion regulation in the relationship between parental reflective functioning and children’s social, emotional, and behavioural functioning in a sample of preschool-age children. Participants were 257 mothers (Mean age = 35.63, SD = 4.55) and their preschool children (Mean age = 4.83, SD = .89; 46.7% girls), recruited through convenience sampling. Mothers’ reflective functioning was measured using Parental Reflective Functioning Questionnaire (PRFQ), which includes three subscales: Pre-Mentalizing (PM), Certainty about Mental States (CMS), and Interest and Curiosity in the Mental States (IC). Also, mothers reported on their child’s emotion regulation and psychosocial functioning using the Emotion Regulation Checklist (ERC), Strengths and Difficulties Questionnaire (SDQ), and Social Skills Rating System (SSRS). Findings revealed that PM, as expected, was positively associated with psychosocial difficulties and negatively associated with emotion regulation and social strengths. IC, as expected, was negatively associated with psychosocial difficulties and positively associated with emotion regulation and social strengths. CMS, unexpectedly, was not associated with psychosocial difficulties and was positively associated with emotion regulation and social strengths. In addition, results of structural equation modelling showed that children’s emotion regulation mediated the relationship between parental reflective functioning and children’s social, emotional, and behavioural functioning. Our results highlight the importance of parental reflective functioning and children’s emotion regulation for children’s social, emotional, and behavioural functioning, and shed light on the possible role of emotion regulation through which parental reflective functioning exerts its influence on children’s psychosocial functioning.
{"title":"Parental reflective functioning and preschool children’s psychosocial functioning: the mediating role of children’s emotion regulation","authors":"S. Ghanbari, E. Vahidi, S. Behzadpoor, Zahra Goudarzi, Fateme Ghabezi","doi":"10.1080/17405629.2022.2079631","DOIUrl":"https://doi.org/10.1080/17405629.2022.2079631","url":null,"abstract":"ABSTRACT Parental reflective functioning (PRF) is considered to be a key factor in the development of emotion regulation in children, which in turn plays an important role in their psychosocial functioning. This study aimed to explore the mediating role of children’s emotion regulation in the relationship between parental reflective functioning and children’s social, emotional, and behavioural functioning in a sample of preschool-age children. Participants were 257 mothers (Mean age = 35.63, SD = 4.55) and their preschool children (Mean age = 4.83, SD = .89; 46.7% girls), recruited through convenience sampling. Mothers’ reflective functioning was measured using Parental Reflective Functioning Questionnaire (PRFQ), which includes three subscales: Pre-Mentalizing (PM), Certainty about Mental States (CMS), and Interest and Curiosity in the Mental States (IC). Also, mothers reported on their child’s emotion regulation and psychosocial functioning using the Emotion Regulation Checklist (ERC), Strengths and Difficulties Questionnaire (SDQ), and Social Skills Rating System (SSRS). Findings revealed that PM, as expected, was positively associated with psychosocial difficulties and negatively associated with emotion regulation and social strengths. IC, as expected, was negatively associated with psychosocial difficulties and positively associated with emotion regulation and social strengths. CMS, unexpectedly, was not associated with psychosocial difficulties and was positively associated with emotion regulation and social strengths. In addition, results of structural equation modelling showed that children’s emotion regulation mediated the relationship between parental reflective functioning and children’s social, emotional, and behavioural functioning. Our results highlight the importance of parental reflective functioning and children’s emotion regulation for children’s social, emotional, and behavioural functioning, and shed light on the possible role of emotion regulation through which parental reflective functioning exerts its influence on children’s psychosocial functioning.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"8 1","pages":"229 - 250"},"PeriodicalIF":2.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81613703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/17405629.2022.2084067
S. Sebre, I. Bite, Anika Miltuze, A. Kolesovs
ABSTRACT Positive social relationships have been variously linked to mental well-being, and it is therefore important to more fully understand the factors that may impede positive relationship development. The aim of this study was to explore the relationships between elementary school-age children’s emotion regulation, relationship problems, adaptive behaviour (communication, daily living, social skills), and parental emotion regulation. A sample of 210 parents of children ages 7 to 10 years old reported on their child’s socioemotional functioning by completing the Child Behaviour Checklist, Vineland Adaptive Behaviour – III, and the Emotion Regulation Checklist. Parents also reported on their own emotion regulation strategies with the Emotion Regulation Questionnaire. Results showed parental emotion regulation (cognitive restructuring) to be associated both with child emotion regulation and child adaptive functioning. Negative covariance was found between child emotion dysregulation and adaptive functioning ratings. Structural modelling revealed child emotion dysregulation to be the direct predictor of relationship problems.
{"title":"Children’s relationship problems and the role of adaptive functioning, emotion dysregulation and parental cognitive restructuring","authors":"S. Sebre, I. Bite, Anika Miltuze, A. Kolesovs","doi":"10.1080/17405629.2022.2084067","DOIUrl":"https://doi.org/10.1080/17405629.2022.2084067","url":null,"abstract":"ABSTRACT Positive social relationships have been variously linked to mental well-being, and it is therefore important to more fully understand the factors that may impede positive relationship development. The aim of this study was to explore the relationships between elementary school-age children’s emotion regulation, relationship problems, adaptive behaviour (communication, daily living, social skills), and parental emotion regulation. A sample of 210 parents of children ages 7 to 10 years old reported on their child’s socioemotional functioning by completing the Child Behaviour Checklist, Vineland Adaptive Behaviour – III, and the Emotion Regulation Checklist. Parents also reported on their own emotion regulation strategies with the Emotion Regulation Questionnaire. Results showed parental emotion regulation (cognitive restructuring) to be associated both with child emotion regulation and child adaptive functioning. Negative covariance was found between child emotion dysregulation and adaptive functioning ratings. Structural modelling revealed child emotion dysregulation to be the direct predictor of relationship problems.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"21 1","pages":"251 - 267"},"PeriodicalIF":2.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77227750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-29DOI: 10.1080/17405629.2022.2079630
Basilie Chevrier, B. Soenens, G. Zimmermann, Nino Skhirtladze, S. Van Petegem
ABSTRACT The Multidimensional Overprotective Parenting Scale (MOPS) is a 35-item questionnaire assessing two dimensions of parental overprotection. Given its substantial length, the present research presents the development and psychometric properties of a short version of the MOPS (S-MOPS). Four independent samples were used (Sample 1, N = 315 Swiss adolescents; Sample 2, N = 377 Belgian adolescents and young adults; Sample 3, N = 312 Georgian young adults; Sample 4, N = 467 Swiss parents). Item selection based on factor analysis resulted in a 16-item version, comprising 10 items for anxious overprotection and 6 for ego-enhancing overprotection. The psychometric properties of the S-MOPS were similar to those of the MOPS across samples with high reliability, a stable two-factor structure, and very similar associations with theoretically relevant parenting and adjustment variables. Overall, the S-MOPS appears to be a promising instrument for use in cross-national research and research with a multi-informant approach.
{"title":"The psychometric qualities of a short version of the multidimensional overprotective parenting scale","authors":"Basilie Chevrier, B. Soenens, G. Zimmermann, Nino Skhirtladze, S. Van Petegem","doi":"10.1080/17405629.2022.2079630","DOIUrl":"https://doi.org/10.1080/17405629.2022.2079630","url":null,"abstract":"ABSTRACT The Multidimensional Overprotective Parenting Scale (MOPS) is a 35-item questionnaire assessing two dimensions of parental overprotection. Given its substantial length, the present research presents the development and psychometric properties of a short version of the MOPS (S-MOPS). Four independent samples were used (Sample 1, N = 315 Swiss adolescents; Sample 2, N = 377 Belgian adolescents and young adults; Sample 3, N = 312 Georgian young adults; Sample 4, N = 467 Swiss parents). Item selection based on factor analysis resulted in a 16-item version, comprising 10 items for anxious overprotection and 6 for ego-enhancing overprotection. The psychometric properties of the S-MOPS were similar to those of the MOPS across samples with high reliability, a stable two-factor structure, and very similar associations with theoretically relevant parenting and adjustment variables. Overall, the S-MOPS appears to be a promising instrument for use in cross-national research and research with a multi-informant approach.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"27 1","pages":"550 - 566"},"PeriodicalIF":2.0,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73057857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1080/17405629.2022.2067141
Kirsi Peltonen, M. Kurki, C. Reedtz, Sabine Kaiser, L. Rasmussen, M. Merikukka, Marte Rye, T. Laajasalo, Henriette Kyrrestad, Piia Karjalainen, Susann Dahl Pettersen, Helen Eng, K. Breivik, M. Martinussen
ABSTRACT The aim of this article is to review the psychometric properties of the psychological tests that are being used in the Nordic countries during pregnancy and the child’s first two years of life. A systematic literature search was performed for 33 identified tests routinely used in health care, using specific review databases as well as PsycInfo, Embase and Medline. The trained authors conducted an overall assessment of quality for each test which was then verified by the editors. A total of 12% of the tests were rated at Level 1 ‘Low level of quality’, 61% at Level 2 ‘Some evidence of Quality’, 15% at level 3 ‘Good level of Quality’ and 12% at Level 4 ‘High level of quality’. This indicates that the evidence for the psychometric properties is insufficient for many tests used in the Nordic countries for this purpose
{"title":"Psychological tests for expectant parents and young children in the Nordic countries: A review of the evidence","authors":"Kirsi Peltonen, M. Kurki, C. Reedtz, Sabine Kaiser, L. Rasmussen, M. Merikukka, Marte Rye, T. Laajasalo, Henriette Kyrrestad, Piia Karjalainen, Susann Dahl Pettersen, Helen Eng, K. Breivik, M. Martinussen","doi":"10.1080/17405629.2022.2067141","DOIUrl":"https://doi.org/10.1080/17405629.2022.2067141","url":null,"abstract":"ABSTRACT The aim of this article is to review the psychometric properties of the psychological tests that are being used in the Nordic countries during pregnancy and the child’s first two years of life. A systematic literature search was performed for 33 identified tests routinely used in health care, using specific review databases as well as PsycInfo, Embase and Medline. The trained authors conducted an overall assessment of quality for each test which was then verified by the editors. A total of 12% of the tests were rated at Level 1 ‘Low level of quality’, 61% at Level 2 ‘Some evidence of Quality’, 15% at level 3 ‘Good level of Quality’ and 12% at Level 4 ‘High level of quality’. This indicates that the evidence for the psychometric properties is insufficient for many tests used in the Nordic countries for this purpose","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"56 1","pages":"401 - 435"},"PeriodicalIF":2.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75834553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-25DOI: 10.1080/17405629.2022.2069095
M. Cavicchioli, Chiara Stefanazzi, Valentina Tobia, A. Ogliari
ABSTRACT Attention-deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by pervasive alterations in self-regulation. Attachment patterns could be involved in maintaining the clinical features of ADHD during development. This meta-analytic review summarizes the findings of 26 cross-sectional and longitudinal studies that assessed correlations between attachment styles and ADHD features among children and adolescents. Results show that insecure attachment highlighted significant correlations with ADHD inattention and hyperactivity symptoms. Dismissive/avoidant attachment was associated with inattention features. Ambivalent/preoccupied attachment correlated with hyperactivity symptoms. Disorganized attachment was associated with inattentive symptoms. Insecure attachment was prospectively associated with later ADHD symptoms. Cross-sectional correlations between insecure attachment and ADHD symptoms were comparable to longitudinal ones. This might suggest a transactional developmental model of ADHD considering mutual reinforcement effects of insecure attachment patterns and core clinical features of the disorder. Clinical samples with ADHD should be assessed in order to support this theoretical framework.
{"title":"The role of attachment styles in attention-deficit hyperactivity disorder: A meta-analytic review from the perspective of a transactional development model","authors":"M. Cavicchioli, Chiara Stefanazzi, Valentina Tobia, A. Ogliari","doi":"10.1080/17405629.2022.2069095","DOIUrl":"https://doi.org/10.1080/17405629.2022.2069095","url":null,"abstract":"ABSTRACT Attention-deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by pervasive alterations in self-regulation. Attachment patterns could be involved in maintaining the clinical features of ADHD during development. This meta-analytic review summarizes the findings of 26 cross-sectional and longitudinal studies that assessed correlations between attachment styles and ADHD features among children and adolescents. Results show that insecure attachment highlighted significant correlations with ADHD inattention and hyperactivity symptoms. Dismissive/avoidant attachment was associated with inattention features. Ambivalent/preoccupied attachment correlated with hyperactivity symptoms. Disorganized attachment was associated with inattentive symptoms. Insecure attachment was prospectively associated with later ADHD symptoms. Cross-sectional correlations between insecure attachment and ADHD symptoms were comparable to longitudinal ones. This might suggest a transactional developmental model of ADHD considering mutual reinforcement effects of insecure attachment patterns and core clinical features of the disorder. Clinical samples with ADHD should be assessed in order to support this theoretical framework.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"26 1","pages":"436 - 464"},"PeriodicalIF":2.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73063841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-25DOI: 10.1080/17405629.2022.2068523
Thi Truc Quynh Ho, H. Nguyen
ABSTRACT Self- disclosure on social networking sites was found to be related to cyber victimization, loneliness, and psychological distress. However, few studies have investigated the mediating role of cyber victimization in these relationships among adolescents, especially in Vietnamese adolescents. This paper aims to investigate the indirect effect of cyber victimization on the path from self-disclosure on social networking sites to loneliness and on the path from self-disclosure to psychological distress among Vietnamese adolescents. Responses from 980 Vietnamese adolescents (Mage = 16.39, SD = 0.592) with no missing data were used for the analysis. The results indicated that 1) cyber victimization partially mediated the link between self- disclosure and loneliness and 2) cyber victimization fully mediated the link between self- disclosure and psychological distress. Interventions aimed at reducing the risk of cyber victimization can help reduce loneliness and psychological distress in adolescents who have self-disclosed on social networking sites.
{"title":"Self- disclosure on social networking sites, loneliness and psychological distress among adolescents: The mediating effect of cyber victimization","authors":"Thi Truc Quynh Ho, H. Nguyen","doi":"10.1080/17405629.2022.2068523","DOIUrl":"https://doi.org/10.1080/17405629.2022.2068523","url":null,"abstract":"ABSTRACT Self- disclosure on social networking sites was found to be related to cyber victimization, loneliness, and psychological distress. However, few studies have investigated the mediating role of cyber victimization in these relationships among adolescents, especially in Vietnamese adolescents. This paper aims to investigate the indirect effect of cyber victimization on the path from self-disclosure on social networking sites to loneliness and on the path from self-disclosure to psychological distress among Vietnamese adolescents. Responses from 980 Vietnamese adolescents (Mage = 16.39, SD = 0.592) with no missing data were used for the analysis. The results indicated that 1) cyber victimization partially mediated the link between self- disclosure and loneliness and 2) cyber victimization fully mediated the link between self- disclosure and psychological distress. Interventions aimed at reducing the risk of cyber victimization can help reduce loneliness and psychological distress in adolescents who have self-disclosed on social networking sites.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"3 1","pages":"172 - 188"},"PeriodicalIF":2.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89906694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-08DOI: 10.1080/17405629.2022.2058485
Lorna M. Shaw, Hannah Hansen, Helen St Clair-Thompson
ABSTRACT Mental toughness describes a set of positive psychological resources that predict a range of outcomes, including wellbeing. It has been conceptualized as a state, but research has not yet examined the impact of positive or adverse childhood experiences on its development. Such experiences are known to be important for wellbeing and mental health. The current study aimed to examine the relationships between adverse and positive childhood experiences and later mental toughness, and whether mental toughness mediated the relationship between childhood experiences and wellbeing. Three hundred and eleven participants (53 males and 256 females, with a mean of 35.5 years (SD 13.67) completed measures of childhood experiences, mental toughness, and wellbeing. Positive, but not adverse childhood experiences predicted mental toughness, and there was a significant indirect path from positive experiences to wellbeing via mental toughness. The results are discussed in terms of implications for the theory of mental toughness, and implications for supporting the development of mental toughness, which may in turn enhance wellbeing.
{"title":"Mental toughness is a mediator of the relationship between positive childhood experiences and wellbeing","authors":"Lorna M. Shaw, Hannah Hansen, Helen St Clair-Thompson","doi":"10.1080/17405629.2022.2058485","DOIUrl":"https://doi.org/10.1080/17405629.2022.2058485","url":null,"abstract":"ABSTRACT Mental toughness describes a set of positive psychological resources that predict a range of outcomes, including wellbeing. It has been conceptualized as a state, but research has not yet examined the impact of positive or adverse childhood experiences on its development. Such experiences are known to be important for wellbeing and mental health. The current study aimed to examine the relationships between adverse and positive childhood experiences and later mental toughness, and whether mental toughness mediated the relationship between childhood experiences and wellbeing. Three hundred and eleven participants (53 males and 256 females, with a mean of 35.5 years (SD 13.67) completed measures of childhood experiences, mental toughness, and wellbeing. Positive, but not adverse childhood experiences predicted mental toughness, and there was a significant indirect path from positive experiences to wellbeing via mental toughness. The results are discussed in terms of implications for the theory of mental toughness, and implications for supporting the development of mental toughness, which may in turn enhance wellbeing.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"62 1","pages":"130 - 146"},"PeriodicalIF":2.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86065296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/17405629.2022.2060962
Golfam Mirtaheri, Amirhesam Babaie, E. Vahidi, S. Ghanbari
ABSTRACT In the Iranian culture, do children prefer to trust same-gender adults for learning new information? A sample of 106 three and half- to seven-year-old preschool children participated in two tasks. The testimony task was designed to set the prior accuracy of informants against their gender. To establish prior accuracy, children watched a man and woman label neutral objects. Children then decided (a) who to ask about naming unfamiliar objects, (b) whose label for each unfamiliar object is more accurate, and (c) who was better in responding to questions. Children also completed measures of personal sex-typing and stereotyped attitudes towards others. During the testimony task, children responded based on prior informant accuracy while there was only one reliable informant (same-gender or other-gender). The results showed that when both adults were the same in reliability or unreliability, children were above chance in favouring the same-gender informant for ask and choice questions. Notably, in our study, the girls with higher scores in the personal sex-typing measure were more likely to trust the man’s information even when the man had been unreliable or equal to the woman in reliability in the previous phase. However, the boys did not demonstrate such behaviour. Findings are discussed from the perspective of Iranian culture.
{"title":"Gender influences on children’s selective trust of adult testimony in Iranian context","authors":"Golfam Mirtaheri, Amirhesam Babaie, E. Vahidi, S. Ghanbari","doi":"10.1080/17405629.2022.2060962","DOIUrl":"https://doi.org/10.1080/17405629.2022.2060962","url":null,"abstract":"ABSTRACT In the Iranian culture, do children prefer to trust same-gender adults for learning new information? A sample of 106 three and half- to seven-year-old preschool children participated in two tasks. The testimony task was designed to set the prior accuracy of informants against their gender. To establish prior accuracy, children watched a man and woman label neutral objects. Children then decided (a) who to ask about naming unfamiliar objects, (b) whose label for each unfamiliar object is more accurate, and (c) who was better in responding to questions. Children also completed measures of personal sex-typing and stereotyped attitudes towards others. During the testimony task, children responded based on prior informant accuracy while there was only one reliable informant (same-gender or other-gender). The results showed that when both adults were the same in reliability or unreliability, children were above chance in favouring the same-gender informant for ask and choice questions. Notably, in our study, the girls with higher scores in the personal sex-typing measure were more likely to trust the man’s information even when the man had been unreliable or equal to the woman in reliability in the previous phase. However, the boys did not demonstrate such behaviour. Findings are discussed from the perspective of Iranian culture.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"17 1","pages":"147 - 171"},"PeriodicalIF":2.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81838826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：