Pub Date : 2023-11-10DOI: 10.1080/17405629.2023.2277400
Karla Van Leeuwen, Patricia Bijttebier, Stephan Claes, Hilde Colpin, Wim Van Den Noortgate, Karine Verschueren, Guy Bosmans
ABSTRACTThis overview paper summarizes the results of studies that were conducted in the framework of two interdisciplinary, longitudinal projects of which Luc Goossens was a principal investigator: Studying the Transition to Adolescence: Testing Genes, Interactions, and Environments (STRATEGIES), and Methylation and Internalizing Problem Behaviors in Adolescence: Examining Associations Across Multiple Levels of Analysis (MIND). The main aim of these projects was to investigate to which extent genes as personal characteristics, in interaction with different environments (family, teachers and peers), can affect developmental outcomes in adolescents, such as internalizing and externalizing behaviours, loneliness, and school engagement. Different approaches were used to include genetic information, such as single nucleotide polymorphisms, polygenic scores, and methylation, and specific statistical methods were applied to combine genetic information. Although no strong conclusions could be made about GxE interactions, there is evidence for the contribution of parents, teachers and peers (in the development) of adolescent behaviours and emotions, but genes also appear to play a role.KEYWORDS: Gene x environmentmethylationinternalizing and externalizing problemslonelinessschool engagement Disclosure statementNo potential conflict of interest was reported by the author(s).Data availablitity of statementData sharing is not applicable to this article as no new data were created or analyzed in this study.Additional informationFundingThis work was supported by the KU Leuven Internal funding [C14/16/040].
{"title":"From environment to genes… and back to the environment","authors":"Karla Van Leeuwen, Patricia Bijttebier, Stephan Claes, Hilde Colpin, Wim Van Den Noortgate, Karine Verschueren, Guy Bosmans","doi":"10.1080/17405629.2023.2277400","DOIUrl":"https://doi.org/10.1080/17405629.2023.2277400","url":null,"abstract":"ABSTRACTThis overview paper summarizes the results of studies that were conducted in the framework of two interdisciplinary, longitudinal projects of which Luc Goossens was a principal investigator: Studying the Transition to Adolescence: Testing Genes, Interactions, and Environments (STRATEGIES), and Methylation and Internalizing Problem Behaviors in Adolescence: Examining Associations Across Multiple Levels of Analysis (MIND). The main aim of these projects was to investigate to which extent genes as personal characteristics, in interaction with different environments (family, teachers and peers), can affect developmental outcomes in adolescents, such as internalizing and externalizing behaviours, loneliness, and school engagement. Different approaches were used to include genetic information, such as single nucleotide polymorphisms, polygenic scores, and methylation, and specific statistical methods were applied to combine genetic information. Although no strong conclusions could be made about GxE interactions, there is evidence for the contribution of parents, teachers and peers (in the development) of adolescent behaviours and emotions, but genes also appear to play a role.KEYWORDS: Gene x environmentmethylationinternalizing and externalizing problemslonelinessschool engagement Disclosure statementNo potential conflict of interest was reported by the author(s).Data availablitity of statementData sharing is not applicable to this article as no new data were created or analyzed in this study.Additional informationFundingThis work was supported by the KU Leuven Internal funding [C14/16/040].","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"46 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135092619","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 : 2023-11-09DOI: 10.1080/17405629.2023.2280088
Sevgi Bayram Özdemir, Sara Cucurachi, Takuya Yanagida, Metin Özdemir
The current study examined whether bystander behaviours in class were associated with being perpetrators of ethnic victimization and whether they moderated the association between disengagement from morality and perpetrating ethnic-based victimization. The sample included 1065 adolescents residing in Sweden (Mage = 13.12, SD=.42; 55% males) from the first wave of a three-year longitudinal study. Students completed self-report measures. The results showed that adolescents with high levels of moral disengagement had greater likelihood of engagement in ethnic victimization. At the classroom level, lower levels of defending intentions and higher levels of reinforcing behaviours were related to higher likelihood of engagement in ethnic victimization. None of the cross-level interactions between moral disengagement and classroom-level bystander behaviours were statistically significant. Together, these findings suggest that intervention programmes designed to reduce bias-based hostile behaviours in schools may focus on promoting defending behaviours in class. However, the findings also highlight that targeting social context (or at least bystanders in class) might not be sufficient by itself to intervene with morally disengaged adolescents’ involvement in ethnic victimization. Intervention efforts may also benefit from including specific components targeting moral disengagement mechanisms.
{"title":"Understanding the association between moral disengagement and ethnic victimization: roles of bystanders in class","authors":"Sevgi Bayram Özdemir, Sara Cucurachi, Takuya Yanagida, Metin Özdemir","doi":"10.1080/17405629.2023.2280088","DOIUrl":"https://doi.org/10.1080/17405629.2023.2280088","url":null,"abstract":"The current study examined whether bystander behaviours in class were associated with being perpetrators of ethnic victimization and whether they moderated the association between disengagement from morality and perpetrating ethnic-based victimization. The sample included 1065 adolescents residing in Sweden (Mage = 13.12, SD=.42; 55% males) from the first wave of a three-year longitudinal study. Students completed self-report measures. The results showed that adolescents with high levels of moral disengagement had greater likelihood of engagement in ethnic victimization. At the classroom level, lower levels of defending intentions and higher levels of reinforcing behaviours were related to higher likelihood of engagement in ethnic victimization. None of the cross-level interactions between moral disengagement and classroom-level bystander behaviours were statistically significant. Together, these findings suggest that intervention programmes designed to reduce bias-based hostile behaviours in schools may focus on promoting defending behaviours in class. However, the findings also highlight that targeting social context (or at least bystanders in class) might not be sufficient by itself to intervene with morally disengaged adolescents’ involvement in ethnic victimization. Intervention efforts may also benefit from including specific components targeting moral disengagement mechanisms.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":" 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242279","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 : 2023-10-30DOI: 10.1080/17405629.2023.2276482
Brigitta Szabó, Judit Futó, Patrick Luyten, Márton Boda, Mónika Miklósi
ABSTRACTParental reflective functioning refers to the ability of parents to understand their child as motivated by internal mental experiences such as thoughts and feelings. This study aimed to examine the factor structure of the Hungarian version of the Parental Reflective Functioning Questionnaire (PRFQ) and to assess its relationships with general reflective functioning (Certainty and Uncertainty), attachment dimensions (Confidence, Relationships as secondary, The need for approval, Discomfort with closeness, Preoccupation with relationships) and the perception of the child (Warmth and Invasiveness) among mothers of children up to five years of age. Two hundred sixty-three mothers completed the PRFQ and The Reflective Functioning Questionnaire, of which 201 mothers also completed the Mothers’ Object Relations Scale and The Attachment Style Questionnaire. Confirmatory factor analyses supported the three-factor solution. Cronbach’s alpha coefficients for Certainty about Mental States and Interest and Curiosity subscales were excellent, while it was lower for Pre-Mentalizing.KEYWORDS: Mentalizingreflective functioningparental reflective functioningvalidationattachment Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe dataset generated during and/or analysed during the current study is available upon reasonable request from the corresponding author.
{"title":"The psychometric properties of the Hungarian Parental Reflective Functioning Questionnaire","authors":"Brigitta Szabó, Judit Futó, Patrick Luyten, Márton Boda, Mónika Miklósi","doi":"10.1080/17405629.2023.2276482","DOIUrl":"https://doi.org/10.1080/17405629.2023.2276482","url":null,"abstract":"ABSTRACTParental reflective functioning refers to the ability of parents to understand their child as motivated by internal mental experiences such as thoughts and feelings. This study aimed to examine the factor structure of the Hungarian version of the Parental Reflective Functioning Questionnaire (PRFQ) and to assess its relationships with general reflective functioning (Certainty and Uncertainty), attachment dimensions (Confidence, Relationships as secondary, The need for approval, Discomfort with closeness, Preoccupation with relationships) and the perception of the child (Warmth and Invasiveness) among mothers of children up to five years of age. Two hundred sixty-three mothers completed the PRFQ and The Reflective Functioning Questionnaire, of which 201 mothers also completed the Mothers’ Object Relations Scale and The Attachment Style Questionnaire. Confirmatory factor analyses supported the three-factor solution. Cronbach’s alpha coefficients for Certainty about Mental States and Interest and Curiosity subscales were excellent, while it was lower for Pre-Mentalizing.KEYWORDS: Mentalizingreflective functioningparental reflective functioningvalidationattachment Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe dataset generated during and/or analysed during the current study is available upon reasonable request from the corresponding author.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"299 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022756","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 : 2023-10-22DOI: 10.1080/17405629.2023.2271209
Dagmar Strohmeier, Petra Gradinger
ABSTRACTTaking a socio-ecological theoretical perspective, the present study (1) examined the concurrent and longitudinal associations between offline, cyber, and ethnic victimization, and (2) investigated whether the same or different intra- and interpersonal variables are longitudinal risk or protective factors. A three-wave longitudinal study including 630 adolescents (50% boys, 12.52 years at wave 1, 7% first and 14% second generation immigrant) was utilized. Cross lagged panel models showed that neither offline victimization nor cyber victimization predicted ethnic victimization longitudinally. Positive peer relations, good class climate, high levels of school bonding, high levels of school motivation and high levels of self-efficacy at the beginning of grade 7 were protective factors for low levels of ethnic, cyber, and offline victimization at the end of grade 7. However, only high levels of ethnic victimization at the beginning of grade 7 were also risk factors for low levels of positive peer relations, school bonding and school motivation at the end of grade 7. Ethnic victimization at the end of grade 8 could not be predicted prospectively. Considering its unique negative consequences within grade 7, it is important to give ethnic victimization a special attention in anti-bullying programs.KEYWORDS: Ethnic victimizationoffline victimizationcyber victimizationcross-lagged panel modeladolescence AcknowledgmentsWe would like to thank Dr. Rainer Schmidbauer and the students of the master programme “Addiction and violence prevention in educational settings” (University of Education Upper Austria, Linz) for their invaluable support in realizing this study. We are very grateful to the schools and teachers who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data is available from the first author upon request.Ethics approval statementWe declare that the study was conducted according to the 1964 Helsinki declaration and its later amendments.Additional informationFundingThe writing of the present study has been supported by the Oesterrreichische Nationalbank Anniversary Fund, project number 18734.
{"title":"Longitudinal antecedents and consequences of ethnic, cyber and offline victimization","authors":"Dagmar Strohmeier, Petra Gradinger","doi":"10.1080/17405629.2023.2271209","DOIUrl":"https://doi.org/10.1080/17405629.2023.2271209","url":null,"abstract":"ABSTRACTTaking a socio-ecological theoretical perspective, the present study (1) examined the concurrent and longitudinal associations between offline, cyber, and ethnic victimization, and (2) investigated whether the same or different intra- and interpersonal variables are longitudinal risk or protective factors. A three-wave longitudinal study including 630 adolescents (50% boys, 12.52 years at wave 1, 7% first and 14% second generation immigrant) was utilized. Cross lagged panel models showed that neither offline victimization nor cyber victimization predicted ethnic victimization longitudinally. Positive peer relations, good class climate, high levels of school bonding, high levels of school motivation and high levels of self-efficacy at the beginning of grade 7 were protective factors for low levels of ethnic, cyber, and offline victimization at the end of grade 7. However, only high levels of ethnic victimization at the beginning of grade 7 were also risk factors for low levels of positive peer relations, school bonding and school motivation at the end of grade 7. Ethnic victimization at the end of grade 8 could not be predicted prospectively. Considering its unique negative consequences within grade 7, it is important to give ethnic victimization a special attention in anti-bullying programs.KEYWORDS: Ethnic victimizationoffline victimizationcyber victimizationcross-lagged panel modeladolescence AcknowledgmentsWe would like to thank Dr. Rainer Schmidbauer and the students of the master programme “Addiction and violence prevention in educational settings” (University of Education Upper Austria, Linz) for their invaluable support in realizing this study. We are very grateful to the schools and teachers who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data is available from the first author upon request.Ethics approval statementWe declare that the study was conducted according to the 1964 Helsinki declaration and its later amendments.Additional informationFundingThe writing of the present study has been supported by the Oesterrreichische Nationalbank Anniversary Fund, project number 18734.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461377","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 : 2023-10-11DOI: 10.1080/17405629.2023.2250124
Dimitris Pnevmatikos, Triantafyllia Georgiadou
ABSTRACTThis study investigated whether youth essentialize religiosity considering religious informants as more trustworthy. Participants (N = 181) from three age groups (preadolescents, early adolescents and young adults) were presented with vignettes and asked which informant the protagonist should trust. One protagonist was introduced as religious. Results showed that youth’s essentialism for religiosity is limited, but those with proximity to religion preferred advice from a Priest over an expert. This suggests that youth’s essentialism for the trustworthiness of religiosity may be limited to religious leaders and is present only among those close to religion. Participants also tended to trust the expert rather than the Priest and the informant whose advice aligned with their own preferences.KEYWORDS: Adolescenceyouthessentialismepistemic trustreligious informant Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The role of religiosity in the trust decisions of adolescents and young adults","authors":"Dimitris Pnevmatikos, Triantafyllia Georgiadou","doi":"10.1080/17405629.2023.2250124","DOIUrl":"https://doi.org/10.1080/17405629.2023.2250124","url":null,"abstract":"ABSTRACTThis study investigated whether youth essentialize religiosity considering religious informants as more trustworthy. Participants (N = 181) from three age groups (preadolescents, early adolescents and young adults) were presented with vignettes and asked which informant the protagonist should trust. One protagonist was introduced as religious. Results showed that youth’s essentialism for religiosity is limited, but those with proximity to religion preferred advice from a Priest over an expert. This suggests that youth’s essentialism for the trustworthiness of religiosity may be limited to religious leaders and is present only among those close to religion. Participants also tended to trust the expert rather than the Priest and the informant whose advice aligned with their own preferences.KEYWORDS: Adolescenceyouthessentialismepistemic trustreligious informant Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208973","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}
ABSTRACTYouths’ development can be positively or negatively impacted by various factors in their internal and external environment. This study investigated the interactive effects of self-regulation and internalizing and externalizing problems on academic achievement (reading and maths) and positive youth development (PYD) across one year. Data were obtained from 390 Icelandic youths (44.75% male) at two time points, in grades 6 (Mage = 11.71) and 7 (Mage = 12.70). Structural equation modelling indicated that self-regulation positively predicted all outcome measures one year later, whereas internalizing and externalizing symptoms negatively predicted PYD and maths. The findings further revealed that internalizing symptoms mediated the effects of self-regulation on maths performance, while externalizing symptoms mediated the effects of self-regulation on PYD. These results suggest that self-regulation not only predicts academic achievement and PYD directly, but may also influence these outcomes indirectly by decreasing internalizing and externalizing symptoms.KEYWORDS: Academic achievementpositive youth developmentself-regulationrisk factorsyouth AcknowledgmentsWe would like to express our gratitude to all teachers that helped in data collection and the youths who kindly completed the self-report questionnaires.Disclosure statementNo potential conflict of interest was reported by the author(s).Authors’ contributionsAll authors contributed to the study conception. Material preparation and data collection were performed by SG and FB. RBG and BGGJ designed the analysis and interpreted the results. The first manuscript draft was provided by RBG. All authors were involved in reviewing and revising the previous manuscripts critically, as well as finalizing and approving the final manuscript.Data availability statementUnfortunately, the permissions granted from parents at the beginning of the study, do not permit us to grant access to the data outside of the research group.Ethics approvalThe study was approved by the National bioethics Committee in Iceland (ref. no. 14–166).Availability of data and materialNo data are available. RBG holds the data used in this study. The data are anonymized, but could hold identifiable details, thus, we are not allowed to share the data.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/17405629.2023.2267227Additional informationFundingThis work was supported by a research grant no: 141483-051 from The Icelandic Research fund (RANNÍS) to Steinunn Gestsdottir and Freyja Birgisdottir.
{"title":"How self-regulation influences academic achievement and positive youth development: the mediating role of internalizing and externalizing symptoms","authors":"Rebekka Björg Guðmundsdóttir, Freyja Birgisdóttir, Arna Hauksdóttir, Brynjólfur Gauti Guðrúnar Jónsson, Steinunn Gestsdóttir","doi":"10.1080/17405629.2023.2267227","DOIUrl":"https://doi.org/10.1080/17405629.2023.2267227","url":null,"abstract":"ABSTRACTYouths’ development can be positively or negatively impacted by various factors in their internal and external environment. This study investigated the interactive effects of self-regulation and internalizing and externalizing problems on academic achievement (reading and maths) and positive youth development (PYD) across one year. Data were obtained from 390 Icelandic youths (44.75% male) at two time points, in grades 6 (Mage = 11.71) and 7 (Mage = 12.70). Structural equation modelling indicated that self-regulation positively predicted all outcome measures one year later, whereas internalizing and externalizing symptoms negatively predicted PYD and maths. The findings further revealed that internalizing symptoms mediated the effects of self-regulation on maths performance, while externalizing symptoms mediated the effects of self-regulation on PYD. These results suggest that self-regulation not only predicts academic achievement and PYD directly, but may also influence these outcomes indirectly by decreasing internalizing and externalizing symptoms.KEYWORDS: Academic achievementpositive youth developmentself-regulationrisk factorsyouth AcknowledgmentsWe would like to express our gratitude to all teachers that helped in data collection and the youths who kindly completed the self-report questionnaires.Disclosure statementNo potential conflict of interest was reported by the author(s).Authors’ contributionsAll authors contributed to the study conception. Material preparation and data collection were performed by SG and FB. RBG and BGGJ designed the analysis and interpreted the results. The first manuscript draft was provided by RBG. All authors were involved in reviewing and revising the previous manuscripts critically, as well as finalizing and approving the final manuscript.Data availability statementUnfortunately, the permissions granted from parents at the beginning of the study, do not permit us to grant access to the data outside of the research group.Ethics approvalThe study was approved by the National bioethics Committee in Iceland (ref. no. 14–166).Availability of data and materialNo data are available. RBG holds the data used in this study. The data are anonymized, but could hold identifiable details, thus, we are not allowed to share the data.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/17405629.2023.2267227Additional informationFundingThis work was supported by a research grant no: 141483-051 from The Icelandic Research fund (RANNÍS) to Steinunn Gestsdottir and Freyja Birgisdottir.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210538","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 : 2023-09-13DOI: 10.1080/17405629.2023.2250129
Dagmar Strohmeier
The world is facing complex global societal challenges including accelerating climate change, a pandemic, rising social inequalities also in well-functioning welfare states, cultural and linguistic diversity, and a renewed call for racial justice. Developmental psychology can make strong contributions to address these and other global challenges because developmental psychologists have the necessary theoretical, methodological, and empirical knowledge. This paper discusses (1) the usefulness of a relational developmental theoretical perspective, (2) implications for study designs and methodologies, (3) which competences should ideally be fostered early on to prepare adults to cope with global societal challenges that need high levels of future-oriented, cooperative, and collective efforts, and (4) the implementation gap between what is known in developmental psychology and what is done in educational settings. Overall, this paper is a plea for strong voices from developmental psychology to help solve current and future global societal challenges.
{"title":"Global societal challenges: a plea for strong voices from developmental psychology","authors":"Dagmar Strohmeier","doi":"10.1080/17405629.2023.2250129","DOIUrl":"https://doi.org/10.1080/17405629.2023.2250129","url":null,"abstract":"The world is facing complex global societal challenges including accelerating climate change, a pandemic, rising social inequalities also in well-functioning welfare states, cultural and linguistic diversity, and a renewed call for racial justice. Developmental psychology can make strong contributions to address these and other global challenges because developmental psychologists have the necessary theoretical, methodological, and empirical knowledge. This paper discusses (1) the usefulness of a relational developmental theoretical perspective, (2) implications for study designs and methodologies, (3) which competences should ideally be fostered early on to prepare adults to cope with global societal challenges that need high levels of future-oriented, cooperative, and collective efforts, and (4) the implementation gap between what is known in developmental psychology and what is done in educational settings. Overall, this paper is a plea for strong voices from developmental psychology to help solve current and future global societal challenges.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135691161","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 : 2023-08-30DOI: 10.1080/17405629.2023.2250127
Constantinos M. Kokkinos, Nafsika Antoniadou
{"title":"The moderating role of preadolescents humour styles in the relationship of victimization with internalized and externalized symptoms","authors":"Constantinos M. Kokkinos, Nafsika Antoniadou","doi":"10.1080/17405629.2023.2250127","DOIUrl":"https://doi.org/10.1080/17405629.2023.2250127","url":null,"abstract":"","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"39 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78742079","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 : 2023-08-25DOI: 10.1080/17405629.2023.2250128
K. Luyckx, Janne Vanderhaegen, Leni Raemen, L. Claes
{"title":"Identity formation in adolescence and emerging adulthood: a process-oriented and applied perspective","authors":"K. Luyckx, Janne Vanderhaegen, Leni Raemen, L. Claes","doi":"10.1080/17405629.2023.2250128","DOIUrl":"https://doi.org/10.1080/17405629.2023.2250128","url":null,"abstract":"","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"18 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73383084","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}
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