Pub Date : 2023-08-23DOI: 10.1080/17405629.2023.2250121
S. Raimo, T. Iona, A. Di Vita, M. Boccia, V. Torchia, Silvia Canino, M. Gaita, Maria Cropano, L. Palermo
{"title":"The interoceptive sensibility in middle childhood: the Italian validation of the Self-Awareness Questionnaire","authors":"S. Raimo, T. Iona, A. Di Vita, M. Boccia, V. Torchia, Silvia Canino, M. Gaita, Maria Cropano, L. Palermo","doi":"10.1080/17405629.2023.2250121","DOIUrl":"https://doi.org/10.1080/17405629.2023.2250121","url":null,"abstract":"","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"47 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86021095","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 : 2023-08-22DOI: 10.1080/17405629.2023.2250122
D. D. Whittington, Hayley M. Mullinax
{"title":"An examination of college students’ unwanted pursuit of ex-romantic partners: relations to parental warmth and difficulties in emotion regulation","authors":"D. D. Whittington, Hayley M. Mullinax","doi":"10.1080/17405629.2023.2250122","DOIUrl":"https://doi.org/10.1080/17405629.2023.2250122","url":null,"abstract":"","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"258 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78742201","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 : 2023-08-22DOI: 10.1080/17405629.2023.2250120
M. Caputi, Erika Bazzoli, B. Forresi, S. Grazioli, R. Rapee, S. Scaini
{"title":"The Italian version of the Preschool Anxiety Scale-Revised (PAS-R): factor structure and psychometric properties","authors":"M. Caputi, Erika Bazzoli, B. Forresi, S. Grazioli, R. Rapee, S. Scaini","doi":"10.1080/17405629.2023.2250120","DOIUrl":"https://doi.org/10.1080/17405629.2023.2250120","url":null,"abstract":"","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76766696","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 : 2023-06-27DOI: 10.1080/17405629.2023.2226389
Teresa Pereira, T. Freire, Dionísia Tavares
ABSTRACT Promoting positive development may lead to young people’s active contributions to their environment through positive attitudes and behaviours. The Climate Change Attitude Survey (15-item version) aims to identify climate change attitudes differences in groups of students and to assess pre- to post-intervention attitude changes. We intended to validate and test a possible extension of this scale among a Portuguese sample of adolescents and emerging adults. We also investigated whether higher scores on this scale would be positively associated with positive youth development. Exploratory and confirmatory factor analysis, measurement invariance, and convergent validity were assessed. The results showed good psychometric properties aligned with the original factorial structure. Significant differences were found among female and male samples regarding beliefs and intentions. A small but significant positive association was identified with a positive youth development scale. We suggest this may be an adequate instrument to assess youth climate change beliefs and intentions.
{"title":"Portuguese Validation of the Climate Change Attitude Survey: Psychometric Properties and Relations with Positive Youth Development","authors":"Teresa Pereira, T. Freire, Dionísia Tavares","doi":"10.1080/17405629.2023.2226389","DOIUrl":"https://doi.org/10.1080/17405629.2023.2226389","url":null,"abstract":"ABSTRACT Promoting positive development may lead to young people’s active contributions to their environment through positive attitudes and behaviours. The Climate Change Attitude Survey (15-item version) aims to identify climate change attitudes differences in groups of students and to assess pre- to post-intervention attitude changes. We intended to validate and test a possible extension of this scale among a Portuguese sample of adolescents and emerging adults. We also investigated whether higher scores on this scale would be positively associated with positive youth development. Exploratory and confirmatory factor analysis, measurement invariance, and convergent validity were assessed. The results showed good psychometric properties aligned with the original factorial structure. Significant differences were found among female and male samples regarding beliefs and intentions. A small but significant positive association was identified with a positive youth development scale. We suggest this may be an adequate instrument to assess youth climate change beliefs and intentions.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"26 1","pages":"875 - 888"},"PeriodicalIF":2.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84597998","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 : 2023-06-15DOI: 10.1080/17405629.2023.2224552
Francesca Vecchione, Marco Giancola, Massimiliano Palmiero, M. Boccia, Simonetta D'Amico, L. Piccardi
ABSTRACT Visuospatial abilities are associated with children’s performance in mathematics. However, little is known about the contribution of visual perception, especially during preadolescence. Here, we aimed to test the relationship between visual perception, mathematics and field-dependent/independent cognitive style (FDI). We also focused on preadolescence, during which cognitive style tends to structure itself. Ninety-eight pupils were recruited in a public school in Rome (Italy) and divided into two age groups: children (age range = 6–10) and preadolescents (age range = 11–14). The relationship between visual perception, mathematics and FDI was tested by computing bivariate correlations as a preliminary step and using mediation analysis to test the mediating role of FDI. We found that FDI mediated this relation during preadolescence, enhancing the positive correlation between variables. In addition to the theoretical advances, the results of the present study may have an educational impact. Future studies should better investigate which types of training lead to mathematical achievement.
{"title":"Field dependence-independence mediates the association between visual perception and mathematics. A cross-sectional study in children and preadolescents.","authors":"Francesca Vecchione, Marco Giancola, Massimiliano Palmiero, M. Boccia, Simonetta D'Amico, L. Piccardi","doi":"10.1080/17405629.2023.2224552","DOIUrl":"https://doi.org/10.1080/17405629.2023.2224552","url":null,"abstract":"ABSTRACT Visuospatial abilities are associated with children’s performance in mathematics. However, little is known about the contribution of visual perception, especially during preadolescence. Here, we aimed to test the relationship between visual perception, mathematics and field-dependent/independent cognitive style (FDI). We also focused on preadolescence, during which cognitive style tends to structure itself. Ninety-eight pupils were recruited in a public school in Rome (Italy) and divided into two age groups: children (age range = 6–10) and preadolescents (age range = 11–14). The relationship between visual perception, mathematics and FDI was tested by computing bivariate correlations as a preliminary step and using mediation analysis to test the mediating role of FDI. We found that FDI mediated this relation during preadolescence, enhancing the positive correlation between variables. In addition to the theoretical advances, the results of the present study may have an educational impact. Future studies should better investigate which types of training lead to mathematical achievement.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"22 1","pages":"854 - 874"},"PeriodicalIF":2.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85385030","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 : 2023-05-31DOI: 10.1080/17405629.2023.2216447
Sera Wiechert, Bram Van Bockstaele, Maaike Vertregt, Lotte van Marwijk, M. Maric
ABSTRACT Negative self-esteem is an important transdiagnostic factor underlying various youth psychological problems. Most studies so far have examined the role of more conscious, explicit self-esteem, assessed with self-report questionnaires. Our study investigated the role of explicit as well as implicit self-esteem (with Rosenberg’s self-esteem scale and the implicit association test, respectively), and the nature of their interaction in explaining children’s and adolescents’ internalizing symptomatology. Self-esteem, depression, and anxiety symptoms were assessed in 279 youths (mean age: 13.92; 52% females). Explicit self-esteem (ESE) was consistently negatively related to internalizing symptoms, whereas implicit self-esteem (ISE) was not. For DSM-related anxiety symptoms, the interaction between ISE and ESE was significant: in youths who displayed low to average ESE, higher ISE predicted more anxiety symptoms, whereas for youths with high ESE, increased ISE was associated with lower levels of anxiety symptoms. Overall, our results suggest that explicit self-esteem is an important factor in explaining internalizing symptomatology for children and adolescents.
{"title":"Explicit and implicit self-esteem and their associations with symptoms of anxiety and depression in children and adolescents","authors":"Sera Wiechert, Bram Van Bockstaele, Maaike Vertregt, Lotte van Marwijk, M. Maric","doi":"10.1080/17405629.2023.2216447","DOIUrl":"https://doi.org/10.1080/17405629.2023.2216447","url":null,"abstract":"ABSTRACT Negative self-esteem is an important transdiagnostic factor underlying various youth psychological problems. Most studies so far have examined the role of more conscious, explicit self-esteem, assessed with self-report questionnaires. Our study investigated the role of explicit as well as implicit self-esteem (with Rosenberg’s self-esteem scale and the implicit association test, respectively), and the nature of their interaction in explaining children’s and adolescents’ internalizing symptomatology. Self-esteem, depression, and anxiety symptoms were assessed in 279 youths (mean age: 13.92; 52% females). Explicit self-esteem (ESE) was consistently negatively related to internalizing symptoms, whereas implicit self-esteem (ISE) was not. For DSM-related anxiety symptoms, the interaction between ISE and ESE was significant: in youths who displayed low to average ESE, higher ISE predicted more anxiety symptoms, whereas for youths with high ESE, increased ISE was associated with lower levels of anxiety symptoms. Overall, our results suggest that explicit self-esteem is an important factor in explaining internalizing symptomatology for children and adolescents.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"18 1","pages":"823 - 838"},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85054329","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 : 2023-05-25DOI: 10.1080/17405629.2023.2216448
Giulio D’Urso, J. Juvonen, C. Salmivalli
ABSTRACT The current study examines whether peer victimization experienced in early adolescence is associated with compromised social functioning 14 years later in young adulthood. The sample involved 1533 young adults (65.1% female, Mage = 27.06) who had participated in a large research project as middle school students (7th and 8th graders, with 13–14 years of age at wave 1) in Finland. Self-reported victimization during 1 year in middle school across three time points (waves 1–3) was first used to predict young adults' romantic relationship satisfaction and victimization at workplace (wave 4), while controlling for gender and initial grade level. The model suggested that peer victimization was associated with lower level of romantic relationship satisfaction and an increased risk for workplace victimization. When middle school depression, social anxiety, and bullying perpetration were added as covariates, peer victimization in middle school was no longer directly related to romantic relationship satisfaction. Peer victimization and bullying perpetration were each predictive of workplace victimization in this model. Adolescence bullying perpetration did not moderate the impact of victimization on adult outcomes. The findings suggest that the prevention of bullying and peer victimization as well as depression in adolescence is important to lower the long-term risks for social adjustment.
{"title":"Do adolescence peer victimization experiences hamper healthy relationships in young adulthood?","authors":"Giulio D’Urso, J. Juvonen, C. Salmivalli","doi":"10.1080/17405629.2023.2216448","DOIUrl":"https://doi.org/10.1080/17405629.2023.2216448","url":null,"abstract":"ABSTRACT The current study examines whether peer victimization experienced in early adolescence is associated with compromised social functioning 14 years later in young adulthood. The sample involved 1533 young adults (65.1% female, Mage = 27.06) who had participated in a large research project as middle school students (7th and 8th graders, with 13–14 years of age at wave 1) in Finland. Self-reported victimization during 1 year in middle school across three time points (waves 1–3) was first used to predict young adults' romantic relationship satisfaction and victimization at workplace (wave 4), while controlling for gender and initial grade level. The model suggested that peer victimization was associated with lower level of romantic relationship satisfaction and an increased risk for workplace victimization. When middle school depression, social anxiety, and bullying perpetration were added as covariates, peer victimization in middle school was no longer directly related to romantic relationship satisfaction. Peer victimization and bullying perpetration were each predictive of workplace victimization in this model. Adolescence bullying perpetration did not moderate the impact of victimization on adult outcomes. The findings suggest that the prevention of bullying and peer victimization as well as depression in adolescence is important to lower the long-term risks for social adjustment.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"1 1","pages":"839 - 853"},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90102419","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 : 2023-05-11DOI: 10.1080/17405629.2023.2212901
Özgün Köksal, B. Sodian
ABSTRACT Understanding that hypothesis testing is aimed at seeking information rather than producing desirable outcomes is indispensable for designing informative experiments. This study investigated the developmental course of information seeking compared to producing an effect in young children. In a between-subjects design, 4- to 6-year-olds (N = 109) were presented with the same pattern of events and asked to choose an intervention to either seek information on whether a hypothesis is right or produce an effect. The results revealed a developmental change between 4 and 6 years of age. From 5.5 years and onwards, children selectively chose the correct interventions in both conditions, whereas 4- and younger 5-year-olds did not. Contrary to the general view that producing desirable outcomes developmentally precedes engaging in information seeking, the present findings indicate that they follow a similar developmental line in the early childhood years.
{"title":"The origins of hypothesis testing: Young children’s developing understanding of information seeking compared to effect production","authors":"Özgün Köksal, B. Sodian","doi":"10.1080/17405629.2023.2212901","DOIUrl":"https://doi.org/10.1080/17405629.2023.2212901","url":null,"abstract":"ABSTRACT Understanding that hypothesis testing is aimed at seeking information rather than producing desirable outcomes is indispensable for designing informative experiments. This study investigated the developmental course of information seeking compared to producing an effect in young children. In a between-subjects design, 4- to 6-year-olds (N = 109) were presented with the same pattern of events and asked to choose an intervention to either seek information on whether a hypothesis is right or produce an effect. The results revealed a developmental change between 4 and 6 years of age. From 5.5 years and onwards, children selectively chose the correct interventions in both conditions, whereas 4- and younger 5-year-olds did not. Contrary to the general view that producing desirable outcomes developmentally precedes engaging in information seeking, the present findings indicate that they follow a similar developmental line in the early childhood years.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"12 1","pages":"694 - 708"},"PeriodicalIF":2.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75158997","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 : 2023-05-09DOI: 10.1080/17405629.2023.2211256
Dagmar Strohmeier, S. Branje
ABSTRACT The COVID-19 pandemic represented a highly dynamic cause of multisystem disturbances that evoked complex and largely differing responses of countries, communities, neighbourhoods, families, schools, and individuals. With these multisystem complexities in mind, it is nearly impossible to fully understand the impact of the COVID-19 pandemic on human development. Nevertheless, when applying appropriate research designs, it is possible to gain some major insights on how human development unfolded during this global crisis. The main goal of this special section was to collect some of the strongest studies that have been conducted to better understand various aspects of human functioning during the COVID-19 pandemic, with an emphasis on youth and their caregivers. The studies that were chosen for this special section comprise children, adolescents, emerging adults, and mothers, and they aimed to better understand changes in life satisfaction, mental health, academic motivation, food intake, and parenting. Taken together, these studies provide highly informative spotlights on human development in times of the COVID-19 pandemic, and they call for future analyses to further elucidate unexpected findings that might have occurred more often than we have initially thought.
{"title":"Human development in times of the COVID-19 pandemic","authors":"Dagmar Strohmeier, S. Branje","doi":"10.1080/17405629.2023.2211256","DOIUrl":"https://doi.org/10.1080/17405629.2023.2211256","url":null,"abstract":"ABSTRACT The COVID-19 pandemic represented a highly dynamic cause of multisystem disturbances that evoked complex and largely differing responses of countries, communities, neighbourhoods, families, schools, and individuals. With these multisystem complexities in mind, it is nearly impossible to fully understand the impact of the COVID-19 pandemic on human development. Nevertheless, when applying appropriate research designs, it is possible to gain some major insights on how human development unfolded during this global crisis. The main goal of this special section was to collect some of the strongest studies that have been conducted to better understand various aspects of human functioning during the COVID-19 pandemic, with an emphasis on youth and their caregivers. The studies that were chosen for this special section comprise children, adolescents, emerging adults, and mothers, and they aimed to better understand changes in life satisfaction, mental health, academic motivation, food intake, and parenting. Taken together, these studies provide highly informative spotlights on human development in times of the COVID-19 pandemic, and they call for future analyses to further elucidate unexpected findings that might have occurred more often than we have initially thought.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"7 1","pages":"581 - 596"},"PeriodicalIF":2.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81377483","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 : 2023-05-07DOI: 10.1080/17405629.2023.2209714
I. Egmose, Mia Skou, E. B. Madsen, A. C. Stuart, M. Krogh, T. W. Haase, M. Væver
ABSTRACT Mind-mindedness (MM) refers to the parent’s ability to treat the child as an individual with a mind of his or her own. Studies have found representational and interactional MM to predict child development, but more research is needed on the validity of representational MM in parents of infants. Therefore, we examine the reliability and validity of representational MM in 46 mothers of infants. Representational MM was measured at 4 and 11 months, and interactional MM at 11 months. The results supported the reliability of representational MM by showing a moderate rank-order stability over a 7-month-period, although the stability was due to associations between representational MM and maternal age. The results also supported the validity of representational MM by showing concurrent and longitudinal associations between representational and interactional MM. Finally, the results suggested that the capacity for appropriate mind-related comments is more stable than the tendency to use non-attuned mind-related comments.
{"title":"Reliability and validity of representational mind-mindedness in mothers of infants","authors":"I. Egmose, Mia Skou, E. B. Madsen, A. C. Stuart, M. Krogh, T. W. Haase, M. Væver","doi":"10.1080/17405629.2023.2209714","DOIUrl":"https://doi.org/10.1080/17405629.2023.2209714","url":null,"abstract":"ABSTRACT Mind-mindedness (MM) refers to the parent’s ability to treat the child as an individual with a mind of his or her own. Studies have found representational and interactional MM to predict child development, but more research is needed on the validity of representational MM in parents of infants. Therefore, we examine the reliability and validity of representational MM in 46 mothers of infants. Representational MM was measured at 4 and 11 months, and interactional MM at 11 months. The results supported the reliability of representational MM by showing a moderate rank-order stability over a 7-month-period, although the stability was due to associations between representational MM and maternal age. The results also supported the validity of representational MM by showing concurrent and longitudinal associations between representational and interactional MM. Finally, the results suggested that the capacity for appropriate mind-related comments is more stable than the tendency to use non-attuned mind-related comments.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"49 1","pages":"889 - 902"},"PeriodicalIF":2.0,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75878632","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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