Pub Date : 2023-01-02DOI: 10.1080/17405629.2022.2056160
Neele Schipper, Naska Goagoses, Ute Koglin
ABSTRACT Adolescence is a time in which peers gain in importance and more time is spent engaging in social interactions with them. Within these interactions, adolescents will also be confronted with moral dilemmas, in which moral decisions need to be taken. The aim of the current study was to examine two factors that may influence moral decisions, namely moral identity and social goal orientations. The sample consisted of 455 adolescents (251 girls), with ages ranging from 10 to 18 (MAge = 14.11, SDAge = 1.79), who completed questionnaires. In line with the hypotheses, there was a significant positive association between moral identity and moral decisions, and communal goals and moral decisions; there was also a significant negative association between agentic goals and moral decisions. We propose that both moral identity and social goal orientations be added to the social information processing-moral decision-making framework, and further theorize about the relation between constructs in the database. We discuss the findings from a development perspective and provide first ideas for practical implications.
{"title":"Associations between moral identity, social goal orientations, and moral decisions in adolescents","authors":"Neele Schipper, Naska Goagoses, Ute Koglin","doi":"10.1080/17405629.2022.2056160","DOIUrl":"https://doi.org/10.1080/17405629.2022.2056160","url":null,"abstract":"ABSTRACT Adolescence is a time in which peers gain in importance and more time is spent engaging in social interactions with them. Within these interactions, adolescents will also be confronted with moral dilemmas, in which moral decisions need to be taken. The aim of the current study was to examine two factors that may influence moral decisions, namely moral identity and social goal orientations. The sample consisted of 455 adolescents (251 girls), with ages ranging from 10 to 18 (MAge = 14.11, SDAge = 1.79), who completed questionnaires. In line with the hypotheses, there was a significant positive association between moral identity and moral decisions, and communal goals and moral decisions; there was also a significant negative association between agentic goals and moral decisions. We propose that both moral identity and social goal orientations be added to the social information processing-moral decision-making framework, and further theorize about the relation between constructs in the database. We discuss the findings from a development perspective and provide first ideas for practical implications.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"78 1","pages":"107 - 129"},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90359784","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 : 2022-12-15DOI: 10.1080/17405629.2022.2157398
Bilge Selçuk, Cansel Karakas, İ̇pek Tuncay, Beril Can
In this paper, we have a quick look at the profile of developmental research in terms of its study samples, and then turn our attention to the findings of research on the COVID-19 pandemic and climate change, suggesting a notable increase in the number of people experiencing significant economic difficulties and a widening gap between the wealthy and the poor. While this is obviously a cause of concern for scientists, practitioners and policymakers, we suggest that the digital revolution which accelerated even more with the COVID-19 pandemic may open new ways to support healthy development and psychological wellbeing in socio-economically or developmentally disadvantaged populations. Moreover, acceleration of the digital transformation may also allow us to study the human mind and behaviour in countries economically categorized as 'under-developed' or 'developing', and under-represented in psychological science. Taking the recent advancements as a base, we contemplate the possibility that major technological changes facilitated by the recent COVID-19 pandemic might allow us to meet the scientific and applied goals of psychology more successfully. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Even less visible: disadvantaged children in disadvantaged countries","authors":"Bilge Selçuk, Cansel Karakas, İ̇pek Tuncay, Beril Can","doi":"10.1080/17405629.2022.2157398","DOIUrl":"https://doi.org/10.1080/17405629.2022.2157398","url":null,"abstract":"In this paper, we have a quick look at the profile of developmental research in terms of its study samples, and then turn our attention to the findings of research on the COVID-19 pandemic and climate change, suggesting a notable increase in the number of people experiencing significant economic difficulties and a widening gap between the wealthy and the poor. While this is obviously a cause of concern for scientists, practitioners and policymakers, we suggest that the digital revolution which accelerated even more with the COVID-19 pandemic may open new ways to support healthy development and psychological wellbeing in socio-economically or developmentally disadvantaged populations. Moreover, acceleration of the digital transformation may also allow us to study the human mind and behaviour in countries economically categorized as 'under-developed' or 'developing', and under-represented in psychological science. Taking the recent advancements as a base, we contemplate the possibility that major technological changes facilitated by the recent COVID-19 pandemic might allow us to meet the scientific and applied goals of psychology more successfully. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87029568","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 : 2022-12-08DOI: 10.1080/17405629.2022.2154755
Ana Babić Čikeš, Lara Cakić, V. Kuti
ABSTRACT The changed sentence: The aim of this study was to investigate the reliability and validity of the Emotion Matching Task (EMT) in a sample of Croatian preschool children. The Croatian version of the EMT was applied to 198 children (52% female), together with measures of verbal ability and social competence. The internal structure of the test, as well as its reliability, was confirmed. Simultaneous regression analysis showed that children with higher verbal abilities, older children, and girls had higher results on the EMT. The results of a hierarchical regression analysis related to the explanation of the variance of social competence with regard to age, sex, verbal ability, and EMT variables and showed that only the contribution of sex was significant. In conclusion, the EMT showed good reliability and adequate construct validity, while criterion validity was not confirmed. However, further research is needed using broader samples and other behavioural outcomes measures.
{"title":"Emotion matching task: Preliminary validation in Croatian sample","authors":"Ana Babić Čikeš, Lara Cakić, V. Kuti","doi":"10.1080/17405629.2022.2154755","DOIUrl":"https://doi.org/10.1080/17405629.2022.2154755","url":null,"abstract":"ABSTRACT The changed sentence: The aim of this study was to investigate the reliability and validity of the Emotion Matching Task (EMT) in a sample of Croatian preschool children. The Croatian version of the EMT was applied to 198 children (52% female), together with measures of verbal ability and social competence. The internal structure of the test, as well as its reliability, was confirmed. Simultaneous regression analysis showed that children with higher verbal abilities, older children, and girls had higher results on the EMT. The results of a hierarchical regression analysis related to the explanation of the variance of social competence with regard to age, sex, verbal ability, and EMT variables and showed that only the contribution of sex was significant. In conclusion, the EMT showed good reliability and adequate construct validity, while criterion validity was not confirmed. However, further research is needed using broader samples and other behavioural outcomes measures.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"5 1","pages":"730 - 743"},"PeriodicalIF":2.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85988499","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 : 2022-11-20DOI: 10.1080/17405629.2022.2148651
E. Calandri, E. Cattelino, F. Graziano
ABSTRACT The relationship between adolescents’ use of video games and their well-being is controversial and largely unexplored during the COVID −19 pandemic. This study examined the association between adolescent video game use and well-being during a nationwide lockdown (March-May 2020) and investigated whether this association was mediated by emotional self-efficacy and moderated by positive coping. The study involved 168 Italian adolescents aged 14–19 years (M = 16.6 years, SD = 1.6). Data were collected through an anonymous online questionnaire. Moderated mediation analysis showed that playing video games was indirectly associated with lower health complaints and higher affective well-being by mediating emotional self-efficacy. In addition, positive coping was found to moderate the relationship between video game use and emotional self-efficacy. Results indicate that both emotional self-efficacy and positive coping enabled adolescents to benefit from playing video games in terms of individual well-being during home confinement.
{"title":"Is playing video games during COVID-19 lockdown related to adolescent well-being? The role of emotional self-efficacy and positive coping","authors":"E. Calandri, E. Cattelino, F. Graziano","doi":"10.1080/17405629.2022.2148651","DOIUrl":"https://doi.org/10.1080/17405629.2022.2148651","url":null,"abstract":"ABSTRACT The relationship between adolescents’ use of video games and their well-being is controversial and largely unexplored during the COVID −19 pandemic. This study examined the association between adolescent video game use and well-being during a nationwide lockdown (March-May 2020) and investigated whether this association was mediated by emotional self-efficacy and moderated by positive coping. The study involved 168 Italian adolescents aged 14–19 years (M = 16.6 years, SD = 1.6). Data were collected through an anonymous online questionnaire. Moderated mediation analysis showed that playing video games was indirectly associated with lower health complaints and higher affective well-being by mediating emotional self-efficacy. In addition, positive coping was found to moderate the relationship between video game use and emotional self-efficacy. Results indicate that both emotional self-efficacy and positive coping enabled adolescents to benefit from playing video games in terms of individual well-being during home confinement.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"91 1","pages":"533 - 549"},"PeriodicalIF":2.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86152846","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 : 2022-11-14DOI: 10.1080/17405629.2022.2146090
Michelle F. Wright, Sebastian Wachs
ABSTRACT The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents’ mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7th and 8th graders (51% female; 51% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents’ mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes.
{"title":"Self-isolation practices and perceived social support from friends: The impact on adolescents’ mental health","authors":"Michelle F. Wright, Sebastian Wachs","doi":"10.1080/17405629.2022.2146090","DOIUrl":"https://doi.org/10.1080/17405629.2022.2146090","url":null,"abstract":"ABSTRACT The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents’ mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7th and 8th graders (51% female; 51% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents’ mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"55 1","pages":"635 - 648"},"PeriodicalIF":2.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77631144","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 : 2022-11-06DOI: 10.1080/17405629.2022.2135501
David Šmahel, Hayriye Gulec, Adela Lokajova, Lenka Dedkova, H. Machácková
Information and communication technologies (ICTs) have become commonplace in adolescents’ lives, and they have grown in importance during the COVID-19 pandemic, when online communication became standard for many parts of life. This brings the need for developmental psychology to revise and update its theories for these new societal challenges. It is beneficial to look at these changes from an interdisciplinary perspective to enrich developmental psychology with knowledge from other fields. This theoretical article proposes the Integrative Model of ICT Effects on Adolescents’ Well-being (iMEW), which integrates the Problem Behaviour Theory from developmental psychology and the Differential Susceptibility to Media Effects Model from media and communications. It draws inspiration from the Ecological Systems Theory and the Health Belief Model. The new model brings a more comprehensive understanding to adolescents’ development and the effects of ICTs on their well-being. It is also helpful for the empirical research because it can serve as a roadmap for research that focuses on the effects of ICT. [ FROM AUTHOR]
{"title":"The integrative model of ICT effects on Adolescents’ well-being (iMEW): The synthesis of theories from developmental psychology, media and communications, and health","authors":"David Šmahel, Hayriye Gulec, Adela Lokajova, Lenka Dedkova, H. Machácková","doi":"10.1080/17405629.2022.2135501","DOIUrl":"https://doi.org/10.1080/17405629.2022.2135501","url":null,"abstract":"Information and communication technologies (ICTs) have become commonplace in adolescents’ lives, and they have grown in importance during the COVID-19 pandemic, when online communication became standard for many parts of life. This brings the need for developmental psychology to revise and update its theories for these new societal challenges. It is beneficial to look at these changes from an interdisciplinary perspective to enrich developmental psychology with knowledge from other fields. This theoretical article proposes the Integrative Model of ICT Effects on Adolescents’ Well-being (iMEW), which integrates the Problem Behaviour Theory from developmental psychology and the Differential Susceptibility to Media Effects Model from media and communications. It draws inspiration from the Ecological Systems Theory and the Health Belief Model. The new model brings a more comprehensive understanding to adolescents’ development and the effects of ICTs on their well-being. It is also helpful for the empirical research because it can serve as a roadmap for research that focuses on the effects of ICT. [ FROM AUTHOR]","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"223 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80015332","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 : 2022-10-20DOI: 10.1080/17405629.2022.2137142
Annalaura Nocentini, L. De Luca, B. Palladino, E. Menesini
ABSTRACT This study explored the profiles of Longitudinal Life Environmental Satisfaction (LLES) during the COVID-19 pandemic, evaluating their predicting role in social-emotional adjustment in children and early adolescents. 488 children (Mage = 8.54; SD = 0.63), and 129 early adolescents (Mage = 11.08, SD = 0.48) completed two questionnaires, pre-COVID-19 (T1) and in June 2021 (T2). Results showed two profiles, the risk profile characterized by a decrease in LLES and the second profile with stable, high levels of satisfaction. LLES profiles moderated the impact of time on children and adolescents’ social-emotional adjustment. Specifically, children prosocial behaviour decreased in the risk profile, while independent participation remained stable. Self-efficacy decreased in both profiles for early adolescents, but only in the risk profile for children. Findings suggested that only children were able to benefit from systems wellbeing stability during the pandemic, improving their social-emotional adjustment. Findings supported the impact of the pandemic on social-emotional adjustment, especially for those who showed a disruption of systems satisfaction.
{"title":"The impact of life environmental satisfaction during the COVID-19 pandemic on children and adolescents’ social-emotional adjustment: a 15-month latent profile study in Italy","authors":"Annalaura Nocentini, L. De Luca, B. Palladino, E. Menesini","doi":"10.1080/17405629.2022.2137142","DOIUrl":"https://doi.org/10.1080/17405629.2022.2137142","url":null,"abstract":"ABSTRACT This study explored the profiles of Longitudinal Life Environmental Satisfaction (LLES) during the COVID-19 pandemic, evaluating their predicting role in social-emotional adjustment in children and early adolescents. 488 children (Mage = 8.54; SD = 0.63), and 129 early adolescents (Mage = 11.08, SD = 0.48) completed two questionnaires, pre-COVID-19 (T1) and in June 2021 (T2). Results showed two profiles, the risk profile characterized by a decrease in LLES and the second profile with stable, high levels of satisfaction. LLES profiles moderated the impact of time on children and adolescents’ social-emotional adjustment. Specifically, children prosocial behaviour decreased in the risk profile, while independent participation remained stable. Self-efficacy decreased in both profiles for early adolescents, but only in the risk profile for children. Findings suggested that only children were able to benefit from systems wellbeing stability during the pandemic, improving their social-emotional adjustment. Findings supported the impact of the pandemic on social-emotional adjustment, especially for those who showed a disruption of systems satisfaction.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"19 1","pages":"517 - 532"},"PeriodicalIF":2.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91297928","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 : 2022-10-17DOI: 10.1080/17405629.2022.2131520
Linda P. Juang, A. Umaña‐Taylor, M. Schachner, Ann Frisén, C. Hwang, Ughetta Moscardino, Frosso Motti-Stefanidi, B. Oppedal, V. Pavlopoulos, Amina K. Abdullahi, Rebecca Barahona, Sofia Berne, Chiara Ceccon, N. Gharaei, Ursula Moffitt, Anastasios Ntalachanis, Sharleen Pevec, David J. Sandberg, Angeliki Zacharia, M. Syed
ABSTRACT A global challenge for developmental psychology is to better understand how young people around the world make sense of their identities growing up in pluralistic societies. The study of ethnic-racial identity provides an important lens for this process. This paper describes how five European countries (Germany, Greece, Italy, Norway, and Sweden) adapted the Identity Project, an 8-week school-based intervention originally developed in the United States to promote adolescents’ ethnic-racial identity exploration and resolution. Across the five countries, deep structure adaptations included revised or added content regarding key terminology used, a focus on migration and foreignness rather than ‘race,’ and discussions regarding national and regional identities, in addition to ethnic-racial identities, and how they may relate to one another. The process and content of adaptation we describe addresses two fundamental issues relevant to a globalized developmental psychology: 1) contributing to theoretical advances on key aspects of development by taking sociohistorical context seriously, and 2) moving between etic and emic perspectives to arrive at psychological constructs that can be appropriately studied across diverse cultural contexts.
{"title":"Ethnic-racial identity in Europe: Adapting the identity project intervention in five countries","authors":"Linda P. Juang, A. Umaña‐Taylor, M. Schachner, Ann Frisén, C. Hwang, Ughetta Moscardino, Frosso Motti-Stefanidi, B. Oppedal, V. Pavlopoulos, Amina K. Abdullahi, Rebecca Barahona, Sofia Berne, Chiara Ceccon, N. Gharaei, Ursula Moffitt, Anastasios Ntalachanis, Sharleen Pevec, David J. Sandberg, Angeliki Zacharia, M. Syed","doi":"10.1080/17405629.2022.2131520","DOIUrl":"https://doi.org/10.1080/17405629.2022.2131520","url":null,"abstract":"ABSTRACT A global challenge for developmental psychology is to better understand how young people around the world make sense of their identities growing up in pluralistic societies. The study of ethnic-racial identity provides an important lens for this process. This paper describes how five European countries (Germany, Greece, Italy, Norway, and Sweden) adapted the Identity Project, an 8-week school-based intervention originally developed in the United States to promote adolescents’ ethnic-racial identity exploration and resolution. Across the five countries, deep structure adaptations included revised or added content regarding key terminology used, a focus on migration and foreignness rather than ‘race,’ and discussions regarding national and regional identities, in addition to ethnic-racial identities, and how they may relate to one another. The process and content of adaptation we describe addresses two fundamental issues relevant to a globalized developmental psychology: 1) contributing to theoretical advances on key aspects of development by taking sociohistorical context seriously, and 2) moving between etic and emic perspectives to arrive at psychological constructs that can be appropriately studied across diverse cultural contexts.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"13 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76964109","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}
ABSTRACT Aestheticians pointed out that the long immersion in the beautiful environment plays an important role on the moral education. The research mainly tested the opinion and examined the influence of the environmental aesthetics on moral behaviours and immoral behaviours. Meanwhile, we also further explored the possible pathways for environmental aesthetics influencing moral education, the mediating role of moral disengagement. We invited 334 junior high school students to complete relevant questionnaires. The results found that the higher environmental aesthetics, the lower moral disengagement, and further the higher moral behaviours (the number of donations) and the lower immoral behaviours (lying behaviours). The results also found that the mediating role of moral disengagement in the relationship between environment aesthetics and immoral behaviours. But the moral disengagement didn’t play a mediating role in the relation between environmental aesthetics and moral behaviours. These results demonstrated the effect of environmental aesthetics on moral education.
{"title":"Beautiful environment, beautiful heart–The role of environmental aesthetic on moral education","authors":"Chenjing Wu, Kaili Zhao, Hongyan Zhu, Chuan Huang, Fuqun Liang, Yiting Ouyang, Wei Zhang, Xianyou He","doi":"10.1080/17405629.2022.2128106","DOIUrl":"https://doi.org/10.1080/17405629.2022.2128106","url":null,"abstract":"ABSTRACT Aestheticians pointed out that the long immersion in the beautiful environment plays an important role on the moral education. The research mainly tested the opinion and examined the influence of the environmental aesthetics on moral behaviours and immoral behaviours. Meanwhile, we also further explored the possible pathways for environmental aesthetics influencing moral education, the mediating role of moral disengagement. We invited 334 junior high school students to complete relevant questionnaires. The results found that the higher environmental aesthetics, the lower moral disengagement, and further the higher moral behaviours (the number of donations) and the lower immoral behaviours (lying behaviours). The results also found that the mediating role of moral disengagement in the relationship between environment aesthetics and immoral behaviours. But the moral disengagement didn’t play a mediating role in the relation between environmental aesthetics and moral behaviours. These results demonstrated the effect of environmental aesthetics on moral education.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"5 1","pages":"367 - 383"},"PeriodicalIF":2.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90177858","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 : 2022-09-19DOI: 10.1080/17405629.2022.2125953
A. Tsabanaki, T. Kokkinaki, S. Triliva, E. Karademas
ABSTRACT This study aimed to investigate how mothers and infants contribute mutually to breastfeeding. The spontaneous interactions of 20 breastfeeding dyads were video-recorded at home, at 2, 4, 6, 9 and 12 months of infants’ life. Mothers’ and infants’ gaze and tactile behaviour, facial expressions of emotion, and dyadic expressions were continuously micro-analysed. Results showed that a) the developmental patterns of maternal and infant expressive behaviours reflected age-related variations in the way infants regulate their feelings and express their interests to their companions; b) maternal gaze and tactile behaviour, infant’s negativity, and participation in a shared activity, were correlated to the breastfeeding duration. Our observations may help health care professionals to support breastfeeding through the facilitation of mother-infant communication.
{"title":"Intersubjectivity in interactions between breastfeeding infants and their mothers: a longitudinal observational study in the first year of life","authors":"A. Tsabanaki, T. Kokkinaki, S. Triliva, E. Karademas","doi":"10.1080/17405629.2022.2125953","DOIUrl":"https://doi.org/10.1080/17405629.2022.2125953","url":null,"abstract":"ABSTRACT This study aimed to investigate how mothers and infants contribute mutually to breastfeeding. The spontaneous interactions of 20 breastfeeding dyads were video-recorded at home, at 2, 4, 6, 9 and 12 months of infants’ life. Mothers’ and infants’ gaze and tactile behaviour, facial expressions of emotion, and dyadic expressions were continuously micro-analysed. Results showed that a) the developmental patterns of maternal and infant expressive behaviours reflected age-related variations in the way infants regulate their feelings and express their interests to their companions; b) maternal gaze and tactile behaviour, infant’s negativity, and participation in a shared activity, were correlated to the breastfeeding duration. Our observations may help health care professionals to support breastfeeding through the facilitation of mother-infant communication.","PeriodicalId":47709,"journal":{"name":"European Journal of Developmental Psychology","volume":"62 1","pages":"497 - 516"},"PeriodicalIF":2.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81175043","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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