Pub Date : 2021-10-20DOI: 10.1080/10888691.2021.1990060
Mitchell R. Masters, M. Zimmer‐Gembeck, Lara J. Farrell, K. Modecki
Abstract Given that threat appraisal and coping are amenable to intervention, we aimed to identify threat appraisals and coping responses of anxious adolescents, relative to less anxious peers, during induced social stressors. Adolescents (N = 76; Mage = 13.5yrs) completed a clinical interview and five stress tasks. After each task, we measured threat appraisals (state anxiety and social evaluation), general coping ability, and eight ways of coping and regulating emotion. Adolescents with high anxiety appraised more threat and used more distraction, behavioral disengagement and rumination. As adolescents progressed through tasks, threat appraisal decreased, perceived coping ability increased, and problem-solving, distraction, behavioral disengagement and rumination decreased. Social anxiety level task interactions were not significant. In person-centered analysis, adolescents were distinguished as active copers, suppressors, or expressives. Anxious adolescents were more likely to be active copers, whereas their less anxious peers more likely suppressed or expressed emotions to cope with the tasks.
{"title":"Coping and emotion regulation in response to social stress tasks among young adolescents with and without social anxiety","authors":"Mitchell R. Masters, M. Zimmer‐Gembeck, Lara J. Farrell, K. Modecki","doi":"10.1080/10888691.2021.1990060","DOIUrl":"https://doi.org/10.1080/10888691.2021.1990060","url":null,"abstract":"Abstract Given that threat appraisal and coping are amenable to intervention, we aimed to identify threat appraisals and coping responses of anxious adolescents, relative to less anxious peers, during induced social stressors. Adolescents (N = 76; Mage = 13.5yrs) completed a clinical interview and five stress tasks. After each task, we measured threat appraisals (state anxiety and social evaluation), general coping ability, and eight ways of coping and regulating emotion. Adolescents with high anxiety appraised more threat and used more distraction, behavioral disengagement and rumination. As adolescents progressed through tasks, threat appraisal decreased, perceived coping ability increased, and problem-solving, distraction, behavioral disengagement and rumination decreased. Social anxiety level task interactions were not significant. In person-centered analysis, adolescents were distinguished as active copers, suppressors, or expressives. Anxious adolescents were more likely to be active copers, whereas their less anxious peers more likely suppressed or expressed emotions to cope with the tasks.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"18 - 33"},"PeriodicalIF":3.8,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41692489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-16DOI: 10.1080/10888691.2021.1978845
Jessica A. Willard, B. Leyendecker, Katharina Kohl, Lilly-Marlen Bihler, Alexandru Agache
Abstract Can early childhood education (ECE) support the societal language development of children from linguistically diverse backgrounds? This study examined how existing variation in classroom interaction quality (CLASS Pre-K), classroom composition (percentages of children from low-income backgrounds and dual language learners [DLLs]), and duration of attending German ECE were related to language trajectories from 30 to 73 months of age (n = 519 children in 154 classrooms). DLL status served as a focal moderator and parental education was considered as an additional moderator. Age-based growth models revealed interactions between DLL status and ECE characteristics. There were numerous intercept effects that endured over the age span studied. Interaction quality (emotional support) and classroom composition (percentage of DLLs) were related only to DLLs’ German language growth. Parental education did not moderate ECE effects. Hence, the observed range of variation in German ECE may matter for DLLs’ societal language development but may be of less relevance for monolingual children.
{"title":"Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?","authors":"Jessica A. Willard, B. Leyendecker, Katharina Kohl, Lilly-Marlen Bihler, Alexandru Agache","doi":"10.1080/10888691.2021.1978845","DOIUrl":"https://doi.org/10.1080/10888691.2021.1978845","url":null,"abstract":"Abstract Can early childhood education (ECE) support the societal language development of children from linguistically diverse backgrounds? This study examined how existing variation in classroom interaction quality (CLASS Pre-K), classroom composition (percentages of children from low-income backgrounds and dual language learners [DLLs]), and duration of attending German ECE were related to language trajectories from 30 to 73 months of age (n = 519 children in 154 classrooms). DLL status served as a focal moderator and parental education was considered as an additional moderator. Age-based growth models revealed interactions between DLL status and ECE characteristics. There were numerous intercept effects that endured over the age span studied. Interaction quality (emotional support) and classroom composition (percentage of DLLs) were related only to DLLs’ German language growth. Parental education did not moderate ECE effects. Hence, the observed range of variation in German ECE may matter for DLLs’ societal language development but may be of less relevance for monolingual children.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"704 - 725"},"PeriodicalIF":3.8,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44241055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-16DOI: 10.1080/10888691.2021.1978846
P. Scales, M. Shramko, Amy K. Syvertsen, Ashley A. Boat
Abstract Students’ relationships with their teachers are a form of social capital (i.e., relational social capital; RSC). Latent transition analysis (LTA) was used to investigate longitudinal patterns of RSC in a sample of 786 grades 6 (35%), 7 (35%), and 8 (30%) students (48% female, 37% Hispanic, 22% white, 68% low income), and their links to academic motivation and GPA. Three classes of students were identified: Those with greater likelihood of reporting all RSC indicators (16%), those with greater likelihood only of being academically challenged (21%), and those with lower likelihood of reporting RSC (63%). Low-income students had lower odds of being in the high challenge class and greater odds of worsening relationships with teachers. Low RSC students had lower academic motivation and GPA. Results show the connections between RSC inequities and inequities in educational outcomes. To advance educational equity, intentional efforts are needed to build strong student-teacher relationships.
{"title":"Relational social capital and educational equity among middle-school students: a person-centered analysis","authors":"P. Scales, M. Shramko, Amy K. Syvertsen, Ashley A. Boat","doi":"10.1080/10888691.2021.1978846","DOIUrl":"https://doi.org/10.1080/10888691.2021.1978846","url":null,"abstract":"Abstract Students’ relationships with their teachers are a form of social capital (i.e., relational social capital; RSC). Latent transition analysis (LTA) was used to investigate longitudinal patterns of RSC in a sample of 786 grades 6 (35%), 7 (35%), and 8 (30%) students (48% female, 37% Hispanic, 22% white, 68% low income), and their links to academic motivation and GPA. Three classes of students were identified: Those with greater likelihood of reporting all RSC indicators (16%), those with greater likelihood only of being academically challenged (21%), and those with lower likelihood of reporting RSC (63%). Low-income students had lower odds of being in the high challenge class and greater odds of worsening relationships with teachers. Low RSC students had lower academic motivation and GPA. Results show the connections between RSC inequities and inequities in educational outcomes. To advance educational equity, intentional efforts are needed to build strong student-teacher relationships.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"726 - 740"},"PeriodicalIF":3.8,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41630902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1080/10888691.2021.1977642
Huichao Xie, N. Waschl, Xiaoyan Bian, Ruoshui Wang, C. Chen, L. Anunciação, Zhen Chai, Wei Song, Yan Li
Abstract In China, more than 90% of individuals in need are not receiving mental health services, partially because of the scarcity of valid and reliable developmental tools. This project aimed to adapt and validate a parent-completed screening tool, the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2), to fill in this gap. First, a national representative sample of 2,830 children was accessed to establish cutoff scores. Results from a confirmatory multidimensionality item response theory analysis supported a two-factor structure with this sample. Evidence for item response theory reliabilities and internal consistency were also examined. The second study compared the Chinese ASQ:SE-2 with three convergent measures in a regional sample. Chinese ASQ:SE-2 total scores significantly correlated with most of the domain and total scores on the convergent measures. The classification agreement achieved a maximum of 85%. This project supports the use of the ASQ:SE-2 in the Chinese population, enhancing its clinical utility.
{"title":"Validity studies of a parent-completed social-emotional measure in a representative sample in China","authors":"Huichao Xie, N. Waschl, Xiaoyan Bian, Ruoshui Wang, C. Chen, L. Anunciação, Zhen Chai, Wei Song, Yan Li","doi":"10.1080/10888691.2021.1977642","DOIUrl":"https://doi.org/10.1080/10888691.2021.1977642","url":null,"abstract":"Abstract In China, more than 90% of individuals in need are not receiving mental health services, partially because of the scarcity of valid and reliable developmental tools. This project aimed to adapt and validate a parent-completed screening tool, the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2), to fill in this gap. First, a national representative sample of 2,830 children was accessed to establish cutoff scores. Results from a confirmatory multidimensionality item response theory analysis supported a two-factor structure with this sample. Evidence for item response theory reliabilities and internal consistency were also examined. The second study compared the Chinese ASQ:SE-2 with three convergent measures in a regional sample. Chinese ASQ:SE-2 total scores significantly correlated with most of the domain and total scores on the convergent measures. The classification agreement achieved a maximum of 85%. This project supports the use of the ASQ:SE-2 in the Chinese population, enhancing its clinical utility.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"689 - 703"},"PeriodicalIF":3.8,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41342497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.1080/10888691.2021.1976182
Xiaomin Li, Melissa A. Curran, Joyce Serido, Ashley B. LeBaron‐Black, Soyeon Shim, Nan Zhou
Abstract The aim of the study is to investigate how 2,084 U.S. college-educated young adults (61.9% female, and 69.5% non-Hispanic White) navigated the goal attainment process during the transition to adulthood. Using four-wave data collected across eight years, we examined how financial behaviors (self-regulating behaviors) predicted both depressive symptoms (affective goal attainment evaluations) and financial obstacles to goal attainment (cognitive goal attainment evaluations) via financial satisfaction (resources). Given the variability in developmental trajectories (i.e., initial levels and rates of over-time changes) among young adults, we conducted an exploratory mediational analysis with Latent Change Scores. The results revealed indirect-only mediation patterns, and 8 of 16 (50%) indirect effects via financial satisfaction were statistically significant. Collectively, we identified the salient roles of financial behaviors and financial satisfaction among young adults who pursued and attained life goals amid the financial difficulties during the 2007–2009 Great Recession. Our findings should be informative for promoting desired development among the current generation of young adults who were pursuing goals during the financial recession, primarily by indicating the necessity in implementing financial education and providing financial resources for young adults.
{"title":"Financial behaviors, financial satisfaction, and goal attainment among college-educated young adults: A mediating analysis with latent change scores","authors":"Xiaomin Li, Melissa A. Curran, Joyce Serido, Ashley B. LeBaron‐Black, Soyeon Shim, Nan Zhou","doi":"10.1080/10888691.2021.1976182","DOIUrl":"https://doi.org/10.1080/10888691.2021.1976182","url":null,"abstract":"Abstract The aim of the study is to investigate how 2,084 U.S. college-educated young adults (61.9% female, and 69.5% non-Hispanic White) navigated the goal attainment process during the transition to adulthood. Using four-wave data collected across eight years, we examined how financial behaviors (self-regulating behaviors) predicted both depressive symptoms (affective goal attainment evaluations) and financial obstacles to goal attainment (cognitive goal attainment evaluations) via financial satisfaction (resources). Given the variability in developmental trajectories (i.e., initial levels and rates of over-time changes) among young adults, we conducted an exploratory mediational analysis with Latent Change Scores. The results revealed indirect-only mediation patterns, and 8 of 16 (50%) indirect effects via financial satisfaction were statistically significant. Collectively, we identified the salient roles of financial behaviors and financial satisfaction among young adults who pursued and attained life goals amid the financial difficulties during the 2007–2009 Great Recession. Our findings should be informative for promoting desired development among the current generation of young adults who were pursuing goals during the financial recession, primarily by indicating the necessity in implementing financial education and providing financial resources for young adults.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"603 - 617"},"PeriodicalIF":3.8,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42346504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-02DOI: 10.1080/10888691.2021.1957892
L. T. Hoyt, Natasha Chaku, Kelly R Barry, Grace Anderson, P. J. Ballard
Abstract A challenge of early adolescence is the “developmental mismatch” between adolescents’ need for autonomy and the lack of opportunities to enact maturity via adult-like roles. We identified ways that young people enact maturity, from a youth perspective via focus groups (N = 41, aged 11–17 years), and used data to develop and test a new measure of enacting maturity (EM) using an online survey (N = 420; aged 11–18 years; 58.6% female; 49.5% White). Exploratory factor analysis suggested four internally consistent factors: Independence, Responsibility, Leadership, and Communication; confirmatory factor analysis resulted in a 21-item scale with adequate model fit. Independence was associated with more substance use and general risk taking while Responsibility and Communication were associated with less substance use and general risk taking. The EM measure is an important first step to understanding if adolescents have opportunities to enact maturity and how this relates to key developmental outcomes.
{"title":"Enacting maturity during adolescence: Extending theory, developing a measure, and considering implications for problem behaviors","authors":"L. T. Hoyt, Natasha Chaku, Kelly R Barry, Grace Anderson, P. J. Ballard","doi":"10.1080/10888691.2021.1957892","DOIUrl":"https://doi.org/10.1080/10888691.2021.1957892","url":null,"abstract":"Abstract A challenge of early adolescence is the “developmental mismatch” between adolescents’ need for autonomy and the lack of opportunities to enact maturity via adult-like roles. We identified ways that young people enact maturity, from a youth perspective via focus groups (N = 41, aged 11–17 years), and used data to develop and test a new measure of enacting maturity (EM) using an online survey (N = 420; aged 11–18 years; 58.6% female; 49.5% White). Exploratory factor analysis suggested four internally consistent factors: Independence, Responsibility, Leadership, and Communication; confirmatory factor analysis resulted in a 21-item scale with adequate model fit. Independence was associated with more substance use and general risk taking while Responsibility and Communication were associated with less substance use and general risk taking. The EM measure is an important first step to understanding if adolescents have opportunities to enact maturity and how this relates to key developmental outcomes.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"657 - 678"},"PeriodicalIF":3.8,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1957892","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47425401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-24DOI: 10.1080/10888691.2020.1865613
R. Jagers, Constance Flanagan
In this paper Dr. Nkemka Anyiwo shares results from the Our Voices project with Black youth. The goal of that project was to promote the sociopolitical development (SPD) of the young participants by honing their skills in critiquing media images. Critical media literacy seems to be a manifestation of critical pedagogy, a notion that many have traced back to the work of Brazilian educator, Paulo Freire (Friere, 2000; McLaren & Leonard, 1993). Critical pedagogy has informed the work of a range of stakeholders interested in the promotion of educational experiences that advance freedom and social justice. Drawing attention to social justice in developmental science is the intent of this special issue of the Journal of Applied Developmental Science, edited by Drs. Velma McBride Murray and Riana Anderson. This particular paper is a perfect fit for the special issue insofar as Our Voices encourages youth to be aware of, critique, and object to the unjust and false images and stories about Black people promulgated in the media. Since the 1950s mass media has become a more prominent part of the lived experiences of US residents. Media consumption has increased substantially over the past 10 years and is an especially important aspect of the lives of young people. This includes increases in cell phone use, online and video game activity, watching television and listening to music (Prot et al., 2015). When one considers the all-encompassing nature of mass media and the reification of the extant power structures it promotes, the propaganda function of mass media becomes clear, as Herman and Chomsky (1988) argued in Manufacturing Consent: The Political Economy of Mass Media. For this reason, critical media literacy would seem to be an imperative for participatory democracy and a more just society. As Kellner and Share (2007) assert, critical media literacy offers the potential to facilitate critical analysis of the various forms of mass communication in terms of the relationships among media, audiences and power. This elevates the importance of the type of initiative undertaken by the author of this manuscript. However, it is important to note in the context of this commentary that, while the raced and gendered stereotypes that the author seeks to critique and disrupt do help define present day life, they also precede these more recent insights into the socializing functions that media can play. Negative characterizations of Native Americans, Africans and other people of color (and positive images of Whites and men) were and are integral to the founding and development of the US. By intent, such images were ubiquitous in all areas of societal functioning—the arts, religion, education and the sciences—so that they would become internalized and enacted at the individual, interpersonal and institutional levels. Contesting the “just world” or “system justification” beliefs (Jost et al., 2004) promulgated in the media is the first step in Dr. Anyiwo’s intervention
在这篇论文中，Nkemka Anyiwo博士与黑人青年分享了“我们的声音”项目的成果。该项目的目标是通过磨练年轻参与者批评媒体形象的技能，促进他们的社会政治发展。批判性媒体素养似乎是批判性教育学的一种表现，许多人可以追溯到巴西教育家保罗·弗雷尔的工作（Friere，2000；McLaren和Leonard，1993年）。批判性教育学为一系列利益相关者的工作提供了信息，这些利益相关者对促进自由和社会正义的教育体验感兴趣。Velma McBride Murray和Riana Anderson博士编辑的《应用发展科学杂志》特刊旨在引起人们对发展科学中社会正义的关注。这篇特别的论文非常适合特刊，因为《我们的声音》鼓励年轻人意识到、批评和反对媒体上发布的关于黑人的不公正和虚假的图像和故事。自20世纪50年代以来，大众媒体已成为美国居民生活经历中一个更加突出的部分。媒体消费在过去10年中大幅增长，是年轻人生活中一个特别重要的方面。这包括手机使用、在线和视频游戏活动、看电视和听音乐的增加（Prot等人，2015）。当人们考虑到大众媒体的包罗万象的性质及其所促进的现存权力结构的具体化时，大众媒体的宣传功能就变得清晰起来，正如Herman和Chomsky（1988）在《制造同意：大众媒体的政治经济学》中所说。因此，批判性媒体素养似乎是参与式民主和更公正社会的必要条件。正如Kellner和Share（2007）所断言的那样，批判性媒体素养有可能促进从媒体、受众和权力之间的关系角度对各种形式的大众传播进行批判性分析。这提高了作者所采取的主动行动的重要性。然而，在这篇评论中需要注意的是，尽管作者试图批判和打破的种族和性别刻板印象确实有助于定义当今生活，但它们也先于这些对媒体可以发挥的社交功能的最新见解。美国原住民、非洲人和其他有色人种的负面形象（以及白人和男性的正面形象）过去和现在都是美国建国和发展不可或缺的一部分。出于意图，这些形象在社会运作的所有领域——艺术、宗教、教育和科学——都无处不在，因此它们会在个人身上内化和传播，人际关系和制度层面。对媒体上公布的“公正世界”或“制度正当性”信念（Jost et al.，2004）提出质疑是安义沃博士干预的第一步。鉴于宣传功能和媒体中无处不在的虚假叙事，大多数人的默认做法是相信我们所听到的。即使我们质疑叙事的真实性，对抗它也需要相当大的认知和情感努力，尤其是在叙事似乎被广泛接受的情况下。此外，如果主导叙事是我们听到的主要或唯一的叙事，我们可能不会想到另一种选择。我们倾向于不挑战制度，因为规范是接受现状，相信事情的现状就是它们必须的样子。根据制度正当性理论，那些被制度压迫的人挑战它可能更具挑战性。例如，在一项关于青少年不平等归因的研究中，来自更好的青少年
{"title":"Using critical media literacy and Youth-Led research to promote the sociopolitical development of black youth: Strategies from our voices","authors":"R. Jagers, Constance Flanagan","doi":"10.1080/10888691.2020.1865613","DOIUrl":"https://doi.org/10.1080/10888691.2020.1865613","url":null,"abstract":"In this paper Dr. Nkemka Anyiwo shares results from the Our Voices project with Black youth. The goal of that project was to promote the sociopolitical development (SPD) of the young participants by honing their skills in critiquing media images. Critical media literacy seems to be a manifestation of critical pedagogy, a notion that many have traced back to the work of Brazilian educator, Paulo Freire (Friere, 2000; McLaren & Leonard, 1993). Critical pedagogy has informed the work of a range of stakeholders interested in the promotion of educational experiences that advance freedom and social justice. Drawing attention to social justice in developmental science is the intent of this special issue of the Journal of Applied Developmental Science, edited by Drs. Velma McBride Murray and Riana Anderson. This particular paper is a perfect fit for the special issue insofar as Our Voices encourages youth to be aware of, critique, and object to the unjust and false images and stories about Black people promulgated in the media. Since the 1950s mass media has become a more prominent part of the lived experiences of US residents. Media consumption has increased substantially over the past 10 years and is an especially important aspect of the lives of young people. This includes increases in cell phone use, online and video game activity, watching television and listening to music (Prot et al., 2015). When one considers the all-encompassing nature of mass media and the reification of the extant power structures it promotes, the propaganda function of mass media becomes clear, as Herman and Chomsky (1988) argued in Manufacturing Consent: The Political Economy of Mass Media. For this reason, critical media literacy would seem to be an imperative for participatory democracy and a more just society. As Kellner and Share (2007) assert, critical media literacy offers the potential to facilitate critical analysis of the various forms of mass communication in terms of the relationships among media, audiences and power. This elevates the importance of the type of initiative undertaken by the author of this manuscript. However, it is important to note in the context of this commentary that, while the raced and gendered stereotypes that the author seeks to critique and disrupt do help define present day life, they also precede these more recent insights into the socializing functions that media can play. Negative characterizations of Native Americans, Africans and other people of color (and positive images of Whites and men) were and are integral to the founding and development of the US. By intent, such images were ubiquitous in all areas of societal functioning—the arts, religion, education and the sciences—so that they would become internalized and enacted at the individual, interpersonal and institutional levels. Contesting the “just world” or “system justification” beliefs (Jost et al., 2004) promulgated in the media is the first step in Dr. Anyiwo’s intervention","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"404 - 408"},"PeriodicalIF":3.8,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2020.1865613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46239203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1080/10888691.2021.1947140
Ashlee L. Sjogren, Christine L. Bae, Nancy L. Deutsch, S. Zumbrunn, M. Broda
Abstract Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analysis and semi-structured student focus groups to explore individual differences in engagement and sources and barriers of engagement for a sample of underrepresented minority students who regularly participate in an afterschool program. Latent profile analyses revealed three engagement profiles: moderately engaged, affectively engaged, and disengaged. Reported sources (e.g., program content, friends) and barriers (e.g., interpersonal tension, repetitive content) differed by profile. The results provide a comprehensive understanding of student engagement in afterschool programs and are relevant to practitioners who desire to promote engagement.
{"title":"Afterschool engagement: a mixed methods approach to understanding profiles of youth engagement","authors":"Ashlee L. Sjogren, Christine L. Bae, Nancy L. Deutsch, S. Zumbrunn, M. Broda","doi":"10.1080/10888691.2021.1947140","DOIUrl":"https://doi.org/10.1080/10888691.2021.1947140","url":null,"abstract":"Abstract Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analysis and semi-structured student focus groups to explore individual differences in engagement and sources and barriers of engagement for a sample of underrepresented minority students who regularly participate in an afterschool program. Latent profile analyses revealed three engagement profiles: moderately engaged, affectively engaged, and disengaged. Reported sources (e.g., program content, friends) and barriers (e.g., interpersonal tension, repetitive content) differed by profile. The results provide a comprehensive understanding of student engagement in afterschool programs and are relevant to practitioners who desire to promote engagement.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"638 - 656"},"PeriodicalIF":3.8,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1947140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47706294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1080/10888691.2021.1945454
Stephanie Soto-Lara, M. Yu, Alessandra Pantano, S. Simpkins
Abstract Youth-staff relationships and program activities are important elements in designing high-quality afterschool activities that promote a broad range of outcomes. Using a qualitative approach, Latinx adolescents were interviewed (n = 28, 50% girls) about their experiences in a university-based afterschool math enrichment activity. Findings under the first goal of the study suggest that Latinx adolescents perceived changes in their math-specific outcomes (e.g., problem-solving skills), future science, technology, engineering, and mathematics (STEM) pathways (e.g., envisioning a future career), and social-emotional skills (e.g., relationship skills) as a result of participating in the activity. Under the second goal of the study, findings identified the specific practices that adolescents thought promoted those outcomes, including incorporating advanced math concepts and engaging in collaborative learning, engaging in campus tours and informal conversations, and using culturally responsive practices. The findings from this study can be leveraged by scholars and educators to design, further strengthen, and evaluate high-quality afterschool activities.
{"title":"How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity","authors":"Stephanie Soto-Lara, M. Yu, Alessandra Pantano, S. Simpkins","doi":"10.1080/10888691.2021.1945454","DOIUrl":"https://doi.org/10.1080/10888691.2021.1945454","url":null,"abstract":"Abstract Youth-staff relationships and program activities are important elements in designing high-quality afterschool activities that promote a broad range of outcomes. Using a qualitative approach, Latinx adolescents were interviewed (n = 28, 50% girls) about their experiences in a university-based afterschool math enrichment activity. Findings under the first goal of the study suggest that Latinx adolescents perceived changes in their math-specific outcomes (e.g., problem-solving skills), future science, technology, engineering, and mathematics (STEM) pathways (e.g., envisioning a future career), and social-emotional skills (e.g., relationship skills) as a result of participating in the activity. Under the second goal of the study, findings identified the specific practices that adolescents thought promoted those outcomes, including incorporating advanced math concepts and engaging in collaborative learning, engaging in campus tours and informal conversations, and using culturally responsive practices. The findings from this study can be leveraged by scholars and educators to design, further strengthen, and evaluate high-quality afterschool activities.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"619 - 637"},"PeriodicalIF":3.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1945454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49214126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.1080/10888691.2021.1941964
Yue Liang, J. Tudge, Hongjian Cao, L. Freitas, Yu Chen, Nan Zhou
Abstract Gratitude has been previously defined as a tendency to appreciate positives in life, thus conflating gratitude and components of well-being. Accordingly, current measures assessing “gratitude” are primarily based on this conflated conceptualization, and do not adequately assess gratitude as a moral virtue. The Gratitude Assessment Questionnaire (GAQ-C) was developed to assess child virtuous gratitude (VG). This study evaluates the psychometric properties of the GAQ-C in 641 Chinese children (Mage = 10.70, SD = 4.48), showing it to be a reliable and valid measure to assess Chinese child VG. Specifically, results of confirmatory factor analyses demonstrated that virtuous gratitude consists of cognitive, emotional, and behavioral components. Furthermore, child VG measured by the GAQ-C was associated positively with parental appreciation socialization, unlike child appreciation assessed by the 6-item Gratitude Questionnaire (GQ-6). Additionally, child VG was related to child depressive symptoms, life satisfaction, daily gratitude behaviors, and prosocial behaviors. Such results provide evidence of conceptual differences between gratitude and appreciation.
{"title":"Gratitude as a moral virtue: a psychometric evaluation of the Gratitude Assessment Questionnaire in Chinese children","authors":"Yue Liang, J. Tudge, Hongjian Cao, L. Freitas, Yu Chen, Nan Zhou","doi":"10.1080/10888691.2021.1941964","DOIUrl":"https://doi.org/10.1080/10888691.2021.1941964","url":null,"abstract":"Abstract Gratitude has been previously defined as a tendency to appreciate positives in life, thus conflating gratitude and components of well-being. Accordingly, current measures assessing “gratitude” are primarily based on this conflated conceptualization, and do not adequately assess gratitude as a moral virtue. The Gratitude Assessment Questionnaire (GAQ-C) was developed to assess child virtuous gratitude (VG). This study evaluates the psychometric properties of the GAQ-C in 641 Chinese children (Mage = 10.70, SD = 4.48), showing it to be a reliable and valid measure to assess Chinese child VG. Specifically, results of confirmatory factor analyses demonstrated that virtuous gratitude consists of cognitive, emotional, and behavioral components. Furthermore, child VG measured by the GAQ-C was associated positively with parental appreciation socialization, unlike child appreciation assessed by the 6-item Gratitude Questionnaire (GQ-6). Additionally, child VG was related to child depressive symptoms, life satisfaction, daily gratitude behaviors, and prosocial behaviors. Such results provide evidence of conceptual differences between gratitude and appreciation.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"26 1","pages":"578 - 591"},"PeriodicalIF":3.8,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888691.2021.1941964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48077241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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