Pub Date : 2023-10-26DOI: 10.1080/10888691.2023.2271868
Jiatian Zhang, Yi Ren, Yiyi Deng, Silin Huang
{"title":"Perceived discrimination and poor children’s executive function: the different roles of self-esteem and perceived social support","authors":"Jiatian Zhang, Yi Ren, Yiyi Deng, Silin Huang","doi":"10.1080/10888691.2023.2271868","DOIUrl":"https://doi.org/10.1080/10888691.2023.2271868","url":null,"abstract":"","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134906756","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 : 2023-10-24DOI: 10.1080/10888691.2023.2272466
Marie J. Kaiser, Ursula Moffitt, Carolin Hagelskamp, Philipp Jugert
AbstractParents help youth make sense of current society, including in relation to racial-ethnic inequity. The goal of the current study was to assess white racial-ethnic socialization (RES) in Germany. We conducted semi-structured interviews with 28 white German parents of elementary school children in an eastern German city and analyzed the data using reflexive thematic analysis. The most prominent theme was silence about race. One form this took was socialization into white normativity, with parents situating their families as “normal.” Another cross-cutting theme was insecurity about language and age-appropriate ways to address race-ethnicity. Many parents engaged in diversity socialization, though this generally remained abstract. Some parents actively engaged in stereotyping and Othering. These findings underscore the need for more attention to RES in Germany, including how context shapes the interplay of national, racial, and ethnic identities within global systems of power and oppression. AcknowledgmentThis research was conducted within the Mercator Graduate Programme Open-Mindedness, Tolerance, and Public Engagement funded by the Mercator Foundation.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to their content of information that could compromise the privacy of research participants.
{"title":"“Tolerance is inherent to our family:” White German parents’ racial-ethnic socialization in an eastern German city","authors":"Marie J. Kaiser, Ursula Moffitt, Carolin Hagelskamp, Philipp Jugert","doi":"10.1080/10888691.2023.2272466","DOIUrl":"https://doi.org/10.1080/10888691.2023.2272466","url":null,"abstract":"AbstractParents help youth make sense of current society, including in relation to racial-ethnic inequity. The goal of the current study was to assess white racial-ethnic socialization (RES) in Germany. We conducted semi-structured interviews with 28 white German parents of elementary school children in an eastern German city and analyzed the data using reflexive thematic analysis. The most prominent theme was silence about race. One form this took was socialization into white normativity, with parents situating their families as “normal.” Another cross-cutting theme was insecurity about language and age-appropriate ways to address race-ethnicity. Many parents engaged in diversity socialization, though this generally remained abstract. Some parents actively engaged in stereotyping and Othering. These findings underscore the need for more attention to RES in Germany, including how context shapes the interplay of national, racial, and ethnic identities within global systems of power and oppression. AcknowledgmentThis research was conducted within the Mercator Graduate Programme Open-Mindedness, Tolerance, and Public Engagement funded by the Mercator Foundation.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to their content of information that could compromise the privacy of research participants.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273681","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 : 2023-10-24DOI: 10.1080/10888691.2023.2267440
Xinwu Zhang, Delei Liu, Lucy Pappas, Sarah-Eve Dill, Tianli Feng, Yunting Zhang, Jin Zhao, Scott Rozelle, Yue Ma
AbstractThe home language environment is a significant correlate of early childhood development outcomes; however, less is known about this mechanism in rural and peri-urban China where rates of developmental delay are as high as 52%. This study examines associations between the home language environment and child development in a sample of 158 children (58% boys) aged 18–24 months (Mage = 21.5) from rural and peri-urban households in Western China. Results show a significant association between adult-child conversation count and language development, suggesting the home language environment may be a mechanism for child development in rural and peri-urban China. 22.5% of the sample were at risk of language delay. Mother’s employment and child’s age were significant factors in the home language environment.RESEARCH HIGHLIGHTSThis research investigates the links between the home language environment and ECD in rural and peri-urban communities in China.This study shows significant positive associations between measures of the home language environment and language development outcomes, as well as with overall ECD outcomes.Adult-child conversations were more important for language development outcomes than was the number of adult words spoken.Female-initiated conversations were more important than child-initiated conversations for language development. AcknowledgmentsWe would like to thank the local collaborators and survey enumerators for their assistance with contacting local families and assisting with the survey and LENA data collection, and the children and families who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon reasonable request. The data are not publicly available due to privacy or ethical restrictions.Notes1 Increase in CTC by 1% corresponded to an increase in CREDI overall z-scores by 1.23%.2 Increase in AWC by 1% corresponded to an increase in CREDI language z-scores by 1.30%.3 Increase in CTC by 1% corresponded to an increase in CREDI language z-scores by 1.49%.4 Increase in the number of CT in VABs initiated by the focus child by 1% corresponded to an increase in CREDI overall z-scores by 1.13%.5 Increase in number of CT in VABs initiated by the focus child by 1% corresponded to an increase in CREDI language z-scores by 1.34%.6 Increase in the number of CT by 1% was associated with an increase in CREDI overall z-scores by 1.10%.7 Increase in the number of CT by 1% was associated with an increase in CREDI language z-scores by 1.36%.8 Increase in the number of VABs initiated by a female adult by 1% corresponded to an increase in CREDI language z-scores by 1.32%.9 On a typical day, the mother or grandmother of the household wakes up around 6:00 am and proceeds with household chores, such as cleaning and cooking breakfast. Subsequently, she looks after
{"title":"The home language environment and early childhood development: a LENA study from rural and peri-urban China","authors":"Xinwu Zhang, Delei Liu, Lucy Pappas, Sarah-Eve Dill, Tianli Feng, Yunting Zhang, Jin Zhao, Scott Rozelle, Yue Ma","doi":"10.1080/10888691.2023.2267440","DOIUrl":"https://doi.org/10.1080/10888691.2023.2267440","url":null,"abstract":"AbstractThe home language environment is a significant correlate of early childhood development outcomes; however, less is known about this mechanism in rural and peri-urban China where rates of developmental delay are as high as 52%. This study examines associations between the home language environment and child development in a sample of 158 children (58% boys) aged 18–24 months (Mage = 21.5) from rural and peri-urban households in Western China. Results show a significant association between adult-child conversation count and language development, suggesting the home language environment may be a mechanism for child development in rural and peri-urban China. 22.5% of the sample were at risk of language delay. Mother’s employment and child’s age were significant factors in the home language environment.RESEARCH HIGHLIGHTSThis research investigates the links between the home language environment and ECD in rural and peri-urban communities in China.This study shows significant positive associations between measures of the home language environment and language development outcomes, as well as with overall ECD outcomes.Adult-child conversations were more important for language development outcomes than was the number of adult words spoken.Female-initiated conversations were more important than child-initiated conversations for language development. AcknowledgmentsWe would like to thank the local collaborators and survey enumerators for their assistance with contacting local families and assisting with the survey and LENA data collection, and the children and families who participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon reasonable request. The data are not publicly available due to privacy or ethical restrictions.Notes1 Increase in CTC by 1% corresponded to an increase in CREDI overall z-scores by 1.23%.2 Increase in AWC by 1% corresponded to an increase in CREDI language z-scores by 1.30%.3 Increase in CTC by 1% corresponded to an increase in CREDI language z-scores by 1.49%.4 Increase in the number of CT in VABs initiated by the focus child by 1% corresponded to an increase in CREDI overall z-scores by 1.13%.5 Increase in number of CT in VABs initiated by the focus child by 1% corresponded to an increase in CREDI language z-scores by 1.34%.6 Increase in the number of CT by 1% was associated with an increase in CREDI overall z-scores by 1.10%.7 Increase in the number of CT by 1% was associated with an increase in CREDI language z-scores by 1.36%.8 Increase in the number of VABs initiated by a female adult by 1% corresponded to an increase in CREDI language z-scores by 1.32%.9 On a typical day, the mother or grandmother of the household wakes up around 6:00 am and proceeds with household chores, such as cleaning and cooking breakfast. Subsequently, she looks after","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135266864","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 : 2023-10-19DOI: 10.1080/10888691.2023.2268327
Joshua L. Brown, Patricia A. Jennings, Damira S. Rasheed, Heining Cham, Sebrina L. Doyle, Jennifer L. Frank, Regin Davis, Mark T. Greenberg
AbstractMindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition. AcknowledgmentsWe thank the teachers, children, and administration in the New York City schools and the New York City Department of Education. Without your participation and support, this work would not have been possible.Disclosure statementThe authors report there are no competing interests to declare.Data availability statementData not available due to ethical/legal restrictions. Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.Figure A1. Study design and timeline.Display full sizeFigure A2. CONSORT flow diagram for child sample. This figure represents the progress through the phases of the present randomized controlled trial.Display full sizeNotes1 Pennsylvania State University IRB # 39045 and New York City Department of Education IRB study #131.2 At the time of recruitment, the New York City schools were beginning to transition to a new model intended to support efforts to include students with disabilities in the general education classrooms by assigning special education teachers as co-teachers with general education teachers. The limitations of our research design did not allow us to include teachers working in classrooms with a co-teacher.Additional informationFundingThis study was supported by Grant Award [R305A120180] from the Institute of Education Sciences (IES), U.S. Department of Education (USDE). The content is solely the responsibility of the authors and does not necessarily represent the official views of IES or the USDE. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Institute of Educational Sciences or the U.S. Department of Education.
摘要基于正念的教师干预(mbi)可以改善课堂互动、教师正念和幸福感，但以教师为中心的mbi是否也有益于儿童，这在很大程度上仍未被探索。本研究以36所城市小学、224名k -5年级教师(年龄为41.5岁)和5200名儿童(年龄为7.7岁)为研究对象，测试了教育意识和弹性培养(CARE)专业发展项目对8名儿童学业和社会情感结果的直接影响和调节作用。在学习投入、学习动机和阅读能力方面发现了关怀的积极影响。意外地，CARE与冲突增加有关。CARE教师最初的正念水平较低，他们报告说，与正念水平较低的对照组教师的孩子相比，他们的孩子在敬业度、动机、阅读能力和数学能力方面都更高。出乎意料的是，与对照组的高正念教师相比，在基线时正念水平较高的CARE教师报告说，孩子的社交技能较低。感谢纽约市学校和纽约市教育局的老师、孩子和管理人员。没有你们的参与和支持，这项工作是不可能完成的。作者报告无利益竞争需要申报。数据可用性声明由于道德/法律限制，数据不可用。由于本研究的性质，本研究的参与者不同意公开分享他们的数据，因此无法获得支持数据。图A1。研究设计和时间表。显示全尺寸图A2。子样本的CONSORT流程图。该图表示当前随机对照试验各阶段的进展情况。显示全尺寸图片1宾夕法尼亚州立大学IRB # 39045和纽约市教育部IRB研究#131.2在招聘时，纽约市的学校开始过渡到一种新的模式，旨在通过分配特殊教育教师作为普通教育教师的联合教师来支持残疾学生进入普通教育教室。我们的研究设计的局限性不允许我们纳入与一名共同教师在教室工作的教师。本研究由美国教育部(USDE)教育科学研究所(IES)的Grant Award [R305A120180]资助。内容完全是作者的责任，并不一定代表IES或USDE的官方观点。内容完全是作者的责任，并不一定代表教育科学研究所或美国教育部的官方观点。
{"title":"Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes","authors":"Joshua L. Brown, Patricia A. Jennings, Damira S. Rasheed, Heining Cham, Sebrina L. Doyle, Jennifer L. Frank, Regin Davis, Mark T. Greenberg","doi":"10.1080/10888691.2023.2268327","DOIUrl":"https://doi.org/10.1080/10888691.2023.2268327","url":null,"abstract":"AbstractMindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition. AcknowledgmentsWe thank the teachers, children, and administration in the New York City schools and the New York City Department of Education. Without your participation and support, this work would not have been possible.Disclosure statementThe authors report there are no competing interests to declare.Data availability statementData not available due to ethical/legal restrictions. Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.Figure A1. Study design and timeline.Display full sizeFigure A2. CONSORT flow diagram for child sample. This figure represents the progress through the phases of the present randomized controlled trial.Display full sizeNotes1 Pennsylvania State University IRB # 39045 and New York City Department of Education IRB study #131.2 At the time of recruitment, the New York City schools were beginning to transition to a new model intended to support efforts to include students with disabilities in the general education classrooms by assigning special education teachers as co-teachers with general education teachers. The limitations of our research design did not allow us to include teachers working in classrooms with a co-teacher.Additional informationFundingThis study was supported by Grant Award [R305A120180] from the Institute of Education Sciences (IES), U.S. Department of Education (USDE). The content is solely the responsibility of the authors and does not necessarily represent the official views of IES or the USDE. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Institute of Educational Sciences or the U.S. Department of Education.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780421","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 : 2023-10-18DOI: 10.1080/10888691.2023.2265813
Benjamin J. Parry, Maira Patino, Barry A. Garst, Edmond P. Bowers, William H. Quinn, Leslie E. Heffington
For teens growing up in military-connected families, challenges relating to relocation, parental deployment, and reintegration add layers of stress to an already complex time of life. Out-of-school time programs provide military-connected teens opportunities to utilize existing strengths, develop new skills, and build support networks, as exemplified in the Military Teen Ambassador (MTA) program – a positive youth development program developed by the Boys and Girls Clubs of America in collaboration with the US Armed Forces. This study investigates the developmental benefits experienced by the teens serving on the MTA Steering Committee – a youth-adult collaboration designed to plan and deliver the MTA program. Interviews with teen and adult participants were analyzed through the lenses of relational developmental systems theory and a structured evaluation framework. Findings contribute insights into developmental processes and outcomes for programs targeting military-connected youth and provide applied implications that extend to broader youth and adult populations.
{"title":"Supporting military-connected teens to thrive: a qualitative evaluation of a leadership program from the perspective of teens and adult advisors","authors":"Benjamin J. Parry, Maira Patino, Barry A. Garst, Edmond P. Bowers, William H. Quinn, Leslie E. Heffington","doi":"10.1080/10888691.2023.2265813","DOIUrl":"https://doi.org/10.1080/10888691.2023.2265813","url":null,"abstract":"For teens growing up in military-connected families, challenges relating to relocation, parental deployment, and reintegration add layers of stress to an already complex time of life. Out-of-school time programs provide military-connected teens opportunities to utilize existing strengths, develop new skills, and build support networks, as exemplified in the Military Teen Ambassador (MTA) program – a positive youth development program developed by the Boys and Girls Clubs of America in collaboration with the US Armed Forces. This study investigates the developmental benefits experienced by the teens serving on the MTA Steering Committee – a youth-adult collaboration designed to plan and deliver the MTA program. Interviews with teen and adult participants were analyzed through the lenses of relational developmental systems theory and a structured evaluation framework. Findings contribute insights into developmental processes and outcomes for programs targeting military-connected youth and provide applied implications that extend to broader youth and adult populations.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135889926","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 : 2023-10-15DOI: 10.1080/10888691.2023.2260745
Alexander W. O’Donnell, Gerry Redmond, Alex A. Gardner, Joanna J. J. Wang, Anna Mooney
Feelings of acceptance within school communities can promote positive psychological outcomes. Despite occurring outside of the classroom, youth who engage in extracurricular activities typically report greater school belonging. Accordingly, we examined the longitudinal effect of extracurricular activities on school belonging and depressed mood in a nationally representative, Australian sample of adolescents (N = 3,850, Mage = 12.41) followed for four years. A random-intercept cross-lagged panel model revealed extracurricular activity participation at Time 1 predicted higher school belonging two years later. In turn, higher school belonging reinforced positive mental health outcomes, by predicting within-person decreases in depressed mood. Further, the direct and indirect effect of extracurricular activities were moderated by community-level socioeconomic status. Participants residing in low socioeconomic status communities garnered the greatest benefit from participating in activities, despite having the lowest levels of participation. Our data highlight how structured leisure time pursuits can promote wellbeing, especially within more disadvantaged communities.
{"title":"Extracurricular activity participation, school belonging, and depressed mood: a test of the compensation hypothesis during adolescence","authors":"Alexander W. O’Donnell, Gerry Redmond, Alex A. Gardner, Joanna J. J. Wang, Anna Mooney","doi":"10.1080/10888691.2023.2260745","DOIUrl":"https://doi.org/10.1080/10888691.2023.2260745","url":null,"abstract":"Feelings of acceptance within school communities can promote positive psychological outcomes. Despite occurring outside of the classroom, youth who engage in extracurricular activities typically report greater school belonging. Accordingly, we examined the longitudinal effect of extracurricular activities on school belonging and depressed mood in a nationally representative, Australian sample of adolescents (N = 3,850, Mage = 12.41) followed for four years. A random-intercept cross-lagged panel model revealed extracurricular activity participation at Time 1 predicted higher school belonging two years later. In turn, higher school belonging reinforced positive mental health outcomes, by predicting within-person decreases in depressed mood. Further, the direct and indirect effect of extracurricular activities were moderated by community-level socioeconomic status. Participants residing in low socioeconomic status communities garnered the greatest benefit from participating in activities, despite having the lowest levels of participation. Our data highlight how structured leisure time pursuits can promote wellbeing, especially within more disadvantaged communities.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185836","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}
AbstractEmotion regulation is one of the important skills helping children and parents to deal with stressful conditions within the family context during the pandemic. We aimed to investigate whether mothers’ emotion regulation strategies before COVID-19 and their COVID-19-related anxiety would predict children’s sadness regulation during the pandemic with a longitudinal design. A total of 310 children, aged 7–17, and their mothers from Türkiye participated in the current study. Maternal reappraisal and suppression did not predict children’s sadness regulation skills. Maternal COVID-19-related anxiety positively predicted children’s inhibition during the pandemic over and above maternal emotion regulation skills and children’s pre-pandemic sadness regulation skills. Age also predicted children’s inhibition levels, such that as children got older, their inhibition levels increased. Findings highlight the importance of the emotional climate of the family environment during the pandemic for emotional development in the Turkish context. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data supporting this study’s findings are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Additional informationFundingThis study is funded by the Scientific and Technological Research Council of Türkiye (TUBITAK). Before the COVID-19 assessment is funded by project 118K033—118K034—118K035, and during the COVID-19 assessment is funded by project 120K385.
{"title":"How do mothers’ pre-pandemic emotion regulation skills and pandemic-related anxiety predict their children’s sadness regulation during the COVID-19 pandemic?","authors":"Nur Elibol-Pekaslan, Buse Gönül, Hatice Işık, Didem Türe, Fatma Betul Abut, Fatma Seyma Kalkan-Inan, Sibel Kazak Berument, Aysun Dogan, Deniz Tahiroglu, Basak Sahin-Acar","doi":"10.1080/10888691.2023.2267444","DOIUrl":"https://doi.org/10.1080/10888691.2023.2267444","url":null,"abstract":"AbstractEmotion regulation is one of the important skills helping children and parents to deal with stressful conditions within the family context during the pandemic. We aimed to investigate whether mothers’ emotion regulation strategies before COVID-19 and their COVID-19-related anxiety would predict children’s sadness regulation during the pandemic with a longitudinal design. A total of 310 children, aged 7–17, and their mothers from Türkiye participated in the current study. Maternal reappraisal and suppression did not predict children’s sadness regulation skills. Maternal COVID-19-related anxiety positively predicted children’s inhibition during the pandemic over and above maternal emotion regulation skills and children’s pre-pandemic sadness regulation skills. Age also predicted children’s inhibition levels, such that as children got older, their inhibition levels increased. Findings highlight the importance of the emotional climate of the family environment during the pandemic for emotional development in the Turkish context. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data supporting this study’s findings are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Additional informationFundingThis study is funded by the Scientific and Technological Research Council of Türkiye (TUBITAK). Before the COVID-19 assessment is funded by project 118K033—118K034—118K035, and during the COVID-19 assessment is funded by project 120K385.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210860","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 : 2023-10-05DOI: 10.1080/10888691.2023.2260748
Stathis Grapsas, Judith van de Wetering, Jenna Spitzer, Astrid M. G. Poorthuis, Sander Thomaes
The sustainability motive-alignment hypothesis posits that adolescents will be motivated to act sustainably when they view sustainable behavior as aligned with their motives for autonomy and peer status. Based on this hypothesis, we developed the Sustainability Motive-Alignment Scale (SMAS), a brief self-report scale of individual differences in sustainability motive-alignment. In four studies across two relatively individualistic (U.S., Netherlands) and two relatively collectivistic countries (China, Colombia), the SMAS was reliable and valid as a single-factor scale; measurement invariant in terms of age and genders but measurement noninvariant in terms of culture, suggesting cultural differences in adolescents’ construals of sustainability motive-alignment; and positively associated with measures of sustainable attitudes, norms, self-efficacy, behavior, and climate change knowledge. Thus, sustainability motive-alignment can be assessed as a conceptually distinct psychological dimension underlying adolescents’ sustainable tendencies. We hope that our brief, psychometrically sound instrument will spark developmentally informed research on the psychological underpinnings of adolescent sustainability.
{"title":"When sustainability aligns with adolescent motives: development and validation of the Sustainability Motive-Alignment Scale (SMAS)","authors":"Stathis Grapsas, Judith van de Wetering, Jenna Spitzer, Astrid M. G. Poorthuis, Sander Thomaes","doi":"10.1080/10888691.2023.2260748","DOIUrl":"https://doi.org/10.1080/10888691.2023.2260748","url":null,"abstract":"The sustainability motive-alignment hypothesis posits that adolescents will be motivated to act sustainably when they view sustainable behavior as aligned with their motives for autonomy and peer status. Based on this hypothesis, we developed the Sustainability Motive-Alignment Scale (SMAS), a brief self-report scale of individual differences in sustainability motive-alignment. In four studies across two relatively individualistic (U.S., Netherlands) and two relatively collectivistic countries (China, Colombia), the SMAS was reliable and valid as a single-factor scale; measurement invariant in terms of age and genders but measurement noninvariant in terms of culture, suggesting cultural differences in adolescents’ construals of sustainability motive-alignment; and positively associated with measures of sustainable attitudes, norms, self-efficacy, behavior, and climate change knowledge. Thus, sustainability motive-alignment can be assessed as a conceptually distinct psychological dimension underlying adolescents’ sustainable tendencies. We hope that our brief, psychometrically sound instrument will spark developmentally informed research on the psychological underpinnings of adolescent sustainability.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483203","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 : 2023-09-21DOI: 10.1080/10888691.2023.2251383
Jodi Berger Cardoso, Kalina M. Brabeck, Tzuan A. Chen, Arlene Bjugstad, Caitlyn Mytelka, Randy Capps, Thomas M. Crea
AbstractRecent adverse childhood experiences (ACEs) scholarship emphasizes that differing ACEs affect the onset and course of psychopathology, and that sociopolitical context contributes to ACEs experienced by marginalized youth. Guided by the Immigration-Related Adverse Childhood Experiences Model, we explored the associations between different ACEs—immigration enforcement fear and perceived economic hardship—on posttraumatic stress disorder (PTSD) and depression among first and second-generation Latinx youth in immigrant families. Participants (n = 306) included students from 11 high schools in two states (58% female; 25% aged 17 or older). Fifty-three percent were first generation students and 80% were born in, or had a parent from, Mexico or Central America. We found that immigration enforcement fear predicted greater PTSD symptoms after accounting for other key covariates. Perceived economic hardship was associated with depression across all subscales. Findings highlight the need for a multidimensional approach to assess and understand how ACEs, including immigration enforcement fear, influence mental health for youth in Latinx immigrant families. AcknowledgmentsWe would like to thank the participating school districts and all of the students who participated in the study for their contributions.Disclosure statementThis article was prepared while Randy Capps was employed at the Migration Policy Institute. The opinions expressed in this article are the author’s own and do not reflect the view of the National Institutes of Health, the Department of Health and Human Services, or the United States government. The other authors report there are no competing interests to declare.Data availability statementDue to the sensitive nature of the data, and the possible consequences of identification, the data are not currently publicly available. However, additional or supplemental analysis are available by request.Additional informationFundingThis work was supported by the Robert Wood Johnson Foundation and National Institute on Minority Health and Health Disparities through the University of Houston’s HEALTH Research Center for Addictions Research and Cancer Prevention under grant [U54MD015946] in which T.A.C. is supported.
{"title":"Threat and deprivation as distinct predictors of posttraumatic stress and depression symptoms in first and second generation Latinx youth","authors":"Jodi Berger Cardoso, Kalina M. Brabeck, Tzuan A. Chen, Arlene Bjugstad, Caitlyn Mytelka, Randy Capps, Thomas M. Crea","doi":"10.1080/10888691.2023.2251383","DOIUrl":"https://doi.org/10.1080/10888691.2023.2251383","url":null,"abstract":"AbstractRecent adverse childhood experiences (ACEs) scholarship emphasizes that differing ACEs affect the onset and course of psychopathology, and that sociopolitical context contributes to ACEs experienced by marginalized youth. Guided by the Immigration-Related Adverse Childhood Experiences Model, we explored the associations between different ACEs—immigration enforcement fear and perceived economic hardship—on posttraumatic stress disorder (PTSD) and depression among first and second-generation Latinx youth in immigrant families. Participants (n = 306) included students from 11 high schools in two states (58% female; 25% aged 17 or older). Fifty-three percent were first generation students and 80% were born in, or had a parent from, Mexico or Central America. We found that immigration enforcement fear predicted greater PTSD symptoms after accounting for other key covariates. Perceived economic hardship was associated with depression across all subscales. Findings highlight the need for a multidimensional approach to assess and understand how ACEs, including immigration enforcement fear, influence mental health for youth in Latinx immigrant families. AcknowledgmentsWe would like to thank the participating school districts and all of the students who participated in the study for their contributions.Disclosure statementThis article was prepared while Randy Capps was employed at the Migration Policy Institute. The opinions expressed in this article are the author’s own and do not reflect the view of the National Institutes of Health, the Department of Health and Human Services, or the United States government. The other authors report there are no competing interests to declare.Data availability statementDue to the sensitive nature of the data, and the possible consequences of identification, the data are not currently publicly available. However, additional or supplemental analysis are available by request.Additional informationFundingThis work was supported by the Robert Wood Johnson Foundation and National Institute on Minority Health and Health Disparities through the University of Houston’s HEALTH Research Center for Addictions Research and Cancer Prevention under grant [U54MD015946] in which T.A.C. is supported.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136155037","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 : 2023-09-21DOI: 10.1080/10888691.2023.2259789
Hao Zheng, Yao Zheng
AbstractLeisure activities engagement could promote freshmen’s well-being by providing social support and improving positive mood. Little is known about the day-to-day variability in leisure activities and stress and their links to daily well-being. Using a month-long daily diary design among 273 Canadian freshmen (Mage = 18, 73% female, 32% White), this study investigated the relations between daily leisure activities, stress, and well-being. Multilevel modeling revealed that daily leisure activities showed concurrent positive effects on daily well-being, whereas daily stress had negative effects. There were substantial inter-individual differences in these links, which were partly explained by coping orientations and person-average levels of stress. Engaging in more diverse leisure activities was related to better well-being. The findings demonstrate the immediate beneficial effects of leisure activities on well-being in everyday life and provide interventions with amendable targets to promote freshmen’s positive socioemotional development during their transition to university. Data availability statementThe datasets generated and/or analyzed during the current study are not publicly available but are available from the corresponding author on reasonable request.AcknowledgmentsWe thank all the participants and our research assistants. Study data were collected and managed using REDCap electronic data capture tools hosted and supported by the Women and Children’s Health Research Institute at the University of Alberta.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported partly by the Natural Sciences and Engineering Research Council of Canada under Grant RGPIN-2020-04458 and DGECR-2020-00077; as well as Mitacs Accelerate under Grant IT18227.
{"title":"Daily links between leisure activities, stress, and well-being during the transition to university","authors":"Hao Zheng, Yao Zheng","doi":"10.1080/10888691.2023.2259789","DOIUrl":"https://doi.org/10.1080/10888691.2023.2259789","url":null,"abstract":"AbstractLeisure activities engagement could promote freshmen’s well-being by providing social support and improving positive mood. Little is known about the day-to-day variability in leisure activities and stress and their links to daily well-being. Using a month-long daily diary design among 273 Canadian freshmen (Mage = 18, 73% female, 32% White), this study investigated the relations between daily leisure activities, stress, and well-being. Multilevel modeling revealed that daily leisure activities showed concurrent positive effects on daily well-being, whereas daily stress had negative effects. There were substantial inter-individual differences in these links, which were partly explained by coping orientations and person-average levels of stress. Engaging in more diverse leisure activities was related to better well-being. The findings demonstrate the immediate beneficial effects of leisure activities on well-being in everyday life and provide interventions with amendable targets to promote freshmen’s positive socioemotional development during their transition to university. Data availability statementThe datasets generated and/or analyzed during the current study are not publicly available but are available from the corresponding author on reasonable request.AcknowledgmentsWe thank all the participants and our research assistants. Study data were collected and managed using REDCap electronic data capture tools hosted and supported by the Women and Children’s Health Research Institute at the University of Alberta.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported partly by the Natural Sciences and Engineering Research Council of Canada under Grant RGPIN-2020-04458 and DGECR-2020-00077; as well as Mitacs Accelerate under Grant IT18227.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136154114","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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