Applied Developmental Science最新文献

英文中文

Linking homelessness in secondary school to postsecondary and early labor market outcomes in Maryland using a continuum of risk framework 使用连续风险框架将马里兰州中学无家可归与中学后和早期劳动力市场结果联系起来

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-12-15 DOI: 10.1080/10888691.2022.2156343

Dawnsha R. Mushonga, Mathew C. Uretsky, Bess A. Rose, Angela K. Henneberger

Homeless and low-income students share multiple overlapping risk experiences; however, some studies report little to no observed differences in outcomes between these students (Buckner, 2008). From the cumulative risk perspective, homelessness is perched at the extreme edge of economic insecurity, suggesting that homeless students would encounter additional hardship beyond what may be incurred by the experience of poverty alone (Brumley et al., 2015). Using a continuum of risk framework (Masten et al., 1993), this study leveraged statewide administrative data from a 6th grade cohort of Maryland public school students (N= 52,610) to investigate the association between homelessness and educational and early labor market outcomes, above and beyond the associations linked to poverty. Findings provide support for the continuum of risk in relation to educational outcomes; however, no significant differences were observed in early labor market outcomes, although racial differences were detected. This study underscores the importance of targeted interventions in promoting positive, long-term outcomes, particularly for students who were homeless in adolescence.

无家可归和低收入学生有多重重叠的风险经历；然而，一些研究报告称，这些学生之间的结果几乎没有观察到差异（Buckner，2008）。从累积风险的角度来看，无家可归者处于经济不安全的极端边缘，这表明无家可归的学生将面临超出贫困经历可能带来的额外困难（Brumley等人，2015）。本研究使用一个连续的风险框架（Masten等人，1993），利用马里兰州公立学校六年级学生（N=52610）的全州行政数据，调查无家可归与教育和早期劳动力市场结果之间的关联，超越了与贫困相关的关联。研究结果支持了与教育成果相关的风险的连续性；然而，尽管发现了种族差异，但在早期劳动力市场结果中没有观察到显著差异。这项研究强调了有针对性的干预措施在促进积极的长期结果方面的重要性，特别是对青春期无家可归的学生来说。

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引用次数: 0

Pathways to community leadership: Transitions, turning points, and generational continuity 通往社区领导的道路:过渡、转折点和世代连续性

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-12-13 DOI: 10.1080/10888691.2022.2154211

Kathryn Y. Morgan, Kayla M. Anderson, Brian D. Christens

引用次数: 0

Associations between adolescent alcohol use and neurocognitive functioning in young adulthood 青少年饮酒与成年早期神经认知功能之间的关系

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-11-11 DOI: 10.1080/10888691.2022.2138886

Patricia L. East, Jorge Delva, Estela Blanco, Paulina Correa-Burrows, Raquel Burrows, Sheila Gahagan

Abstract

This study examined the associations between excessive alcohol intake during adolescence and neurocognitive functioning in young adulthood and whether these relations varied by sex. Participants were working-class Chilean adolescents (N = 692; M_age 16.0 years; 54.5% female) who provided frequency of past 30-day bingeing and past-year intoxication. Neurocognitive measures were completed in young adulthood (M_age 21.2 years). Illicit substance users were excluded a priori and other substance use was controlled. When males and females were considered simultaneously, no main effects of intoxication or bingeing were found. However, several sex-specific effects emerged for intoxication, such that more frequent intoxication was associated with poorer visual memory, attention, processing speed, response inhibition, and cognitive flexibility in females, while frequent intoxication related to better attention and processing speed in males. In general, effect sizes were small. No relations emerged for verbal memory, working memory, or spatial learning. Possible factors that contribute to divergent sex effects are discussed.

摘要本研究探讨了青春期过量饮酒与青年期神经认知功能之间的关系，以及这些关系是否因性别而异。参与者为智利工人阶级青少年(N = 692;法师16岁;54.5%女性)，提供了过去30天的酗酒频率和过去一年的醉酒频率。在青年成年期(年龄21.2岁)完成神经认知测量。非法药物使用者被先验地排除在外，其他药物的使用也受到控制。当男性和女性同时考虑时，没有发现中毒或酗酒的主要影响。然而，酒精中毒也会产生一些性别特异性的影响，比如，在女性中，频繁的酒精中毒与较差的视觉记忆、注意力、处理速度、反应抑制和认知灵活性有关，而在男性中，频繁的酒精中毒与较好的注意力和处理速度有关。总的来说，效应量很小。语言记忆、工作记忆和空间学习之间没有关系。讨论了造成性别差异的可能因素。

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引用次数: 0

Empowering community-changers: Developing civic efficacy in elementary classrooms 赋予社区变革者权力：在小学课堂上培养公民效能

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-10-21 DOI: 10.1080/10888691.2022.2134132

Thérèse Pfister, S. Rimm-Kaufman, Eileen G. Merritt, Timothy R. Konold

引用次数: 3

“Literacy is everywhere!”: using digital technology to broaden how parents view the home literacy environment “识字无处不在!:利用数字技术拓宽家长对家庭文化环境的看法

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-09-24 DOI: 10.1080/10888691.2022.2125392

Kathryn A. Leech, Drew Wheat, M. Rowe, Joseph H. Blatt, C. Dede

Abstract Parent–child engagement in constrained (e.g., learning alphabet letters or sounds) and unconstrained (e.g., storytelling, defining words) literacy activities are central components of the home literacy environment. Unconstrained activities are particularly important for children’s oral language and support school readiness. Yet, many parents do not recognize that unconstrained activities can promote learning. This study examines whether an immersive tool can help parents recognize the importance of unconstrained activities and how to embed learning into everyday home routines. N = 76 middle- to lower-income parents of three-year-old children were randomly assigned to a control condition or immersive “literacy scavenger hunt” where they self-explored opportunities to engage in unconstrained activities within everyday routines. The scavenger hunt was associated with an increase in parents’ endorsement of unconstrained activities and verbal communication within parent–child interactions. Results are discussed in terms of intervention approaches that build adult capacity around supporting children’s early literacy.

亲子参与约束性(如学习字母或发音)和非约束性(如讲故事、定义单词)读写活动是家庭读写环境的核心组成部分。不受约束的活动对儿童的口语和入学准备特别重要。然而，许多家长没有认识到无限制的活动可以促进学习。本研究考察了一种沉浸式工具是否能帮助父母认识到不受约束的活动的重要性，以及如何将学习融入日常家庭生活。76名三岁孩子的中低收入父母被随机分配到控制条件或沉浸式“扫盲寻宝游戏”中，在那里他们自己探索机会，参与日常生活中不受约束的活动。在亲子互动中，寻宝游戏与父母对不受约束的活动和语言交流的认可增加有关。结果讨论了在支持儿童早期读写能力方面建立成人能力的干预方法。

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引用次数: 0

The influence of deviant peer association on dual systems model development: the protective role of resistance to peer influence 越轨同伴联想对双系统模型发展的影响：抵抗同伴影响的保护作用

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-07-21 DOI: 10.1080/10888691.2022.2102008

Thomas W. Wojciechowski

Abstract Little research has examined the relevance of peer influences for impacting development of dual systems model constructs and examined protective factors in these relationships among adolescents (Ages: 14-26; ∼86% male). This study examined the relevance of deviant peer association for predicting development of sensation-seeking and impulse control and the moderating role of resistance to peer influence. The Pathways to Desistance data were analyzed. Mixed effects models examined the direct effect of deviant peer association on impulse control and sensation-seeking and determine whether resistance to peer influence moderated these relationships. Findings indicated that greater deviant peer association was associated with increased sensation-seeking and lower impulse control. Resistance to peer influence buffered the effects of deviant peer association on impulse control, as indicated by a significant and negative coefficient. Additional analyses indicated that this moderation effect was only relevant at lower levels of deviant peer association. Moderation was not observed for sensation-seeking.

摘要很少有研究考察了同伴影响对双系统模型结构发展的影响，并考察了青少年（年龄：14-26岁；～86%为男性）之间这些关系中的保护因素。本研究考察了越轨同伴联想对感觉寻求和冲动控制发展的预测相关性，以及抵抗同伴影响的调节作用。分析了Desistance的路径数据。混合效应模型检验了异常同伴联想对冲动控制和感觉寻求的直接影响，并确定了对同伴影响的抵抗是否调节了这些关系。研究结果表明，更大的越轨同伴联想与感觉寻求的增加和冲动控制的降低有关。对同伴影响的抵抗缓冲了异常同伴关联对冲动控制的影响，如显著负系数所示。其他分析表明，这种调节效应只与较低水平的越轨同伴关联有关。感觉寻求没有观察到适度。

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引用次数: 2

Deeper engagement with live theater increases middle school students’ empathy and social perspective taking 与现场戏剧的深度接触增加了中学生的同理心和社会视角的接受

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-07-18 DOI: 10.1080/10888691.2022.2096610

R. Troxler, T. Goldstein, Steven J. Holochwost, Charles Beekman, Stephanie McKeel, M. Shami

Abstract Building on research showing social-emotional benefits from a single live theater performance, this study tests for significant differences in pre to post social-cognitive outcomes among a racially and economically diverse sample of young audiences who attended the same theater performance with or without additional pre- and post-show educational experiences. We extend previous work by experimentally manipulating and testing a common artistic educational intervention: deeper engagement strategies including facilitated discussions and pre-performance guides. We also refine previous investigations into generalized social and emotional skills by specifically examining foundational social-cognitive abilities: social perspective taking and empathy. This study utilizes a pre-post design with randomized control and treatment groups. Several significant findings suggest that when paired with educational pre- and post-show experiences, students’ social perspective taking and empathy can be positively impacted through a single live theater performance.

摘要:本研究以一场现场戏剧表演对社会情感的益处为基础，测试了不同种族和经济背景的年轻观众在观看同一场戏剧表演时，有无额外的表演前和表演后教育经历的社会认知结果的显著差异。我们通过实验操作和测试一种常见的艺术教育干预来扩展先前的工作:包括促进讨论和表演前指导在内的更深层次的参与策略。我们还通过具体检查基本的社会认知能力:社会视角和同理心，完善了先前对广义社会和情感技能的调查。本研究采用前后设计，随机对照组和治疗组。几个重要的研究结果表明，当与表演前和表演后的教育经历相结合时，学生的社会视角和同理心可以通过一次现场戏剧表演产生积极影响。

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引用次数: 3

Psychometric validity and measurement invariance of positive youth development in the Philippines during the COVID-19 pandemic 2019冠状病毒病大流行期间菲律宾青年积极发展的心理测量效度和测量不变性

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-05-23 DOI: 10.1080/10888691.2022.2078719

Jet U. Buenconsejo, Jesus Alfonso D. Datu, Ming Ming Chiu, Randolph C. H. Chan

Abstract

This study examined the factor structure and measurement invariance of the competence, confidence, connection, character, and caring (Five Cs) model using the Positive Youth Development (PYD) survey’s short (34 items) and very short versions (17 items). We also tested its criterion-related validity with life satisfaction, flourishing, transcendence, perceived societal and school statuses, and COVID-19 anxiety. In the Philippines, 1,116 senior high school students completed this survey (age: M = 17.61 years; SD = 0.91). The results support the bi-factor model for both formats, which showed varying levels of measurement invariance across gender, SES, and school type. Controlling for the general PYD construct, character and caring (i.e., socio-emotional Cs) showed negative latent factor correlations with competence and confidence (i.e., efficacy-related Cs). Almost all PYD dimensions exhibited expected associations with the criterion-related measures. As the very short version showed low reliability for competence and character, our results support using the 34-item short scale to measure the general and individual dimensions of adolescent thriving.

摘要本研究采用积极青年发展问卷(PYD)的短问卷(34项)和极短问卷(17项)，考察了胜任力、信心、联系、性格、关怀(5c)模型的因素结构和测量不变异性。我们还测试了其与生活满意度、繁荣、超越、感知的社会和学校地位以及COVID-19焦虑相关的标准效度。在菲律宾，有1116名高中生完成了这项调查(年龄:M = 17.61岁;Sd = 0.91)。结果支持两种格式的双因素模型，该模型显示了不同性别、社会经济地位和学校类型的测量不变性水平。控制一般PYD结构，性格和关怀(即社会情绪c)与能力和信心(即效能相关c)呈负相关的潜在因素。几乎所有PYD维度都表现出与标准相关措施的预期关联。由于短量表在能力和性格方面的信度较低，我们的研究结果支持使用34项短量表来测量青少年成长的总体和个体维度。

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引用次数: 5

Stress during transition from home to public childcare 从家庭托儿所过渡到公共托儿所期间的压力

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-05-22 DOI: 10.1080/10888691.2022.2070168

L. Ahnert, Tina Eckstein-Madry, W. Datler, Felix Deichmann, Bernhard Piskernik

Abstract Four saliva probes were collected per day from 104 children (10 to 35 months old) transitioning from home (T0) to childcare across a four-month period (until T3), resulting in over one thousand cortisol values. Latent Profile Analysis classified three profiles within a regular spectrum of children’s cortisol rhythms and described a fourth hypocortisol stress profile. Further Latent Transition Analysis revealed that profiles frequently changed across the transition but stabilized at T3. Most importantly, regular profiles across transition most likely occurred with high AQS scores of mother-child and care provider–child attachment. A machine learning procedure (XGBoost) featured predictors for stress profiles at T3 (when the child ought to be adjusted and stress profiles should be rare) referring to characteristics of the children (e.g., gender, number of siblings, peer contact before entry), the mothers (their worries), the care providers (their work experience, engagement, attachment) and the groups in the childcare centers (e.g., size, age differences, illness frequency). As a result, experience with siblings and peers before entry facilitated the transition. However, most conditions not linearly affecting children’s cortisol revealed even opposite effects when analyzed at different times. For example, smaller group size and large age-differences at T1 helped the child to stabilize a Regular profile, perhaps due to better control over the situation and greater support from the older children in the group. At T3, however, Regular profiles were associated with larger group size and smaller age-differences which might be helpful for establishing close peer relationships to buffer stress.

摘要每天从104名儿童（10至35岁）身上采集4个唾液探针几个月大）在四个月的时间里（直到T3）从家（T0）过渡到照顾孩子，导致皮质醇值超过1000。潜在特征分析将儿童皮质醇节律的三个特征分类为规则谱，并描述了第四个皮质醇压力特征。进一步的潜在转变分析显示，在整个转变过程中，剖面经常发生变化，但在T3时稳定下来。最重要的是，过渡期的常规情况很可能发生在母亲和护理提供者-儿童依恋的AQS分数较高的情况下。机器学习程序（XGBoost）的特点是预测T3时的压力状况（当孩子应该被调整，压力状况应该是罕见的），参考孩子的特征（例如，性别、兄弟姐妹的数量、进入前的同伴接触）、母亲（他们的担忧），护理提供者（他们的工作经验、参与度、依恋度）和儿童保育中心的群体（例如，规模、年龄差异、患病频率）。因此，入职前与兄弟姐妹和同龄人相处的经历促进了这一转变。然而，当在不同时间进行分析时，大多数对儿童皮质醇没有线性影响的情况甚至显示出相反的影响。例如，在T1时，较小的群体规模和较大的年龄差异有助于孩子稳定常规档案，这可能是因为更好地控制了这种情况，并得到了该群体中年龄较大的孩子的更多支持。然而，在T3，有规律的概况与较大的群体规模和较小的年龄差异有关，这可能有助于建立密切的同伴关系来缓冲压力。

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引用次数: 2

Organized civic and non-civic activities as predictors of academic GPA in high school students 有组织的公民和非公民活动是高中生学业平均成绩的预测因素

IF 3.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science

Pub Date : 2022-05-05 DOI: 10.1080/10888691.2022.2053127

Frederick L. Philippe, Mary Gingras, Nessa Ghassemi-Bakhtiari, F. Poulin, J. Robitaille, A. Denault, Stéphane Dandeneau, M. Geoffroy

Abstract Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% nonwhite, M age = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.

摘要与体育和艺术等有组织的活动不同，青少年时期的公民活动（如志愿服务、学生政府）与学校成功的关系研究较少，几乎所有现有证据都由横断面调查结果组成。在一项纵向研究中，1035名学生（64%为女性，20%为非白人，M年龄=14.21 年）报告了他们在学年内参与有组织的非公民和公民活动的情况、活动参与的维度（如强度、持续时间、动机）和协变量（年龄、性别、种族、社会经济地位、自尊、父母关系、学校动机）。往届和年终平均绩点（GPA）是从学校管理部门收集的。结果显示，即使在调整了所有协变量后，公民和非公民组织的活动都独立预测了学年内GPA的增长。

引用次数: 1

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