Pub Date : 2022-04-28DOI: 10.1080/10888691.2022.2067854
Colleen M. Berryessa, Thomas W. Wojciechowski
Abstract This study, using a sample of youth offenders from the Pathways to Desistance Study (N = 1354), examines Greenberger and Sorensen’s model of “psychosocial maturity” as a predictor of legal socialization (legal cynicism and legitimacy) across the adolescent developmental course, as well as the differential importance of this relationship by age. Psychosocial maturity significantly predicted lower levels of legal cynicism, but also lower levels of legitimacy, from ages 14–25. Yet, when considering the salience of these relationships by age, results suggest that the relationship between psychosocial maturity and legitimacy may show little variation as adolescent offenders age, but that the salience of psychosocial maturity on explaining patterns of legal cynicism declines with age during development into emerging adulthood. This work’s potential implications for promising interventions that foster psychosocial maturity in early adolescence to reduce legal cynicism of youth who have offended or are at high-risk of offending are discussed.
{"title":"The age-graded effects of psychosocial maturity on legal socialization across the adolescent developmental course in youth offenders","authors":"Colleen M. Berryessa, Thomas W. Wojciechowski","doi":"10.1080/10888691.2022.2067854","DOIUrl":"https://doi.org/10.1080/10888691.2022.2067854","url":null,"abstract":"Abstract This study, using a sample of youth offenders from the Pathways to Desistance Study (N = 1354), examines Greenberger and Sorensen’s model of “psychosocial maturity” as a predictor of legal socialization (legal cynicism and legitimacy) across the adolescent developmental course, as well as the differential importance of this relationship by age. Psychosocial maturity significantly predicted lower levels of legal cynicism, but also lower levels of legitimacy, from ages 14–25. Yet, when considering the salience of these relationships by age, results suggest that the relationship between psychosocial maturity and legitimacy may show little variation as adolescent offenders age, but that the salience of psychosocial maturity on explaining patterns of legal cynicism declines with age during development into emerging adulthood. This work’s potential implications for promising interventions that foster psychosocial maturity in early adolescence to reduce legal cynicism of youth who have offended or are at high-risk of offending are discussed.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"299 - 319"},"PeriodicalIF":3.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48393698","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 : 2022-04-22DOI: 10.1080/10888691.2022.2060225
Yaqiong Wang, Xiaoyan Li, K. Bronk, D. Lin
ABSTRACT How can we help Chinese youth thrive? To begin to address this question, the present study explored the promotive factors (i.e., the individual strengths and environmental assets) that enhance Chinese youths’ healthy development. Interviews were conducted with Chinese adolescents (n = 12), their teachers (n = 12), and their parents (n = 20). Findings highlight six individual strengths, including goal setting, sparks, self-reliance, goal-oriented hard work, self-improvement, and intention to contribute, and four categories of environmental assets, including supportive relational networks, rules and expectations, opportunities and activities, and promotive climates. Some of the promotive factors that emerged are similar to ones identified as relevant to western youth, and others appear to be particular to Chinese youth. Findings have important implications for researchers, practitioners, and policymakers interested in supporting the healthy development of Chinese adolescents.
{"title":"Factors that promote positive Chinese youth development: a qualitative study","authors":"Yaqiong Wang, Xiaoyan Li, K. Bronk, D. Lin","doi":"10.1080/10888691.2022.2060225","DOIUrl":"https://doi.org/10.1080/10888691.2022.2060225","url":null,"abstract":"ABSTRACT How can we help Chinese youth thrive? To begin to address this question, the present study explored the promotive factors (i.e., the individual strengths and environmental assets) that enhance Chinese youths’ healthy development. Interviews were conducted with Chinese adolescents (n = 12), their teachers (n = 12), and their parents (n = 20). Findings highlight six individual strengths, including goal setting, sparks, self-reliance, goal-oriented hard work, self-improvement, and intention to contribute, and four categories of environmental assets, including supportive relational networks, rules and expectations, opportunities and activities, and promotive climates. Some of the promotive factors that emerged are similar to ones identified as relevant to western youth, and others appear to be particular to Chinese youth. Findings have important implications for researchers, practitioners, and policymakers interested in supporting the healthy development of Chinese adolescents.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"251 - 268"},"PeriodicalIF":3.8,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43840461","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 : 2022-04-18DOI: 10.1080/10888691.2022.2059481
R. Chan
Abstract Critical consciousness has received growing attention in developmental science, but most of the work has been conducted in Western liberal democracies. A critical examination is needed to determine whether critical consciousness can be appropriately measured in less democratic societies, where opportunity structures are different from those in Western liberal democracies. To establish the psychopolitical validity of a measure of critical reflection in less democratic societies, this study developed the Critical Reflection Scale (CRS) based on a sample of 3,015 youths in China. The results support a two-factor model of critical reflection, including (1) recognition of social inequity and (2) awareness of everyday oppression. The findings reveal varying levels of critical reflection across age, gender, and sexual orientation. Two items of the CRS function differently between young women and men. The CRS demonstrates good internal consistency and convergent validity, indicating that it is a psychometrically sound measure of critical reflection.
{"title":"Development and validation of the Critical Reflection Scale for youth in China: Factor structure and measurement invariance across age, gender, and sexual orientation","authors":"R. Chan","doi":"10.1080/10888691.2022.2059481","DOIUrl":"https://doi.org/10.1080/10888691.2022.2059481","url":null,"abstract":"Abstract Critical consciousness has received growing attention in developmental science, but most of the work has been conducted in Western liberal democracies. A critical examination is needed to determine whether critical consciousness can be appropriately measured in less democratic societies, where opportunity structures are different from those in Western liberal democracies. To establish the psychopolitical validity of a measure of critical reflection in less democratic societies, this study developed the Critical Reflection Scale (CRS) based on a sample of 3,015 youths in China. The results support a two-factor model of critical reflection, including (1) recognition of social inequity and (2) awareness of everyday oppression. The findings reveal varying levels of critical reflection across age, gender, and sexual orientation. Two items of the CRS function differently between young women and men. The CRS demonstrates good internal consistency and convergent validity, indicating that it is a psychometrically sound measure of critical reflection.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"238 - 250"},"PeriodicalIF":3.8,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44446704","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 : 2022-04-18DOI: 10.1080/10888691.2022.2062360
E. Raposa, Bernadette Sánchez, A. O'Donnell, Lidia Y Monjaras-Gaytan
Abstract This study explored whether Latinx adolescents’ ethnic identity and stressful experiences predicted characteristics of their naturally-occurring mentoring relationships with non-parental adults. Ninth-grade Latinx students completed surveys about ethnic identity, stress exposure, and their natural mentoring relationships during 9th and 10th grade. Youth who showed greater ethnic identity exploration in 9th grade perceived more support from mentors who were family members at follow-up. In addition, Latinx youth who experienced more stressors were less likely to identify familial mentors and to retain familial and Latinx mentors from baseline to follow-up. Youth who were exposed to more stressors also reported receiving significantly more support from their natural mentors at follow-up, but this association was only observed for non-Latinx mentors. Findings are some of the first to identify predictors of mentor retention and perceived mentoring relationship support among Latinx youth, and have implications for understanding intergenerational relationships that may promote resilience in this population.
{"title":"The roles of ethnic identity and stressors in natural mentoring support among Latinx adolescents","authors":"E. Raposa, Bernadette Sánchez, A. O'Donnell, Lidia Y Monjaras-Gaytan","doi":"10.1080/10888691.2022.2062360","DOIUrl":"https://doi.org/10.1080/10888691.2022.2062360","url":null,"abstract":"Abstract This study explored whether Latinx adolescents’ ethnic identity and stressful experiences predicted characteristics of their naturally-occurring mentoring relationships with non-parental adults. Ninth-grade Latinx students completed surveys about ethnic identity, stress exposure, and their natural mentoring relationships during 9th and 10th grade. Youth who showed greater ethnic identity exploration in 9th grade perceived more support from mentors who were family members at follow-up. In addition, Latinx youth who experienced more stressors were less likely to identify familial mentors and to retain familial and Latinx mentors from baseline to follow-up. Youth who were exposed to more stressors also reported receiving significantly more support from their natural mentors at follow-up, but this association was only observed for non-Latinx mentors. Findings are some of the first to identify predictors of mentor retention and perceived mentoring relationship support among Latinx youth, and have implications for understanding intergenerational relationships that may promote resilience in this population.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"285 - 297"},"PeriodicalIF":3.8,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502135","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 : 2022-04-09DOI: 10.1080/10888691.2022.2061490
Stephanie Nisle, Yolanda Anyon
Abstract This study explores the association between school-level poverty rates and young peoples’ perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse youth in grades 6-12 from 211 schools. We used multilevel linear regression models to estimate the relationships between school poverty rates and students’ reports of positive relationships, equitable roles, and a sense of community. Results indicated that youth attending schools with higher poverty rates were less likely to report empowering school climates than their peers from schools serving more affluent students. We also found a strong correlation between school-level poverty rates and student racial composition. Findings suggest that young people who attend racially segregated schools with concentrated poverty would likely benefit from greater opportunities for relationship building, power-sharing, and community building. Such efforts may also strengthen other domains of youth development, including academic achievement and positive identity.
{"title":"An exploration of the relationship between school poverty rates and students’ perceptions of empowerment: student-staff relationships, equitable roles, & classroom sense of community","authors":"Stephanie Nisle, Yolanda Anyon","doi":"10.1080/10888691.2022.2061490","DOIUrl":"https://doi.org/10.1080/10888691.2022.2061490","url":null,"abstract":"Abstract This study explores the association between school-level poverty rates and young peoples’ perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse youth in grades 6-12 from 211 schools. We used multilevel linear regression models to estimate the relationships between school poverty rates and students’ reports of positive relationships, equitable roles, and a sense of community. Results indicated that youth attending schools with higher poverty rates were less likely to report empowering school climates than their peers from schools serving more affluent students. We also found a strong correlation between school-level poverty rates and student racial composition. Findings suggest that young people who attend racially segregated schools with concentrated poverty would likely benefit from greater opportunities for relationship building, power-sharing, and community building. Such efforts may also strengthen other domains of youth development, including academic achievement and positive identity.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"269 - 284"},"PeriodicalIF":3.8,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48701422","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 : 2022-04-07DOI: 10.1080/10888691.2022.2058507
Ida Foster, V. Talwar, A. Crossman
Abstract Children (N = 114, ages 7–13) witnessed a transgressor steal money from a wallet and then asked them to lie about the theft when interviewed by a novel interviewer. During the interview, children were asked to either describe various experienced events (Narrative Practice Rapport-building condition) or participate in an interactive activity designed to focus on the relational aspects of rapport-building including mutual attentiveness, positivity, and coordination between child and interviewer (Interactional Rapport-building condition). Children also completed a measure of rapport to indicate their subjective level of rapport with the interviewer. Older children in the Interactional Rapport-building condition were significantly more likely to be truthful, disclose the transgression earlier, and give more details. Findings provide an initial, exploratory understanding of how the rapport-building phase in eyewitness interviews may play an important role in children’s disclosure decision-making and may be another area to study to promote more truthful disclosures.
{"title":"The role of rapport in eliciting children’s truthful reports","authors":"Ida Foster, V. Talwar, A. Crossman","doi":"10.1080/10888691.2022.2058507","DOIUrl":"https://doi.org/10.1080/10888691.2022.2058507","url":null,"abstract":"Abstract Children (N = 114, ages 7–13) witnessed a transgressor steal money from a wallet and then asked them to lie about the theft when interviewed by a novel interviewer. During the interview, children were asked to either describe various experienced events (Narrative Practice Rapport-building condition) or participate in an interactive activity designed to focus on the relational aspects of rapport-building including mutual attentiveness, positivity, and coordination between child and interviewer (Interactional Rapport-building condition). Children also completed a measure of rapport to indicate their subjective level of rapport with the interviewer. Older children in the Interactional Rapport-building condition were significantly more likely to be truthful, disclose the transgression earlier, and give more details. Findings provide an initial, exploratory understanding of how the rapport-building phase in eyewitness interviews may play an important role in children’s disclosure decision-making and may be another area to study to promote more truthful disclosures.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"221 - 237"},"PeriodicalIF":3.8,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732585","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 : 2022-04-04DOI: 10.1080/10888691.2022.2056462
Rachel O. Rubin, Sara K. Johnson, Kirsten M. Christensen, J. Rhodes
Abstract Residential summer camps, one of the most popular organized programs for children in the United States, may promote several aspects of positive youth development. These positive outcomes may stem in part from camp counselors, who often forge close relationships with youth, but few studies have examined these relationships. To facilitate this research, we developed a camper-reported camper-counselor relationship quality scale. In Study 1, scale items were created and/or adapted and evaluated through expert ratings and cognitive interviews. Exploratory factor analyses using data from 318 campers (ages 7–15) from Jewish overnight camps supported the hypothesized three-factor structure. In Study 2, confirmatory factory analyses of data from a second group of 324 campers from similar camps confirmed the three-factor structure and showed preliminary evidence of concurrent validity; camper Jewish identity scores and age were positively associated with camper-counselor relationship quality. Implications for practice and continued research and validation are discussed.
{"title":"Development and initial validation of a camper-counselor relationship scale","authors":"Rachel O. Rubin, Sara K. Johnson, Kirsten M. Christensen, J. Rhodes","doi":"10.1080/10888691.2022.2056462","DOIUrl":"https://doi.org/10.1080/10888691.2022.2056462","url":null,"abstract":"Abstract Residential summer camps, one of the most popular organized programs for children in the United States, may promote several aspects of positive youth development. These positive outcomes may stem in part from camp counselors, who often forge close relationships with youth, but few studies have examined these relationships. To facilitate this research, we developed a camper-reported camper-counselor relationship quality scale. In Study 1, scale items were created and/or adapted and evaluated through expert ratings and cognitive interviews. Exploratory factor analyses using data from 318 campers (ages 7–15) from Jewish overnight camps supported the hypothesized three-factor structure. In Study 2, confirmatory factory analyses of data from a second group of 324 campers from similar camps confirmed the three-factor structure and showed preliminary evidence of concurrent validity; camper Jewish identity scores and age were positively associated with camper-counselor relationship quality. Implications for practice and continued research and validation are discussed.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"205 - 220"},"PeriodicalIF":3.8,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49201385","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 : 2022-03-25DOI: 10.1080/10888691.2022.2051510
Luisa A. Ribeiro, H. Zachrisson, A. Nærde, M. V. Wang, R. Brandlistuen, Giampiero Passaretta
Abstract Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight differences across the two samples, we found that children from higher social backgrounds are less likely to have language difficulties starting from age 18 months and up to age 8 (grade 2). Moreover, while early language problems are strongly predictive of later language, maternal education makes an additional contribution to explaining language difficulties at the beginning of school life. Social inequality in language development arises early, even in a country like Norway, with low unemployment and one of the most egalitarian societies in Europe.
{"title":"Socioeconomic disparities in early language development in two Norwegian samples","authors":"Luisa A. Ribeiro, H. Zachrisson, A. Nærde, M. V. Wang, R. Brandlistuen, Giampiero Passaretta","doi":"10.1080/10888691.2022.2051510","DOIUrl":"https://doi.org/10.1080/10888691.2022.2051510","url":null,"abstract":"Abstract Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight differences across the two samples, we found that children from higher social backgrounds are less likely to have language difficulties starting from age 18 months and up to age 8 (grade 2). Moreover, while early language problems are strongly predictive of later language, maternal education makes an additional contribution to explaining language difficulties at the beginning of school life. Social inequality in language development arises early, even in a country like Norway, with low unemployment and one of the most egalitarian societies in Europe.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"172 - 188"},"PeriodicalIF":3.8,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44613012","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 : 2022-03-03DOI: 10.1080/10888691.2022.2045201
Nestor Tulagan, Kayla Puente, S. Simpkins
Abstract Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two-wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; M age = 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents.
{"title":"Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science expectancy-value beliefs in high school","authors":"Nestor Tulagan, Kayla Puente, S. Simpkins","doi":"10.1080/10888691.2022.2045201","DOIUrl":"https://doi.org/10.1080/10888691.2022.2045201","url":null,"abstract":"Abstract Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability self-concepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two-wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; M age = 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"156 - 171"},"PeriodicalIF":3.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45753869","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 : 2022-02-26DOI: 10.1080/10888691.2022.2045200
Carolina Guedes, T. Ferreira, Teresa Leal, J. Cadima
Abstract This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; M age = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children’s behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children’s emotional self-regulation. In the second assessment wave, individual assessments on children’s expressive vocabulary, syntactic knowledge, oral-narrative production, and social problem-solving skills were conducted. The results showed that the children’s emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills.
{"title":"Unique and joint contributions of behavioral and emotional self-regulation to school readiness","authors":"Carolina Guedes, T. Ferreira, Teresa Leal, J. Cadima","doi":"10.1080/10888691.2022.2045200","DOIUrl":"https://doi.org/10.1080/10888691.2022.2045200","url":null,"abstract":"Abstract This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; M age = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children’s behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children’s emotional self-regulation. In the second assessment wave, individual assessments on children’s expressive vocabulary, syntactic knowledge, oral-narrative production, and social problem-solving skills were conducted. The results showed that the children’s emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"136 - 155"},"PeriodicalIF":3.8,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49168310","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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