S. Choe, B. Laursen, Charissa S. L. Cheah, L. Lengua, S. Schoppe-Sullivan, D. Bagner
Over 750 studies have examined parental psychological control (PPC) in different cultures. However, the conceptualization of PPC remains unclear, and operationalizations of PPC have been inconsistent. Herein we review and refine conceptual models of PPC, focusing on intrusiveness and emotional manipulation as two core facets of PPC. Guided by the Social Domain Theory, we relate intrusiveness to the boundaries of the child’s personal domain, which can vary by culture and age group. We describe how our conceptual model of PPC can clarify the disagreement in the literature about whether PPC may be arguably less damaging in interdependent cultures than it is in independent cultures or not; operationalizing PPC as mainly emotional manipulation – inducing guilt – might have contributed to this argument, and testing PPC with both intrusiveness and emotional manipulation can show both universal and culture-specific consequences of PPC. We conclude with recommendations for applying our conceptual model in future studies.
{"title":"Intrusiveness and Emotional Manipulation as Facets of Parental Psychological Control: A Culturally and Developmentally Sensitive Reconceptualization","authors":"S. Choe, B. Laursen, Charissa S. L. Cheah, L. Lengua, S. Schoppe-Sullivan, D. Bagner","doi":"10.1159/000530493","DOIUrl":"https://doi.org/10.1159/000530493","url":null,"abstract":"Over 750 studies have examined parental psychological control (PPC) in different cultures. However, the conceptualization of PPC remains unclear, and operationalizations of PPC have been inconsistent. Herein we review and refine conceptual models of PPC, focusing on intrusiveness and emotional manipulation as two core facets of PPC. Guided by the Social Domain Theory, we relate intrusiveness to the boundaries of the child’s personal domain, which can vary by culture and age group. We describe how our conceptual model of PPC can clarify the disagreement in the literature about whether PPC may be arguably less damaging in interdependent cultures than it is in independent cultures or not; operationalizing PPC as mainly emotional manipulation – inducing guilt – might have contributed to this argument, and testing PPC with both intrusiveness and emotional manipulation can show both universal and culture-specific consequences of PPC. We conclude with recommendations for applying our conceptual model in future studies.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"69 - 87"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41636214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Milesi, P. De Carli, F. Locati, I. Benzi, C. Campbell, P. Fonagy, L. Parolin
Recently, researchers from developmental and clinical psychology highlighted epistemic trust (ET) as a key factor for personality disorders. ET is intended as the mental openness to information coming from others during social exchanges. ET develops from signals called ostensive cues, delivered through facial expressions during interactions in a secure attachment context. Similarly, interpersonal trust (IT) refers to the perception of others as not harmful, which is also developed through secure attachment relationships. Our purpose was to suggest a conceptualization of ET as a specific facet of IT. We hypothesize that positive experiences of caregiving promote IT development that includes a specific sense of trust toward others’ knowledge. Moreover, we suggest that the early ability to infer a judgment of trustworthiness from facial cues is the starting point for developing both IT and ET. This conceptualization supports the role of considering both IT and ET in the development of borderline pathology.
{"title":"How Can I Trust You? The Role of Facial Trustworthiness in the Development of Epistemic and Interpersonal Trust","authors":"A. Milesi, P. De Carli, F. Locati, I. Benzi, C. Campbell, P. Fonagy, L. Parolin","doi":"10.1159/000530248","DOIUrl":"https://doi.org/10.1159/000530248","url":null,"abstract":"Recently, researchers from developmental and clinical psychology highlighted epistemic trust (ET) as a key factor for personality disorders. ET is intended as the mental openness to information coming from others during social exchanges. ET develops from signals called ostensive cues, delivered through facial expressions during interactions in a secure attachment context. Similarly, interpersonal trust (IT) refers to the perception of others as not harmful, which is also developed through secure attachment relationships. Our purpose was to suggest a conceptualization of ET as a specific facet of IT. We hypothesize that positive experiences of caregiving promote IT development that includes a specific sense of trust toward others’ knowledge. Moreover, we suggest that the early ability to infer a judgment of trustworthiness from facial cues is the starting point for developing both IT and ET. This conceptualization supports the role of considering both IT and ET in the development of borderline pathology.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"57 - 68"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45626698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. However, while designing educational methods to address CC challenges is a central aim of CC research, it is an area of research that still requires refinement. I show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.
{"title":"Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches","authors":"Thomas Gennen","doi":"10.1159/000530247","DOIUrl":"https://doi.org/10.1159/000530247","url":null,"abstract":"Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. However, while designing educational methods to address CC challenges is a central aim of CC research, it is an area of research that still requires refinement. I show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"88 - 107"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46894071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides a theoretical review of how within notions of self-determination theory adolescents’ use of social media can contribute to both the satisfaction and/or frustration of their basic psychological needs and thus contribute to (or impede) their attainment of key developmental goals in adolescence, such as identity formation and peer affiliation, and how these may impact their overall well-being. In this way, this work provides important insights into the motivational (i.e., basic psychological need satisfaction) and developmental (i.e., identity formation and peer affiliation) processes underlying youths’ social media engagement and has important implications for future research, as well as the development of intervention and prevention efforts targeting youth experiencing negative outcomes related to their social media engagement.
{"title":"Basic Need Satisfaction through Social Media Engagement: A Developmental Framework for Understanding Adolescent Social Media Use","authors":"Natasha Parent","doi":"10.1159/000529449","DOIUrl":"https://doi.org/10.1159/000529449","url":null,"abstract":"This article provides a theoretical review of how within notions of self-determination theory adolescents’ use of social media can contribute to both the satisfaction and/or frustration of their basic psychological needs and thus contribute to (or impede) their attainment of key developmental goals in adolescence, such as identity formation and peer affiliation, and how these may impact their overall well-being. In this way, this work provides important insights into the motivational (i.e., basic psychological need satisfaction) and developmental (i.e., identity formation and peer affiliation) processes underlying youths’ social media engagement and has important implications for future research, as well as the development of intervention and prevention efforts targeting youth experiencing negative outcomes related to their social media engagement.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"1 - 17"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42071939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bringing together research from several lines of inquiry in psychology and education, we propose a conceptual model for understanding how entrenched inequalities embedded within ecological macrosystems play out in the classroom to affect student learning. We consider how implicit teacher beliefs and belief expressions affect teacher-student interactions and relationships, student learning-related processes, and student learning outcomes. First, we review the literature on how teacher beliefs relate to student learning outcomes. Second, we discuss how teacher beliefs may shape critical classroom-level and individual-level teacher-student interactions and how these interactions can affect student factors that are critical to learning. The Teacher Beliefs and Interactions Model, a conceptual model that brings together related bodies of work that have traditionally been separate, proposes teacher beliefs as an important area of inquiry for future empirical research in education and human development.
{"title":"Teacher Beliefs and Student Learning","authors":"S. Wolf, Autumn Brown","doi":"10.1159/000529450","DOIUrl":"https://doi.org/10.1159/000529450","url":null,"abstract":"Bringing together research from several lines of inquiry in psychology and education, we propose a conceptual model for understanding how entrenched inequalities embedded within ecological macrosystems play out in the classroom to affect student learning. We consider how implicit teacher beliefs and belief expressions affect teacher-student interactions and relationships, student learning-related processes, and student learning outcomes. First, we review the literature on how teacher beliefs relate to student learning outcomes. Second, we discuss how teacher beliefs may shape critical classroom-level and individual-level teacher-student interactions and how these interactions can affect student factors that are critical to learning. The Teacher Beliefs and Interactions Model, a conceptual model that brings together related bodies of work that have traditionally been separate, proposes teacher beliefs as an important area of inquiry for future empirical research in education and human development.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"37 - 54"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44229701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexander Eustice-Corwin, Martin F. Lynch, S. Sörensen
Moral development during emerging adulthood is a topic of growing interest. Several different theories within the study of human development appear to converge on this point of inquiry, as the study of moral development during emerging adulthood recruits different areas of expertise. This paper explores different theoretical approaches to the study of moral development during emerging adulthood and demonstrates the need for interdisciplinary collaboration. The overall shape of the exploration is governed by broad philosophical considerations grounded in the ethics of Aristotle. First, Aristotle’s ideas are adapted to a developmental paradigm, providing an overarching theory of moral development. Second, the study of moral development during emerging adulthood is situated within the relational developmental system metatheory of human development. These first two theories provide a framework for “moral” and “development,” respectively. Additional conceptual and theoretical issues are addressed as they arise, including moral identity and the link between virtue and happiness.
{"title":"Moral Development during Emerging Adulthood: Theoretical Considerations and a Neo-Aristotelian Approach","authors":"Alexander Eustice-Corwin, Martin F. Lynch, S. Sörensen","doi":"10.1159/000529349","DOIUrl":"https://doi.org/10.1159/000529349","url":null,"abstract":"Moral development during emerging adulthood is a topic of growing interest. Several different theories within the study of human development appear to converge on this point of inquiry, as the study of moral development during emerging adulthood recruits different areas of expertise. This paper explores different theoretical approaches to the study of moral development during emerging adulthood and demonstrates the need for interdisciplinary collaboration. The overall shape of the exploration is governed by broad philosophical considerations grounded in the ethics of Aristotle. First, Aristotle’s ideas are adapted to a developmental paradigm, providing an overarching theory of moral development. Second, the study of moral development during emerging adulthood is situated within the relational developmental system metatheory of human development. These first two theories provide a framework for “moral” and “development,” respectively. Additional conceptual and theoretical issues are addressed as they arise, including moral identity and the link between virtue and happiness.","PeriodicalId":47837,"journal":{"name":"Human Development","volume":"67 1","pages":"18 - 36"},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49641303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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