Pub Date : 2025-03-06DOI: 10.1016/j.appdev.2025.101783
Kosuke Yano , Shintaro Endo , Kazuo Oishi
This study aimed to investigate the interactive effects of environmental sensitivity and experiential content on mental health. A total of 393 students (fifth to seventh grade) participated in an organized camp program for two days and responded to a three-wave longitudinal survey (pre-and post-program, and one-month follow-up). Latent growth model-based analyses indicated that Experiences of Challenge/Mastery and Self-Disclosure significantly predicted better mental health, as assessed in the follow-up survey. However, for individuals with lower levels of sensitivity, the significant association was not found between Experience of Self-Disclosure and mental health. The current findings may provide insights into the planning and practice of organized camp programs. Specifically, it is important to consider participants' sensitivity levels and experience content.
{"title":"An organized camp and mental health: Moderating role of environmental sensitivity","authors":"Kosuke Yano , Shintaro Endo , Kazuo Oishi","doi":"10.1016/j.appdev.2025.101783","DOIUrl":"10.1016/j.appdev.2025.101783","url":null,"abstract":"<div><div>This study aimed to investigate the interactive effects of environmental sensitivity and experiential content on mental health. A total of 393 students (fifth to seventh grade) participated in an organized camp program for two days and responded to a three-wave longitudinal survey (pre-and post-program, and one-month follow-up). Latent growth model-based analyses indicated that Experiences of Challenge/Mastery and Self-Disclosure significantly predicted better mental health, as assessed in the follow-up survey. However, for individuals with lower levels of sensitivity, the significant association was not found between Experience of Self-Disclosure and mental health. The current findings may provide insights into the planning and practice of organized camp programs. Specifically, it is important to consider participants' sensitivity levels and experience content.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101783"},"PeriodicalIF":2.2,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548472","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}
Pub Date : 2025-03-06DOI: 10.1016/j.appdev.2025.101772
Kristia A. Wantchekon , Megan Satterthwaite-Freiman , Adriana J. Umaña-Taylor
The racially charged sociopolitical climate in the U.S. amplifies the salience of ethnic-racial identity (ERI) among all youth, including White youth. To build a better understanding of how White youth's ERI development and beliefs manifest and the implications of these patterns, this study identified ERI profiles among White adolescents (n = 525, Mage = 16.30; 51 % girls, 49 % boys) and examined relations between profile membership and two indicators of adjustment tied to intergroup contact attitudes: anxiety and self-esteem. Three profiles emerged: Secure & Identity Aware (n = 118), Moratorium & Negative Affect (n = 35), and Diffuse & Detached (n = 371). The Secure & Identity Aware profile reported the highest self-esteem and lowest anxiety, and the Moratorium & Negative Affect profile reported the lowest self-esteem and highest anxiety. Discussion draws connections between these findings and prior white identity research to consider potential implications of profile membership for social attitudes.
{"title":"Ethnic-racial identity among White adolescents: Patterns and links to adjustment","authors":"Kristia A. Wantchekon , Megan Satterthwaite-Freiman , Adriana J. Umaña-Taylor","doi":"10.1016/j.appdev.2025.101772","DOIUrl":"10.1016/j.appdev.2025.101772","url":null,"abstract":"<div><div>The racially charged sociopolitical climate in the U.S. amplifies the salience of ethnic-racial identity (ERI) among all youth, including White youth. To build a better understanding of how White youth's ERI development and beliefs manifest and the implications of these patterns, this study identified ERI profiles among White adolescents (<em>n =</em> 525, M<sub>age</sub> = 16.30; 51 % girls, 49 % boys) and examined relations between profile membership and two indicators of adjustment tied to intergroup contact attitudes: anxiety and self-esteem. Three profiles emerged: <em>Secure & Identity Aware</em> (<em>n</em> = 118), <em>Moratorium & Negative Affect</em> (<em>n</em> = 35), and <em>Diffuse & Detached</em> (<em>n</em> = 371). The <em>Secure & Identity Aware</em> profile reported the highest self-esteem and lowest anxiety, and the <em>Moratorium & Negative Affect</em> profile reported the lowest self-esteem and highest anxiety. Discussion draws connections between these findings and prior white identity research to consider potential implications of profile membership for social attitudes.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101772"},"PeriodicalIF":2.2,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548473","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}
Pub Date : 2025-03-05DOI: 10.1016/j.appdev.2025.101768
Xiaowei Chu , Yuxin Yang , Qing Li , Yunzhen Jia , Haide Chen
Following the general aggression model, this study investigated the potential explanatory mechanisms of social media fatigue and online moral disengagement between parental phubbing and cyberbullying perpetration and victimization in Chinese adolescents, using a two-wave longitudinal design with a 6-month interval. The sample consisted of 765 adolescents, aged 14–18 years (M = 15.59, SD = 0.67), who completed self-report questionnaires assessing parental phubbing, social media fatigue, online moral disengagement, and cyberbullying perpetration and victimization. Structural equation modeling showed that, at Time 1 (T1), parental phubbing predicted cyberbullying perpetration and victimization through online moral disengagement. At Time 2 (T2), parental phubbing predicted cyberbullying perpetration through social media fatigue. Additionally, parental phubbing at T1 predicted cyberbullying victimization at T2 through online moral disengagement at T2. These findings underscore the importance of parental behavior and the influence of affective and cognitive factors within social media environments in reducing adolescent cyberbullying.
{"title":"Testing for indirect pathways between parental phubbing and cyberbullying in Chinese adolescents","authors":"Xiaowei Chu , Yuxin Yang , Qing Li , Yunzhen Jia , Haide Chen","doi":"10.1016/j.appdev.2025.101768","DOIUrl":"10.1016/j.appdev.2025.101768","url":null,"abstract":"<div><div>Following the general aggression model, this study investigated the potential explanatory mechanisms of social media fatigue and online moral disengagement between parental phubbing and cyberbullying perpetration and victimization in Chinese adolescents, using a two-wave longitudinal design with a 6-month interval. The sample consisted of 765 adolescents, aged 14–18 years (<em>M</em> = 15.59, <em>SD</em> = 0.67), who completed self-report questionnaires assessing parental phubbing, social media fatigue, online moral disengagement, and cyberbullying perpetration and victimization. Structural equation modeling showed that, at Time 1 (T1), parental phubbing predicted cyberbullying perpetration and victimization through online moral disengagement. At Time 2 (T2), parental phubbing predicted cyberbullying perpetration through social media fatigue. Additionally, parental phubbing at T1 predicted cyberbullying victimization at T2 through online moral disengagement at T2. These findings underscore the importance of parental behavior and the influence of affective and cognitive factors within social media environments in reducing adolescent cyberbullying.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101768"},"PeriodicalIF":2.2,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548198","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}
Pub Date : 2025-03-04DOI: 10.1016/j.appdev.2025.101770
Shannon Savell , Mihret Niguse , Jazmin Brown-Iannuzzi , Kathryn Lemery-Chalfant , Daniel S. Shaw
There is limited research on racial socialization and its potential protective effect on youth mental health within Multiracial families. With a sample of Multiracial families (N = 209; 46 % female youth), we investigated associations between adolescent experiences of racial discrimination (parent and youth reports at ages 14 and 16) and racial socialization (observational task at age 14) on depressive symptoms (youth report at age 16). Multiracial youth with more experiences of discrimination had more depressive symptoms. Multiracial youth who received more racial socialization in the form of a combination of preparation for bias for youth with or without past experiences of discrimination, cultural pride, and egalitarian messages had fewer depressive symptoms. However, observed racial socialization did not moderate the association between discrimination and depressive symptoms. The findings call for ongoing efforts to support youth and their families in the context of discrimination.
{"title":"Adolescent mental health in the context of discrimination: Examining Multiracial racial socialization","authors":"Shannon Savell , Mihret Niguse , Jazmin Brown-Iannuzzi , Kathryn Lemery-Chalfant , Daniel S. Shaw","doi":"10.1016/j.appdev.2025.101770","DOIUrl":"10.1016/j.appdev.2025.101770","url":null,"abstract":"<div><div>There is limited research on racial socialization and its potential protective effect on youth mental health within Multiracial families. With a sample of Multiracial families (<em>N</em> = 209; 46 % female youth), we investigated associations between adolescent experiences of racial discrimination (parent and youth reports at ages 14 and 16) and racial socialization (observational task at age 14) on depressive symptoms (youth report at age 16). Multiracial youth with more experiences of discrimination had more depressive symptoms. Multiracial youth who received more racial socialization in the form of a combination of preparation for bias for youth with or without past experiences of discrimination, cultural pride, and egalitarian messages had fewer depressive symptoms. However, observed racial socialization did not moderate the association between discrimination and depressive symptoms. The findings call for ongoing efforts to support youth and their families in the context of discrimination.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101770"},"PeriodicalIF":2.2,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548471","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}
Pub Date : 2025-03-04DOI: 10.1016/j.appdev.2025.101773
Hong Shi, Wei Sun
This study examined emotion regulation strategies, well-being, and academic engagement among 298 senior high school and 306 college English as a foreign language (EFL) learners. The results showed that cognitive reappraisal was commonly used across both groups, while expressive suppression was more prevalent among college students. Despite no significant differences in well-being between the two groups, college EFL learners exhibited lower agentic and behavioral engagement but higher cognitive engagement. Cognitive reappraisal was found to positively predict academic engagement in both groups, with well-being mediating this relationship only for senior high school students. No significant effects of expressive suppression on academic engagement were observed, nor did well-being mediate this relationship. These findings offer theoretical and pedagogical insights into emotion regulation and academic engagement in EFL contexts.
{"title":"Exploring emotional regulation, well-being, and academic engagement: A comparative study among Chinese high school and college EFL learners","authors":"Hong Shi, Wei Sun","doi":"10.1016/j.appdev.2025.101773","DOIUrl":"10.1016/j.appdev.2025.101773","url":null,"abstract":"<div><div>This study examined emotion regulation strategies, well-being, and academic engagement among 298 senior high school and 306 college English as a foreign language (EFL) learners. The results showed that cognitive reappraisal was commonly used across both groups, while expressive suppression was more prevalent among college students. Despite no significant differences in well-being between the two groups, college EFL learners exhibited lower agentic and behavioral engagement but higher cognitive engagement. Cognitive reappraisal was found to positively predict academic engagement in both groups, with well-being mediating this relationship only for senior high school students. No significant effects of expressive suppression on academic engagement were observed, nor did well-being mediate this relationship. These findings offer theoretical and pedagogical insights into emotion regulation and academic engagement in EFL contexts.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101773"},"PeriodicalIF":2.2,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534642","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}
Pub Date : 2025-03-01DOI: 10.1016/j.appdev.2025.101767
Deborah L. Wasserman , Jason Torres Altman , Christine Klein , Priya Mohabir , Carey Tisdal
The Roads Taken Project utilized fuzzy set qualitative comparative analysis (fsQCA) to examine necessary and sufficient conditions for achieving STEM involvement of alumnae(i) of six intensive STEM-based youth programs 15 to 25 years after participation. Outcomes included overall STEM involvement (including STEM academics and careers, personal STEM involvement, community STEM involvement, and long-term STEM identity), and post-program and program contribution to social-emotional learning and development. We identified conditions contributing to pathways to these outcomes. Results revealed that, although differing for the varied participant groups, social-emotional learning and development played a role in all the pathways but was particularly prominent in pathways to community STEM involvement. High program dose accompanied by a sense of competence, relatedness, and autonomy in programs with highly varied strategies led to social-emotional learning and varied by participant groups. Along with presenting findings, this study highlights fsQCA as a method for revealing the complex relationship of social-emotional development to STEM outcomes and the multiple pathways for achieving them.
{"title":"fsQCA for discovering social emotional pathways to adult STEM engagement","authors":"Deborah L. Wasserman , Jason Torres Altman , Christine Klein , Priya Mohabir , Carey Tisdal","doi":"10.1016/j.appdev.2025.101767","DOIUrl":"10.1016/j.appdev.2025.101767","url":null,"abstract":"<div><div>The Roads Taken Project utilized fuzzy set qualitative comparative analysis (fsQCA) to examine necessary and sufficient conditions for achieving STEM involvement of alumnae(i) of six intensive STEM-based youth programs 15 to 25 years after participation. Outcomes included overall STEM involvement (including STEM academics and careers, personal STEM involvement, community STEM involvement, and long-term STEM identity), and post-program and program contribution to social-emotional learning and development. We identified conditions contributing to pathways to these outcomes. Results revealed that, although differing for the varied participant groups, social-emotional learning and development played a role in all the pathways but was particularly prominent in pathways to community STEM involvement. High program dose accompanied by a sense of competence, relatedness, and autonomy in programs with highly varied strategies led to social-emotional learning and varied by participant groups. Along with presenting findings, this study highlights fsQCA as a method for revealing the complex relationship of social-emotional development to STEM outcomes and the multiple pathways for achieving them.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101767"},"PeriodicalIF":2.2,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521128","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}
Pub Date : 2025-02-24DOI: 10.1016/j.appdev.2025.101769
Melissa Blackburn , Hanna Puffer , Danielle S. Molnar , Dawn Zinga
Although theory links perfectionism and negative social outcomes, little is known about their longitudinal associations in adolescence. As such, prospective, reciprocal associations between perfectionistic self-presentation and peer experiences were tested among a community sample of adolescents (Mage = 17.79, SD = 1.29; 72.38 % girls) via a random intercept cross-lagged panel model with four timepoints. Results demonstrated that, on average, adolescents higher on perfectionistic self-presentation had less favourable peer experiences. Moreover, there was a reciprocal relationship between non-display of imperfections and peer prosociality, such that within-person increases in attempts to conceal perceived flaws predicted decreases in receiving prosocial acts from peers which, in turn, promoted increases in this facet of perfectionistic self-presentation. However, findings also revealed a decrease in perfectionistic self-presentation in response to increases in peer prosociality, suggesting that, through positive peer experiences, adolescents may learn that perfectionism serves as a barrier to meaningful social relationships and adjust accordingly.
{"title":"Perfect fronts, fragile bonds: Prospective associations between perfectionistic self-presentation and peer experiences","authors":"Melissa Blackburn , Hanna Puffer , Danielle S. Molnar , Dawn Zinga","doi":"10.1016/j.appdev.2025.101769","DOIUrl":"10.1016/j.appdev.2025.101769","url":null,"abstract":"<div><div>Although theory links perfectionism and negative social outcomes, little is known about their longitudinal associations in adolescence. As such, prospective, reciprocal associations between perfectionistic self-presentation and peer experiences were tested among a community sample of adolescents (<em>M</em><sub><em>age</em></sub> = 17.79, <em>SD</em> = 1.29; 72.38 % girls) via a random intercept cross-lagged panel model with four timepoints. Results demonstrated that, on average, adolescents higher on perfectionistic self-presentation had less favourable peer experiences. Moreover, there was a reciprocal relationship between non-display of imperfections and peer prosociality, such that within-person increases in attempts to conceal perceived flaws predicted decreases in receiving prosocial acts from peers which, in turn, promoted increases in this facet of perfectionistic self-presentation. However, findings also revealed a decrease in perfectionistic self-presentation in response to increases in peer prosociality, suggesting that, through positive peer experiences, adolescents may learn that perfectionism serves as a barrier to meaningful social relationships and adjust accordingly.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101769"},"PeriodicalIF":2.2,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143474234","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}
Pub Date : 2025-02-13DOI: 10.1016/j.appdev.2025.101763
Pilar Alamos , Khara L.P. Turnbull , Amanda P. Williford , Jason T. Downer
Self-regulation and expressive language are theorized to develop in tandem, shaped by children's social interactions in context, including interactions with teachers and peers in the preschool classroom. In the present study, we examined reciprocal associations between two components of self-regulation (behavior regulation and emotion regulation) and two components of expressive language skills (expressive vocabulary and narrative language) across two time points during the preschool year. We also explored whether individual children's interactions with teachers and peers moderate these associations. Participants were 767 preschool children (49 % female; M = 53 months old; 49 % Black, 22 % White, 13 % Hispanic, 14 % multiracial/other) from low-income households. A multivariate latent change score model provided evidence that early self-regulation predicts increases in expressive language; fall emotion regulation predicted increases in narrative language and fall behavior regulation predicted increases in expressive vocabulary. Empirical support was also found for early expressive language predicting increases in self-regulation; fall expressive vocabulary predicted increases in behavior regulation. Moderation analysis indicated that some of these associations depended on individual children's interactions with peers, but not with teachers. Results provide preliminary evidence for the joint development of expressive language and self-regulation in early childhood classrooms.
{"title":"The joint development of self-regulation and expressive language in preschool classrooms: Preliminary evidence from a low-income sample","authors":"Pilar Alamos , Khara L.P. Turnbull , Amanda P. Williford , Jason T. Downer","doi":"10.1016/j.appdev.2025.101763","DOIUrl":"10.1016/j.appdev.2025.101763","url":null,"abstract":"<div><div>Self-regulation and expressive language are theorized to develop in tandem, shaped by children's social interactions in context, including interactions with teachers and peers in the preschool classroom. In the present study, we examined reciprocal associations between two components of self-regulation (behavior regulation and emotion regulation) and two components of expressive language skills (expressive vocabulary and narrative language) across two time points during the preschool year. We also explored whether individual children's interactions with teachers and peers moderate these associations. Participants were 767 preschool children (49 % female; <em>M</em> = 53 months old; 49 % Black, 22 % White, 13 % Hispanic, 14 % multiracial/other) from low-income households. A multivariate latent change score model provided evidence that early self-regulation predicts increases in expressive language; fall emotion regulation predicted increases in narrative language and fall behavior regulation predicted increases in expressive vocabulary. Empirical support was also found for early expressive language predicting increases in self-regulation; fall expressive vocabulary predicted increases in behavior regulation. Moderation analysis indicated that some of these associations depended on individual children's interactions with peers, but not with teachers. Results provide preliminary evidence for the joint development of expressive language and self-regulation in early childhood classrooms.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101763"},"PeriodicalIF":2.2,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395071","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}
Pub Date : 2025-02-13DOI: 10.1016/j.appdev.2025.101760
Ye Rang Park , Madeline Duhon , Kyong Ah Kwon , Amber H. Beisly , Michael Walker , Edward Miguel
While child poverty is declining globally, many children in Sub-Saharan Africa still live in poverty and face obstacles that hinder them from achieving their full developmental potential. Parents' psychological well-being has important influences on child development directly or indirectly through the home learning environment (HLE). Still, there is a lack of research on this topic from Sub-Saharan Africa. To fill this gap, the present study examined associations among parents' psychological well-being, HLE, and children's socioemotional and cognitive development, using a large sample of 1633 parents (73 % mothers, 88 % married; 38 % completed some secondary school) and their children (M age = 7.7 years) from Kenya. There were unique processes between different aspects of parents' psychological well-being and child development: Parent depressive symptoms were directly associated with child development, whereas parent self-efficacy was directly and indirectly associated through HLE. The findings provide implications for developing family-focused preventive interventions in Sub-Saharan Africa.
{"title":"Parent psychological well-being, home learning environment, and child development among Kenyan families","authors":"Ye Rang Park , Madeline Duhon , Kyong Ah Kwon , Amber H. Beisly , Michael Walker , Edward Miguel","doi":"10.1016/j.appdev.2025.101760","DOIUrl":"10.1016/j.appdev.2025.101760","url":null,"abstract":"<div><div>While child poverty is declining globally, many children in Sub-Saharan Africa still live in poverty and face obstacles that hinder them from achieving their full developmental potential. Parents' psychological well-being has important influences on child development directly or indirectly through the home learning environment (HLE). Still, there is a lack of research on this topic from Sub-Saharan Africa. To fill this gap, the present study examined associations among parents' psychological well-being, HLE, and children's socioemotional and cognitive development, using a large sample of 1633 parents (73 % mothers, 88 % married; 38 % completed some secondary school) and their children (<em>M</em> age = 7.7 years) from Kenya. There were unique processes between different aspects of parents' psychological well-being and child development: Parent depressive symptoms were directly associated with child development, whereas parent self-efficacy was directly and indirectly associated through HLE. The findings provide implications for developing family-focused preventive interventions in Sub-Saharan Africa.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101760"},"PeriodicalIF":2.2,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395070","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}
Pub Date : 2025-02-12DOI: 10.1016/j.appdev.2025.101758
Rachel Chaffee , Peter Bjorklund Jr , Coral Braverman , Preeti Gupta , Karen Hammerness , Alan J. Daly , Anna MacPherson , Jennifer D. Adams , Mahmoud Abouelkheir , Jahneal Francis , Priya-Syrina Li Hinton , Lucie Lagodich , Lois Wu
This mixed-methods study examined the role of belonging and flourishing in the college experiences of undergraduate students from communities historically underrepresented in science, technology, engineering, and mathematics (STEM) majors. Qualitative findings show that students engaged in strategies to find and develop peer relationships to facilitate their sense of belonging in their STEM major/discipline. Findings from a larger quantitative dataset of undergraduate students reveal an important relationship between sense of belonging in an academic domain and flourishing. Data underscores the critical role of belonging, including feelings of acceptance and membership (e.g. feeling inside the community of one's STEM major), and the potential that students who feel they belong in their majors are more likely to also report thriving in their discipline.
{"title":"Finding peers “like me”: Student strategies for increasing belonging and flourishing in STEM","authors":"Rachel Chaffee , Peter Bjorklund Jr , Coral Braverman , Preeti Gupta , Karen Hammerness , Alan J. Daly , Anna MacPherson , Jennifer D. Adams , Mahmoud Abouelkheir , Jahneal Francis , Priya-Syrina Li Hinton , Lucie Lagodich , Lois Wu","doi":"10.1016/j.appdev.2025.101758","DOIUrl":"10.1016/j.appdev.2025.101758","url":null,"abstract":"<div><div>This mixed-methods study examined the role of belonging and flourishing in the college experiences of undergraduate students from communities historically underrepresented in science, technology, engineering, and mathematics (STEM) majors. Qualitative findings show that students engaged in strategies to find and develop peer relationships to facilitate their sense of belonging in their STEM major/discipline. Findings from a larger quantitative dataset of undergraduate students reveal an important relationship between sense of belonging in an academic domain and flourishing. Data underscores the critical role of belonging, including feelings of acceptance and membership (e.g. feeling inside the community of one's STEM major), and the potential that students who feel they belong in their majors are more likely to also report thriving in their discipline.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"97 ","pages":"Article 101758"},"PeriodicalIF":2.2,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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