Pub Date : 2025-01-01Epub Date: 2024-12-04DOI: 10.1016/j.appdev.2024.101730
Zehua Cui, Erinn B Duprey, Landry G Huffman, Sihong Liu, Emilie P Smith, Margaret O Caughy, Assaf Oshri
Neighborhood disadvantage has been linked to youths' diminished future orientation, defined as the degree to which one thinks about, anticipates, and plans for the future. Yet, parenting behaviors may moderate this link. Using longitudinal data from parent-child dyads (n = 101, 51.5% females; 75.2% African American) collected across two years, one year apart, this study examined whether parental support, behavioral, and psychological control moderated the links between neighborhood socioeconomic [SES] disadvantage and physical disorder and youths' future orientation. Results showed that 1) both observed and parent-reported support at Year 1 mitigated the negative impact of neighborhood SES disadvantage on future orientation; 2) parent-reported support at Year 1, however, intensified the negative effect of neighborhood physical disorder; 3) parent-reported psychological control at Year 1 protected against the negative impact of neighborhood physical disorder. Our findings highlight the importance of understanding how neighborhood adversity and parenting interact to shape youths' future orientation.
{"title":"Neighborhood Socioeconomic Disadvantage and Physical Disorder, Parenting Strategies, and Youths' Future Orientation.","authors":"Zehua Cui, Erinn B Duprey, Landry G Huffman, Sihong Liu, Emilie P Smith, Margaret O Caughy, Assaf Oshri","doi":"10.1016/j.appdev.2024.101730","DOIUrl":"10.1016/j.appdev.2024.101730","url":null,"abstract":"<p><p>Neighborhood disadvantage has been linked to youths' diminished future orientation, defined as the degree to which one thinks about, anticipates, and plans for the future. Yet, parenting behaviors may moderate this link. Using longitudinal data from parent-child dyads (<i>n</i> = 101, 51.5% females; 75.2% African American) collected across two years, one year apart, this study examined whether parental support, behavioral, and psychological control moderated the links between neighborhood socioeconomic [SES] disadvantage and physical disorder and youths' future orientation. Results showed that 1) both observed and parent-reported support at Year 1 mitigated the negative impact of neighborhood SES disadvantage on future orientation; 2) parent-reported support at Year 1, however, intensified the negative effect of neighborhood physical disorder; 3) parent-reported psychological control at Year 1 protected against the negative impact of neighborhood physical disorder. Our findings highlight the importance of understanding how neighborhood adversity and parenting interact to shape youths' future orientation.</p>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"96 ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11759480/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143047830","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}
Pub Date : 2024-12-01DOI: 10.1016/j.appdev.2024.101729
Shiqing Wenren , Wan Ding , Ruibo Xie , Zhenliang Wang , Xiangyu Wu , Xinchun Wu
Reading comprehension problems and internalizing and externalizing problems have a high co-occurrence in middle elementary (grades 3–5) children. This study adopted a three-wave longitudinal design to explore the bidirectional relationship between reading comprehension and internalizing/externalizing problems in a sample of 754 middle-grade elementary children (Mage = 8.54, SD = 0.68; 273 girls) from three elementary schools in China. After controlling for gender, age, and family SES, and the autoregressive effects, the cross-lagged model results showed that (1) reading comprehension and externalizing problems were significantly related to each other in grades 3 to 5; while (2) there was only a unidirectional predictive effect of reading comprehension on internalizing problems in grades 3 to 5; and (3) there were also bidirectional effects between reading comprehension and externalizing problems. Our findings highlight the dynamic nature of the relationships between reading comprehension, internalizing problems, and externalizing problems in middle elementary school children.
{"title":"An investigation of the bidirectional relationship between reading comprehension and internalizing and externalizing problems","authors":"Shiqing Wenren , Wan Ding , Ruibo Xie , Zhenliang Wang , Xiangyu Wu , Xinchun Wu","doi":"10.1016/j.appdev.2024.101729","DOIUrl":"10.1016/j.appdev.2024.101729","url":null,"abstract":"<div><div>Reading comprehension problems and internalizing and externalizing problems have a high co-occurrence in middle elementary (grades 3–5) children. This study adopted a three-wave longitudinal design to explore the bidirectional relationship between reading comprehension and internalizing/externalizing problems in a sample of 754 middle-grade elementary children (<em>M</em><sub>age</sub> = 8.54, <em>SD</em> = 0.68; 273 girls) from three elementary schools in China. After controlling for gender, age, and family SES, and the autoregressive effects, the cross-lagged model results showed that (1) reading comprehension and externalizing problems were significantly related to each other in grades 3 to 5; while (2) there was only a unidirectional predictive effect of reading comprehension on internalizing problems in grades 3 to 5; and (3) there were also bidirectional effects between reading comprehension and externalizing problems. Our findings highlight the dynamic nature of the relationships between reading comprehension, internalizing problems, and externalizing problems in middle elementary school children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"96 ","pages":"Article 101729"},"PeriodicalIF":2.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757623","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 : 2024-11-30DOI: 10.1016/j.appdev.2024.101728
Siri Steffensen Bratlie , Vibeke Grøver , Ratib Lekhal , Si Chen , Veslemøy Rydland
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language backgrounds. Parental surveys assessed language use, first language (L1) proficiency and home literacy environment. Standardized tests assessed second language (L2) proficiency. Latent profile analysis revealed three profiles: (1) more L2 use, higher L2 proficiency and higher L2 home literacy environment; (2) more L1 use, higher L1 proficiency and lower home literacy environments for both languages; and (3) more L1 use, higher proficiency in L1 and L2, and higher home literacy environments for both languages. Profiles differed in L1 distribution, maternal residency length in Norway, and maternal education.
{"title":"Home literacy environment, language use, and proficiency: Bilingual profiles in young learners","authors":"Siri Steffensen Bratlie , Vibeke Grøver , Ratib Lekhal , Si Chen , Veslemøy Rydland","doi":"10.1016/j.appdev.2024.101728","DOIUrl":"10.1016/j.appdev.2024.101728","url":null,"abstract":"<div><div>Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language backgrounds. Parental surveys assessed language use, first language (L1) proficiency and home literacy environment. Standardized tests assessed second language (L2) proficiency. Latent profile analysis revealed three profiles: (1) more L2 use, higher L2 proficiency and higher L2 home literacy environment; (2) more L1 use, higher L1 proficiency and lower home literacy environments for both languages; and (3) more L1 use, higher proficiency in L1 and L2, and higher home literacy environments for both languages. Profiles differed in L1 distribution, maternal residency length in Norway, and maternal education.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"96 ","pages":"Article 101728"},"PeriodicalIF":2.2,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142744972","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}
This study examined changes in the mental health of mothers and children living in low-dose radiation areas over 5 years following the Fukushima Daiichi Nuclear Power Plant accident and 11 years after the accident. The mothers' and children's psychological symptoms, such as stress, depression, and anxiety about radiation, were particularly strong immediately after the accident and diminished with time. However, the survey conducted 11 years after the accident showed that those symptoms remained higher among mothers and children in Fukushima than in unaffected prefectures, indicating the impact persisted for at least 11 years. An age-period-cohort analysis of children's psychological symptoms showed a weak cohort effect, indicating that preschool children were greatly affected at the time of the accident. The results suggest that it is necessary to provide support aimed at improving the mental health not only of residents who evacuated from highly contaminated areas following the nuclear accident but also of residents in low-dose radiation-contaminated areas where evacuation orders were not issued. Moreover, the findings underscore the importance of monitoring the psychological development of children who grew up in these areas.
{"title":"11-year trends of psychological impact on Fukushima mothers and children post-nuclear accident","authors":"Yuji Tsutsui , Tatsuo Ujiie , Rieko Takaya , Hiroyuki Uchida , Youichi Odagiri , Misako Tominaga , Madoka Takahara","doi":"10.1016/j.appdev.2024.101727","DOIUrl":"10.1016/j.appdev.2024.101727","url":null,"abstract":"<div><div>This study examined changes in the mental health of mothers and children living in low-dose radiation areas over 5 years following the Fukushima Daiichi Nuclear Power Plant accident and 11 years after the accident. The mothers' and children's psychological symptoms, such as stress, depression, and anxiety about radiation, were particularly strong immediately after the accident and diminished with time. However, the survey conducted 11 years after the accident showed that those symptoms remained higher among mothers and children in Fukushima than in unaffected prefectures, indicating the impact persisted for at least 11 years. An age-period-cohort analysis of children's psychological symptoms showed a weak cohort effect, indicating that preschool children were greatly affected at the time of the accident. The results suggest that it is necessary to provide support aimed at improving the mental health not only of residents who evacuated from highly contaminated areas following the nuclear accident but also of residents in low-dose radiation-contaminated areas where evacuation orders were not issued. Moreover, the findings underscore the importance of monitoring the psychological development of children who grew up in these areas.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101727"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721299","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}
Pub Date : 2024-11-01DOI: 10.1016/j.appdev.2024.101725
Breanne E. Wylie , Angela D. Evans , Kelly McWilliams , Stacia N. Stolzenberg
Questions that imply coaching can be problematic for children as they may fail to recognize the implied meaning of the question. In the current study, 181 7- to 10-year-olds were read vignettes where an adult either committed a transgression or not, a child truthfully or falsely reported the incident, and the mother was either supportive or unsupportive. Participants were then asked implied coaching questions (e.g., “Did the mom help the girl remember?”). Children sometimes acquiesced to implied coaching questions, and this increased when asked questions that more subtly implied coaching. Whereas all children were more likely to affirm coaching when the parent offered support following a truthful report, older children also affirmed coaching when the parent offered a lack of support following a lie, suggesting that it is the consistency of the parents support with the veracity of the child's report that influences children's acquiescence to implied coaching questions.
{"title":"Children's acquiescence to implied coaching questions: Transgressions, disclosure veracity, and parental support","authors":"Breanne E. Wylie , Angela D. Evans , Kelly McWilliams , Stacia N. Stolzenberg","doi":"10.1016/j.appdev.2024.101725","DOIUrl":"10.1016/j.appdev.2024.101725","url":null,"abstract":"<div><div>Questions that imply coaching can be problematic for children as they may fail to recognize the implied meaning of the question. In the current study, 181 7- to 10-year-olds were read vignettes where an adult either committed a transgression or not, a child truthfully or falsely reported the incident, and the mother was either supportive or unsupportive. Participants were then asked implied coaching questions (e.g., “Did the mom help the girl remember?”). Children sometimes acquiesced to implied coaching questions, and this increased when asked questions that more subtly implied coaching. Whereas all children were more likely to affirm coaching when the parent offered support following a truthful report, older children also affirmed coaching when the parent offered a lack of support following a lie, suggesting that it is the consistency of the parents support with the veracity of the child's report that influences children's acquiescence to implied coaching questions.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101725"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654560","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 : 2024-11-01DOI: 10.1016/j.appdev.2024.101719
Nursena Koç , Deniz Tahiroğlu , Berna A. Uzundağ
Theory of mind (ToM) enables children to comprehend mental states of themselves and others. In this first study investigating the mediating role of mothers' mental state talk between mothers' sociocognitive skills (i.e., mothers' ToM and parental reflective functioning) and children's ToM, 89 children (M(SD)age = 57.0 months (5.49)) and their mothers from Türkiye participated. Results revealed that mothers with higher prementalization scores used fewer affective and desire words. Mothers exhibiting greater interest and curiosity in mental states used more cognitive words, while those with more proficient ToM skills tended to use more mental state terms indicating certainty (e.g., ‘perhaps’). Furthermore, mothers' use of certainty words mediated the relationship between mothers' ToM and children's ToM. These cross-sectional findings underscore the significant role of mothers' socio-cognitive abilities in mother-child interactions regarding mental states and the development of children's ToM skills, and call for a longitudinal investigation into these relationships.
心智理论（ToM）使儿童能够理解自己和他人的心理状态。本研究首次调查了母亲的心理状态谈话在母亲的社会认知技能（即母亲的心智理论和父母的反思功能）与儿童的心智理论之间的中介作用。来自土耳其的 89 名儿童（中（标）数年龄 = 57.0 个月（5.49））及其母亲参加了本研究。结果显示，前语言化得分较高的母亲使用的情感词和欲望词较少。对心理状态表现出更大兴趣和好奇心的母亲使用了更多认知词，而那些 ToM 技能更熟练的母亲则倾向于使用更多表示确定性的心理状态词汇（如 "也许"）。此外，母亲使用确定性词语对母亲的 ToM 和儿童的 ToM 之间的关系起到了中介作用。这些横断面研究结果强调了母亲的社会认知能力在有关心理状态的母子互动和儿童 ToM 技能发展中的重要作用，并呼吁对这些关系进行纵向调查。
{"title":"From mind to mind: Understanding the role of mothers in children’s theory of mind","authors":"Nursena Koç , Deniz Tahiroğlu , Berna A. Uzundağ","doi":"10.1016/j.appdev.2024.101719","DOIUrl":"10.1016/j.appdev.2024.101719","url":null,"abstract":"<div><div>Theory of mind (ToM) enables children to comprehend mental states of themselves and others. In this first study investigating the mediating role of mothers' mental state talk between mothers' sociocognitive skills (i.e., mothers' ToM and parental reflective functioning) and children's ToM, 89 children (<em>M</em>(<em>SD</em>)<sub>age</sub> = 57.0 months (5.49)) and their mothers from Türkiye participated. Results revealed that mothers with higher prementalization scores used fewer affective and desire words. Mothers exhibiting greater interest and curiosity in mental states used more cognitive words, while those with more proficient ToM skills tended to use more mental state terms indicating certainty (e.g., ‘perhaps’). Furthermore, mothers' use of certainty words mediated the relationship between mothers' ToM and children's ToM. These cross-sectional findings underscore the significant role of mothers' socio-cognitive abilities in mother-child interactions regarding mental states and the development of children's ToM skills, and call for a longitudinal investigation into these relationships.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101719"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579026","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 : 2024-11-01DOI: 10.1016/j.appdev.2024.101722
Xiaoqian Wu , Jingru Xie , Yiji Wang
This study examined the longitudinal relations between adjustment problems and school bullying in middle childhood by differentiating between- and within-person effects and putting the co-occurrence into consideration. Participants were 1091 U.S. children (51.2 % boys, 80.5 % White) and their teachers. When children were in the third, fifth, and sixth grades, bullying perpetration and victimization were self-reported and adjustment problems were rated by teachers. Using the random intercept cross-lagged panel models, the results demonstrated that adjustment problems, particularly externalizing problems, were independently predicative of bullying and victimization at the between-person level, adjusting for within-person fluctuations and the co-occurrence of adjustment problems. Moreover, at the between-person level, bullying perpetration and victimization were positively related, as were internalizing and externalizing problems. The findings contribute evidence that adjustment problems and school bullying were stably related over time and highlight the importance of adjustment problems in better understanding involvement in school bullying among school-aged children.
{"title":"Adjustment problems and school bullying in grade school: Differentiating between- and within-person associations","authors":"Xiaoqian Wu , Jingru Xie , Yiji Wang","doi":"10.1016/j.appdev.2024.101722","DOIUrl":"10.1016/j.appdev.2024.101722","url":null,"abstract":"<div><div>This study examined the longitudinal relations between adjustment problems and school bullying in middle childhood by differentiating between- and within-person effects and putting the co-occurrence into consideration. Participants were 1091 U.S. children (51.2 % boys, 80.5 % White) and their teachers. When children were in the third, fifth, and sixth grades, bullying perpetration and victimization were self-reported and adjustment problems were rated by teachers. Using the random intercept cross-lagged panel models, the results demonstrated that adjustment problems, particularly externalizing problems, were independently predicative of bullying and victimization at the between-person level, adjusting for within-person fluctuations and the co-occurrence of adjustment problems. Moreover, at the between-person level, bullying perpetration and victimization were positively related, as were internalizing and externalizing problems. The findings contribute evidence that adjustment problems and school bullying were stably related over time and highlight the importance of adjustment problems in better understanding involvement in school bullying among school-aged children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101722"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654562","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 : 2024-11-01DOI: 10.1016/j.appdev.2024.101720
Fei Tan , Tama Leventhal
This study examined associations between the availability of neighborhood institutional resources and the fifth grade math achievement of children from Mexican immigrant families and if these associations were moderated by their parents' educational involvement. With data on two cohorts of children from Mexican immigrant families (N ∼ 880 and 1460, Mage ∼ 5 years at kindergarten entry, 50 % girls) from the Early Childhood Longitudinal Study, Kindergarten Cohorts: 1998/1999 and 2010/2011, multilevel regression results revealed positive associations between the availability of educational non-profits organizations and children's math achievement across cohorts and mixed results for other neighborhood-based institutions. Some neighborhood institutional resources were differently associated with children's math achievement by parents' educational involvement in the 1998 cohort only. The findings suggest that neighborhood educational non-profit organizations may play a positive role in promoting Mexican immigrant children's math achievement. They also highlight the need for future research on resource access, usage, and quality, and for building effective family-neighborhood partnerships that bolster the benefits of neighborhood resources for Mexican immigrant children.
{"title":"Mexican immigrant children's math achievement: Neighborhood institutional resources and parents' educational involvement","authors":"Fei Tan , Tama Leventhal","doi":"10.1016/j.appdev.2024.101720","DOIUrl":"10.1016/j.appdev.2024.101720","url":null,"abstract":"<div><div>This study examined associations between the availability of neighborhood institutional resources and the fifth grade math achievement of children from Mexican immigrant families and if these associations were moderated by their parents' educational involvement. With data on two cohorts of children from Mexican immigrant families (N ∼ 880 and 1460, <em>M</em><sub>age</sub> ∼ 5 years at kindergarten entry, 50 % girls) from the Early Childhood Longitudinal Study, Kindergarten Cohorts: 1998/1999 and 2010/2011, multilevel regression results revealed positive associations between the availability of educational non-profits organizations and children's math achievement across cohorts and mixed results for other neighborhood-based institutions. Some neighborhood institutional resources were differently associated with children's math achievement by parents' educational involvement in the 1998 cohort only. The findings suggest that neighborhood educational non-profit organizations may play a positive role in promoting Mexican immigrant children's math achievement. They also highlight the need for future research on resource access, usage, and quality, and for building effective family-neighborhood partnerships that bolster the benefits of neighborhood resources for Mexican immigrant children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101720"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654561","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}
Perfectionism has been found to associate with bullying experiences with the consequence of depression. The connection varies across contexts. The current study aimed to further explore the symptom-level dynamics between perfectionism, bullying experiences, and depression, with a particular emphasis on gender and cultural differences. A total of 3984 participants (aged 12–18 years) from Hong Kong, Taiwan, the UK, and the Netherlands self-reported their perfectionism traits, experiences of bullying perpetration and victimization in both traditional and cyber forms, and depressive symptoms. Partial correlation network models were used to examine these associations across gender and culture. The results revealed clear culture-specific and gender-specific roles of perfectionism in bullying. Specifically, high standard perfectionism and order perfectionism positively associated with greater risk of bullying victimization and perpetration, respectively, in girls and Western culture. Future bullying prevention programs might benefit from targeting perfectionism traits, particularly for girls and in Western cultural contexts.
{"title":"The role of perfectionism in bullying: A cross-gender and cultural network analysis","authors":"Xiyu Wei , H.N. Cheung , J.M. Williams , S.W.Y. Chan","doi":"10.1016/j.appdev.2024.101723","DOIUrl":"10.1016/j.appdev.2024.101723","url":null,"abstract":"<div><div>Perfectionism has been found to associate with bullying experiences with the consequence of depression. The connection varies across contexts. The current study aimed to further explore the symptom-level dynamics between perfectionism, bullying experiences, and depression, with a particular emphasis on gender and cultural differences. A total of 3984 participants (aged 12–18 years) from Hong Kong, Taiwan, the UK, and the Netherlands self-reported their perfectionism traits, experiences of bullying perpetration and victimization in both traditional and cyber forms, and depressive symptoms. Partial correlation network models were used to examine these associations across gender and culture. The results revealed clear culture-specific and gender-specific roles of perfectionism in bullying. Specifically, high standard perfectionism and order perfectionism positively associated with greater risk of bullying victimization and perpetration, respectively, in girls and Western culture. Future bullying prevention programs might benefit from targeting perfectionism traits, particularly for girls and in Western cultural contexts.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101723"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142654638","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 : 2024-11-01DOI: 10.1016/j.appdev.2024.101721
Sophia H.J. Hwang , Michael J. Kieffer , Elise Cappella
This study examined the associations of supportive relationships with academic performance and personal wellbeing in a national sample of early adolescents (N = 6,469). Six latent classes captured variation in youth-reported relational support from adults and peers in school, family, and community contexts. We report four main findings from models testing the associations of latent class with the outcomes. First, the three classes with emotional and informational support from school friends performed at or above the mean on academic performance. Second, the three classes with parental emotional and informational support performed at or above the mean on personal wellbeing. Third, the two classes with emotional, informational, and academic support from peers and adults had the highest outcomes. Lastly, the low/no support class had the lowest outcomes. Findings motivate the need to bolster programs and practices across settings to cultivate relational support during this critical time of early adolescence.
{"title":"The role of supportive relationships in academic performance and personal wellbeing: Results from a U.S. national sample of early adolescents","authors":"Sophia H.J. Hwang , Michael J. Kieffer , Elise Cappella","doi":"10.1016/j.appdev.2024.101721","DOIUrl":"10.1016/j.appdev.2024.101721","url":null,"abstract":"<div><div>This study examined the associations of supportive relationships with academic performance and personal wellbeing in a national sample of early adolescents (<em>N</em> = 6,469). Six latent classes captured variation in youth-reported relational support from adults and peers in school, family, and community contexts. We report four main findings from models testing the associations of latent class with the outcomes. First, the three classes with emotional and informational support from school friends performed at or above the mean on academic performance. Second, the three classes with parental emotional and informational support performed at or above the mean on personal wellbeing. Third, the two classes with emotional, informational, and academic support from peers and adults had the highest outcomes. Lastly, the low/no support class had the lowest outcomes. Findings motivate the need to bolster programs and practices across settings to cultivate relational support during this critical time of early adolescence.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"95 ","pages":"Article 101721"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579027","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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