Journal of Applied Developmental Psychology最新文献

英文中文

Parental problem drinking, parent emotion socialization and child emotion regulation 父母酗酒问题、父母情绪社会化与儿童情绪调节

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101724

Peggy S. Keller , Kyle P. Rawn , Julie Dunsmore , Michael Zvolensky

The current study examines mother and father PPD as a risk factor for child emotion regulation difficulties. A model was tested in which parent depression and parent emotion socialization of children were serial intervening variables. Parent emotion socialization was assessed via parent self-reported supportive and nonsupportive reactions to child negative emotions. Differences in associations based on parent and child sex were also tested. Data were drawn from an online survey of 337 parents (58.2 % mothers) reporting on a single child aged 5 to 12 years (M = 7.10 years of age; 45.1 % female). The majority of parents identified as White (72.7 %); whereas 10.1 % identified as Black, 6.4 % identified as Hispanic, 8.4 % identified as Asian or Pacific Islander, and 2.4 % identified as multiracial/biracial or another racial/ethnic identity not listed. PPD was associated with higher parental depression, which in turn was associated with greater nonsupportive and lower supportive parent reactions to child negative emotions; PPD was indirectly associated with poorer child emotion regulation through lower supportive parent reactions. Associations were not moderated by parent or child sex. Findings support parent emotion socialization practices as an important mechanism through which PPD conveys risk for child psychological problems and is a possible target for intervention.

本研究将母亲和父亲的 PPD 作为儿童情绪调节困难的一个风险因素。在该模型中，父母抑郁和父母对子女的情绪社会化是连续的干预变量。父母情绪社会化是通过父母自我报告的对子女负面情绪的支持性和非支持性反应来评估的。此外，还测试了父母与子女性别之间的关联差异。数据来自一项在线调查，调查对象为 337 名家长（58.2% 为母亲），他们都有一个 5 至 12 岁的孩子（男 = 7.10 岁；45.1% 为女性）。大多数家长为白人（72.7%），10.1%为黑人，6.4%为西班牙裔，8.4%为亚裔或太平洋岛民，2.4%为多种族/双种族或其他未列出的种族/民族身份。儿童抑郁症与父母抑郁程度较高有关，而父母抑郁程度较高又与父母对儿童负面情绪的非支持性反应较强和支持性反应较弱有关；儿童抑郁症通过父母较低的支持性反应与儿童较差的情绪调节能力间接相关。父母和儿童的性别并不影响两者之间的关系。研究结果表明，父母情绪社会化的做法是PPD传递儿童心理问题风险的重要机制，也是可能的干预目标。

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引用次数: 0

The benefits of computer-assisted learning for struggling readers in elementary schools in England 计算机辅助学习对英国小学有困难的读者的益处

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-11-01 DOI: 10.1016/j.appdev.2024.101726

Maria Cockerill , Louise Tracey , Louise Elliott , Caroline Fairhurst , Laura Mandefield , Imogen Fountain , Sarah Ellison , Allen Thurston , Joanne O'Keeffe

Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades.

本文介绍了在英国小学进行的 Lexia Core5 Reading 随机对照试验的结果。该研究评估了一项旨在提高所有读者阅读成果的计算机辅助学习计划，在作为一项有针对性的干预措施提供给有困难的读者时，是否能提高这些一年级学生的阅读成果。该项目成功实施了一个学年。对 57 所参与学校的 620 名学生进行了分析，这些学校的平均社会经济贫困程度高于全国平均水平。观察到的正效应大小为：总体 +0.08，社会经济地位（SES）较低的学生 +0.18。有必要进行更大规模的研究，以确定在包括其他年级在内的更多人群中的可推广性。

引用次数: 0

Relationships across the elementary years: Association with children's social-behavioral skills 小学阶段的人际关系：与儿童社交行为能力的关系

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-10-24 DOI: 10.1016/j.appdev.2024.101718

Susan M. Sheridan , Lisa L. Knoche , Natalie Koziol , Amanda L. Witte , Jenna Stadheim , Cassidy A. Spradlin , Iheoma U. Iruka

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.

学生的社交行为能力是发展的基础。这项纵向研究确定了家长与教师、学生与教师之间的关系，以及儿童在单一时间点和一段时间内的社交技能和问题行为之间的关联。研究涉及一至四年级的 316 名学生及其家长和教师。研究发现了一些重要的关联，总体上与假设相符。家长和教师对某一时点的亲师关系的报告与他们自己对学生社交行为结果的评价相关。在不同年级，家长对亲师关系的报告与他们自己对学生成绩的评分相关。教师对家长和教师关系的报告与家长和教师报告的儿童整体社会行为结果相关。在一个时间点上，教师对师生关系的评价与他们自己对学生行为的评价有关，但与家长对学生行为的评价无关。随着时间的推移，教师报告的师生关系与家长和教师评定的学生结果相关。本文讨论了其意义。

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引用次数: 0

Parental burnout stages and their link to parental violence: A longitudinal study 父母职业倦怠的阶段及其与父母暴力的联系：纵向研究

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-10-20 DOI: 10.1016/j.appdev.2024.101717

Alice Schittek, Isabelle Roskam, Moïra Mikolajczak

Background

Parental burnout's (PB) literature has blossomed, showing that PB is a major predictor in child maltreatment. But it is unclear at what PB stage parents become violent.

Methods

1466 parents answered a pre-registered three-wave longitudinal survey.

Results

PB seems to start with exhaustion, which catalyzes the development of all other PB symptoms. There seems to be a process relating PB symptoms to violence towards the offspring: exhaustion is prospectively linked to an increase in emotional distancing and feeling fed up, which are then linked to a prospective increase in violence.

Conclusions

Researchers would benefit from focusing more on the symptoms of PB, to increase nuance and give even more concrete suggestions for clinical practice. Clinicians should focus on reducing exhaustion as it seems to be the starting point of PB, and be alert to child maltreatment when emotional distancing or feeling fed up are mentioned. Implications are discussed.

背景父母职业倦怠（PB）的文献已大量出现，表明PB是儿童虐待的一个主要预测因素。结果父母职业倦怠似乎始于精疲力竭，而精疲力竭会催化其他所有父母职业倦怠症状的发展。父母对子女的暴力行为与父母衰竭症状之间似乎存在着一个过程：父母衰竭与情感疏远和厌倦感的增加有关，而情感疏远和厌倦感的增加又与暴力行为的增加有关。临床医生应将重点放在减少疲惫上，因为疲惫似乎是 PB 的起点，当提及情感疏远或感到厌倦时，应警惕儿童虐待。还讨论了相关的影响。

引用次数: 0

Children's implicit and explicit attitudes and stereotypes about same-gender parent families 儿童对同性父母家庭的隐性和显性态度及成见

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-10-17 DOI: 10.1016/j.appdev.2024.101715

Rachel H. Farr , Ilyssa P. Salomon , Jazmin L. Brown-Iannuzzi , Christia Spears Brown

Although lesbian, gay, bisexual, transgender, and queer (LGBTQ+) parent families are increasingly visible in the United States, we know little about how children perceive them. Among 151 elementary school students (M_age = 7.95 years; 74 girls; 77 % white), we assessed (a) implicit attitudes (and associations with explicit attitudes), (b) perceptions of parents' attitudes, and (c) gendered stereotypes about same-gender parent families. Children showed greater implicit biases against same-gender (versus different-gender) parent families, and LG-specific stereotype endorsement (distinct from broad gender stereotypes), despite limited ability to define “gay” or “lesbian.” Attitudes were similar across demographic factors and experience with same-gender parent families. Thus, despite increasing societal visibility of same-gender parent families, children hold biases (consistent with societal biases) against them.

尽管美国的女同性恋、男同性恋、双性恋、变性人和同性恋（LGBTQ+）父母家庭越来越多，但我们对儿童如何看待这些家庭却知之甚少。在 151 名小学生（年龄 = 7.95 岁；74 名女生；77% 白人）中，我们评估了（a）隐性态度（以及与显性态度的关联），（b）对父母态度的看法，以及（c）对同性父母家庭的性别刻板印象。尽管儿童对 "同性恋 "或 "女同性恋 "的定义能力有限，但他们对同性（相对于异性）父母家庭表现出更大的隐性偏见，以及对 LG 特定刻板印象的认可（有别于广泛的性别刻板印象）。在不同的人口因素和同性父母家庭的经历中，人们的态度是相似的。因此，尽管同性父母家庭在社会上的能见度越来越高，但儿童仍然对他们持有偏见（与社会偏见一致）。

引用次数: 0

Self-esteem and materialism in preschool children: The role of theory of mind and parental material indulgence 学龄前儿童的自尊和物质主义：心理理论和父母物质溺爱的作用

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-10-15 DOI: 10.1016/j.appdev.2024.101716

Agata Trzcińska, Wojciech Podsiadłowski, Patrycja Golus, Jowita Wieleszczyk

Recent studies indicate that even preschool children can develop materialistic tendencies. In a sample of 219 children attending Polish preschools (47 % female, M_age = 65.30 months, SD = 12.18 months, all White) and their parents (84 % female, M_age = 38.27 years, SD = 4.78 years), we assessed children's materialism, self-esteem, theory of mind, and parental material indulgence. Moderation analyses revealed that the relation between self-esteem and materialism becomes apparent with the development of theory of mind (R² = 0.15). Furthermore, we found that this effect may be amplified by high levels of parental material indulgence (R² = 0.17 for the co-moderating model). Our findings provide new insights into how child development and parental behavior interact to influence a child's materialistic tendencies.

最近的研究表明，即使是学龄前儿童也会产生物质主义倾向。我们以波兰学龄前儿童（47%为女性，年龄=65.30个月，平均年龄=12.18个月，均为白人）及其家长（84%为女性，年龄=38.27岁，平均年龄=4.78岁）共219人为样本，对儿童的物质主义、自尊、心智理论和家长的物质溺爱进行了评估。调节分析显示，自尊与物质主义之间的关系随着心智理论的发展而变得明显（R2 = 0.15）。此外，我们还发现，父母对物质的高度溺爱可能会放大这种影响（共同调节模型的 R2 = 0.17）。我们的研究结果为了解儿童发展和父母行为如何相互作用影响儿童的物质主义倾向提供了新的视角。

引用次数: 0

Exploring the effect of numerical video training on at-risk preschool children 探索数字视频培训对学龄前高危儿童的影响

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-10-08 DOI: 10.1016/j.appdev.2024.101714

Sandra Pellizzoni , Alessandro Cuder , Chiara De Vita , Maria Chiara Passolunghi

Evidence has shown the importance of early numerical skills in sustaining future mathematical abilities. However, the literature has largely ignored the potential of educational videos to improve numerical abilities in children at risk of developing numeracy difficulties. The aim of the present study was to examine the effectiveness of a numerical video training on domain-specific precursors in first-year preschoolers (Mean_age = 43.64 months) by comparing two intervention groups (i.e., at-risk of developing numeracy difficulties group; average intervention group) with an active control group, while controlling for domain-general precursors. Results revealed that the training was effective in enhancing counting skills in both the at-risk and average intervention groups. The findings also showed an enhancement of cardinality knowledge and digit recognition in the delayed post-test, but only for the group with average numerical abilities. Results will be discussed considering the implications for children who are at risk of experiencing numerical difficulties.

有证据表明，早期的计算技能对维持未来的数学能力非常重要。然而，文献大多忽视了教育视频在提高可能出现计算困难的儿童的计算能力方面的潜力。本研究旨在通过比较两个干预组（即有发展计算困难风险组；平均干预组）和一个积极对照组，考察数字视频培训对一年级学龄前儿童（平均年龄 = 43.64 个月）特定领域前兆的有效性，同时控制一般领域前兆。结果表明，训练有效地提高了高危干预组和一般干预组的计算能力。研究结果还显示，在延迟后测试中，数性知识和数字识别能力也得到了提高，但这仅适用于计算能力一般的干预组。我们将对这些结果进行讨论，并考虑其对那些有可能出现计算困难的儿童的影响。

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引用次数: 0

Emotion and self-awareness in a longitudinal study of teens' science identities within a museum-university partnership 博物馆与大学合作开展的青少年科学身份纵向研究中的情感与自我意识

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-09-23 DOI: 10.1016/j.appdev.2024.101711

KT Todd , Ian L. Campbell , Peter R. Blake , Allison Anderson , Rachel Fyler

Science education often focuses on knowledge and skills without allowing space to critically explore how we feel about science. This paper shares findings from a study of six teens' science identities through a social-emotional lens. The project involved a year-long employment and education program led through a museum-university partnership during which teens engaged in authentic science research, communication, and education activities such as collecting and analyzing data for federally-funded research; presenting findings in journals and conferences; and educating museum visitors. Youth were involved in a participatory evaluation and analyzed their own survey and interview data about science identity, including interest, self-efficacy, and sense of belonging. Case study data analysis combined descriptive statistics and qualitative coding. Results show that involving teens in reflecting on their science identities allowed them to articulate mixed emotions, contextualize their fluctuating confidence in science, and integrate themselves into their concept of a science person.

科学教育往往侧重于知识和技能，而没有留出空间来批判性地探讨我们对科学的感受。本文分享了通过社会情感视角对六名青少年科学身份的研究结果。该项目涉及一项为期一年的就业和教育计划，由博物馆和大学合作领导，在此期间，青少年参与了真实的科学研究、交流和教育活动，如为联邦政府资助的研究收集和分析数据；在期刊和会议上展示研究成果；以及教育博物馆游客。青少年参与了参与式评估，并分析了他们自己关于科学身份的调查和访谈数据，包括兴趣、自我效能感和归属感。案例研究数据分析结合了描述性统计和定性编码。结果表明，让青少年参与反思自己的科学身份，使他们能够表达复杂的情绪，将他们对科学的信心波动与背景联系起来，并将自己融入到科学人的概念中。

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引用次数: 0

Sex differences in early childhood education intervention impacts on cognitive outcomes 幼儿教育干预对认知结果影响的性别差异

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-09-21 DOI: 10.1016/j.appdev.2024.101712

Margaret Burchinal , Tiffany Foster , Kylie Garber , Marketa Burnett , Iheoma U. Iruka , Frances Campbell , Craig Ramey

Several influential studies reported sex differences in early care and education (ECE) treatment on young adult IQ and academic outcomes. This paper extends that work by asking whether sex differences in impacts of the Carolina Abecedarian Project emerged during the treatment period or subsequently and whether sex differences were maintained into middle adulthood. The randomized clinical trial (98 % Black, 51 % female) followed 104 infants 5 to 45 years of age. Longitudinal analyses estimated treatment and sex-by-treatment differences at 5 years, from 5 to 21 years, and at 21 and 45 years. Results revealed treated children entered school with higher IQ and reading skills than control children. Treatment impacts on IQ and math increased over time for females and decreased for males yielding sex differences in treatment impacts at 21 and 45 years. These findings suggest that, while the ECE treatment similarly benefited boys and girls in the short term, the long-term impacts likely depended on subsequent experiences.

Public significance

Findings from this paper provide further evidence that ECE can improve educational outcomes for low-income Black children, but that subsequent experiences may erode those impacts especially for low-income Black males.

有几项有影响力的研究报告了早期保育和教育（ECE）治疗对青少年智商和学习成绩的性别差异。本文对这一研究进行了延伸，探讨了卡罗莱纳阿贝迪安项目的影响是否在治疗期间或之后出现性别差异，以及性别差异是否会持续到成年中期。随机临床试验（98% 为黑人，51% 为女性）对 104 名 5 至 45 岁的婴儿进行了跟踪调查。纵向分析估计了 5 岁、5 至 21 岁以及 21 岁和 45 岁时的治疗差异和治疗后的性别差异。结果显示，接受治疗的儿童入学时的智商和阅读能力均高于对照组儿童。治疗对女性智商和数学的影响随着时间的推移而增加，对男性的影响则随着时间的推移而减少，从而产生了 21 岁和 45 岁时治疗影响的性别差异。这些研究结果表明，虽然幼教治疗在短期内使男孩和女孩受益相似，但其长期影响可能取决于随后的经历。公共意义本文的研究结果进一步证明，幼教可以改善低收入黑人儿童的教育成果，但随后的经历可能会削弱这些影响，尤其是对低收入黑人男性而言。

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引用次数: 0

The role of sleep in links between daily interpersonal stress and internalizing and externalizing symptoms during middle childhood 睡眠在儿童中期日常人际关系压力与内化和外化症状之间的联系中的作用

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2024-09-21 DOI: 10.1016/j.appdev.2024.101713

Crystal B. Li , Emma K. Lecarie , Devan Walter , Kathryn Lemery-Chalfant , Rachel Brown , Mary C. Davis , Leah D. Doane

Background

Interpersonal stress has been consistently linked with poorer adjustment, and healthy sleep may play a promotive or protective role in this relation. However, little is known regarding such associations among children. The current study examined longitudinal associations between daily interpersonal stress, sleep, and internalizing/externalizing symptoms during middle childhood.

Methods

At age 8 years, participants wore actigraphy watches for 7 days to capture sleep, and primary caregivers reported on children's daily interpersonal stress, internalizing/externalizing symptoms, and sleep problems. At age 9 years, children self-reported symptoms.

Results

Greater daily interpersonal stress at age 8 years predicted greater internalizing/externalizing symptoms at age 9 years. Higher sleep efficiency predicted fewer externalizing symptoms. Sleep duration moderated links between interpersonal stress and internalizing/externalizing symptoms, but associations were positive and significant for children with average and high duration only.

Conclusion

Findings advance our understanding of links between interpersonal stress, sleep, and child adjustment and can inform targeted family and school interventions.

背景人际压力一直与较差的适应能力有关，而健康的睡眠可能在这种关系中起到促进或保护作用。然而，人们对儿童中的这种关联知之甚少。本研究考察了儿童中期的日常人际关系压力、睡眠和内化/外化症状之间的纵向关系。方法：8 岁时，受试者佩戴行动记录仪手表 7 天以记录睡眠情况，主要照顾者报告儿童的日常人际关系压力、内化/外化症状和睡眠问题。结果8岁时的日常人际压力越大，9岁时的内化/外化症状就越严重。睡眠效率越高，外化症状越少。睡眠持续时间可调节人际压力与内化/外化症状之间的联系，但只有睡眠持续时间一般和较长的儿童才会出现显著的正相关。

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