Pub Date : 2025-12-26DOI: 10.1016/j.appdev.2025.101919
Xi Chen
Adolescent romantic relationships may foster positive growth or pose risks to individual development. Using data from 9449 14-year-old adolescents in the China Education Panel Study (CEPS), this study employs a data-driven approach based on machine learning to examine how individual traits and environmental contexts moderate the effects of romantic relationships on academic performance. The results reveal two main findings. First, romantic relationships benefit academic performance of students with communicative parenting, but negatively affect those with controlling parenting. Second, romantic relationships support or compensate students facing socioeconomic, academic, and personal disadvantages, while undermining the academic performance of those with relative advantages in these domains. This study underscores the importance of individual heterogeneity and cross-domain interactions in understanding adolescent development, providing evidence to inform differentiated educational guidance and support.
{"title":"Distraction or support? Heterogeneous effects of adolescent romantic relationships on academic performance","authors":"Xi Chen","doi":"10.1016/j.appdev.2025.101919","DOIUrl":"10.1016/j.appdev.2025.101919","url":null,"abstract":"<div><div>Adolescent romantic relationships may foster positive growth or pose risks to individual development. Using data from 9449 14-year-old adolescents in the China Education Panel Study (CEPS), this study employs a data-driven approach based on machine learning to examine how individual traits and environmental contexts moderate the effects of romantic relationships on academic performance. The results reveal two main findings. First, romantic relationships benefit academic performance of students with communicative parenting, but negatively affect those with controlling parenting. Second, romantic relationships support or compensate students facing socioeconomic, academic, and personal disadvantages, while undermining the academic performance of those with relative advantages in these domains. This study underscores the importance of individual heterogeneity and cross-domain interactions in understanding adolescent development, providing evidence to inform differentiated educational guidance and support.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101919"},"PeriodicalIF":2.1,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842286","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 : 2025-12-23DOI: 10.1016/j.appdev.2025.101909
Wenshuo Li , Jingmei Wang , Changqing Tang , Wenjun Qi , Chenglong Jia , Jinliang Qin
Iconicity refers to the degree to which a symbol resembles its referent and provides perceptual grounding that supports young children's emerging symbolic understanding. This study investigated how varying levels of iconicity influence the semantic categorization of Chinese characters among children aged 3 to 6 years (N = 135; age range = 3.41–6.30 years; M = 4.61, SD = 0.73; 71 boys). Children completed a categorization task featuring four symbol types that varied in iconicity: line drawings, Dongba script, Oracle Bone script, and simplified Chinese characters. The results showed that the accuracy followed a descending gradient from highly iconic to more abstract symbols: highest for line drawings, followed by Dongba scripts, Oracle Bone scripts, and lowest for simplified Chinese characters. Meanwhile, reaction times were faster for line drawings and Dongba scripts than for the more abstract scripts. These findings indicate that greater iconicity facilitates semantic categorization efficiency during the preschool years. The results highlight the developmental value of using perceptually grounded, highly iconic symbols in early learning materials to scaffold children's transition from visual representations to abstract written language.
{"title":"The facilitating effects of iconicity on young children's semantic categorization of Chinese characters","authors":"Wenshuo Li , Jingmei Wang , Changqing Tang , Wenjun Qi , Chenglong Jia , Jinliang Qin","doi":"10.1016/j.appdev.2025.101909","DOIUrl":"10.1016/j.appdev.2025.101909","url":null,"abstract":"<div><div>Iconicity refers to the degree to which a symbol resembles its referent and provides perceptual grounding that supports young children's emerging symbolic understanding. This study investigated how varying levels of iconicity influence the semantic categorization of Chinese characters among children aged 3 to 6 years (<em>N</em> = 135; age range = 3.41–6.30 years; <em>M</em> = 4.61, <em>SD</em> = 0.73; 71 boys). Children completed a categorization task featuring four symbol types that varied in iconicity: line drawings, Dongba script, Oracle Bone script, and simplified Chinese characters. The results showed that the accuracy followed a descending gradient from highly iconic to more abstract symbols: highest for line drawings, followed by Dongba scripts, Oracle Bone scripts, and lowest for simplified Chinese characters. Meanwhile, reaction times were faster for line drawings and Dongba scripts than for the more abstract scripts. These findings indicate that greater iconicity facilitates semantic categorization efficiency during the preschool years. The results highlight the developmental value of using perceptually grounded, highly iconic symbols in early learning materials to scaffold children's transition from visual representations to abstract written language.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"103 ","pages":"Article 101909"},"PeriodicalIF":2.1,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145808529","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 : 2025-12-15DOI: 10.1016/j.appdev.2025.101907
Tianrui Li , Na Hu , Xiaoping Shi , Jiahe Zhang , Dan Cai
This longitudinal study examined how maternal scaffolding influences children's mathematical development, focusing on planning as a mediator and executive function and grade level as moderators. One hundred twenty children (Mage = 8.11 years) completed standardized assessments of mathematical abilities (including calculation fluency, math problem-solving and numerical operations) and planning (including operation planning and action planning) at two time points across one year. Maternal scaffolding, including cognitive support, autonomous support and emotional feedback, was observed in a parent-child map task and coded via BORIS. Results showed that elaborative support and child's responsibility had opposite effects on planning, which in turn predicted mathematical abilities. Elaborative support negatively predicted operational planning and later mathematical abilities, while child's responsibility positively predicted planning at Time 1 and improved mathematical abilities over time. Moreover, executive function moderated these pathways: children with higher executive function were less affected by negative scaffolding patterns. Findings highlight the nuanced role of maternal scaffolding in shaping children's early mathematical development and suggest that child-specific cognitive capacities should be considered in educational and parenting interventions.
{"title":"Maternal scaffolding and children's mathematical ability: A longitudinal moderated mediation study","authors":"Tianrui Li , Na Hu , Xiaoping Shi , Jiahe Zhang , Dan Cai","doi":"10.1016/j.appdev.2025.101907","DOIUrl":"10.1016/j.appdev.2025.101907","url":null,"abstract":"<div><div>This longitudinal study examined how maternal scaffolding influences children's mathematical development, focusing on planning as a mediator and executive function and grade level as moderators. One hundred twenty children (<em>M</em><sub><em>age</em></sub> = 8.11 years) completed standardized assessments of mathematical abilities (including calculation fluency, math problem-solving and numerical operations) and planning (including operation planning and action planning) at two time points across one year. Maternal scaffolding, including cognitive support, autonomous support and emotional feedback, was observed in a parent-child map task and coded via BORIS. Results showed that elaborative support and child's responsibility had opposite effects on planning, which in turn predicted mathematical abilities. Elaborative support negatively predicted operational planning and later mathematical abilities, while child's responsibility positively predicted planning at Time 1 and improved mathematical abilities over time. Moreover, executive function moderated these pathways: children with higher executive function were less affected by negative scaffolding patterns. Findings highlight the nuanced role of maternal scaffolding in shaping children's early mathematical development and suggest that child-specific cognitive capacities should be considered in educational and parenting interventions.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"102 ","pages":"Article 101907"},"PeriodicalIF":2.1,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790380","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 : 2025-12-12DOI: 10.1016/j.appdev.2025.101908
Yea Won Park , Celia B. Fisher
A healthy democracy depends on political engagement underscoring the importance of understanding distinct ways in which lesbian, gay, and bisexual (LGB) young adults respond to the current political moment. Political engagement can be conceptualized along a spectrum from manifest (civic advocacy) and latent engagement (informal discourse, such as consuming political news or engaging in interpersonal debates). Yet little is known about how these forms of political activities co-occur or are shaped by contextual and individual influences, particularly during periods of heightened political polarization and anti-LGB rhetoric, such as the months leading up to the 2024 U.S. presidential election. To address this gap, the present study employed a person-centered analytic approach to examine profiles of political engagement based on manifest and latent political behaviors, (civic advocacy, attention to political news, interpersonal political conflict), contextual factors (exposure to discrimination, perceived political climate) and individual factors (LGB identity centrality, political hope). Participants included 483 LGB young adults (30.2 % Lesbian, 41.2 % Gay, 28.6 % Bisexual; 38.7 % Black, 26.9 % Hispanic, 34.4 % non-Hispanic White; Mage = 23.12 SD = 2.17, range = 18–35) surveyed a month prior to the 2024 U.S. presidential election. Latent profile analysis supported a four-profile solution: Disengaged Citizens, Engaged Citizens, Under-engaged Citizens, and Standby Citizens. These profiles were also differentially associated with demographic characteristics. Findings extend typological frameworks by illustrating how LGB young adults navigate sociopolitical environments shaped by both marginalization and resilience and underscore the value of tailored strategies to foster inclusive political participation during periods of heightened political polarization.
{"title":"We are not the same: Latent profiles of political engagement among LGB young adults during the 2024 presidential campaign","authors":"Yea Won Park , Celia B. Fisher","doi":"10.1016/j.appdev.2025.101908","DOIUrl":"10.1016/j.appdev.2025.101908","url":null,"abstract":"<div><div>A healthy democracy depends on political engagement underscoring the importance of understanding distinct ways in which lesbian, gay, and bisexual (LGB) young adults respond to the current political moment. Political engagement can be conceptualized along a spectrum from manifest (civic advocacy) and latent engagement (informal discourse, such as consuming political news or engaging in interpersonal debates). Yet little is known about how these forms of political activities co-occur or are shaped by contextual and individual influences, particularly during periods of heightened political polarization and anti-LGB rhetoric, such as the months leading up to the 2024 U.S. presidential election. To address this gap, the present study employed a person-centered analytic approach to examine profiles of political engagement based on manifest and latent political behaviors, (civic advocacy, attention to political news, interpersonal political conflict), contextual factors (exposure to discrimination, perceived political climate) and individual factors (LGB identity centrality, political hope). Participants included 483 LGB young adults (30.2 % Lesbian, 41.2 % Gay, 28.6 % Bisexual; 38.7 % Black, 26.9 % Hispanic, 34.4 % non-Hispanic White; <em>M</em><sub><em>age</em></sub> = 23.12 <em>SD</em> = 2.17, range = 18–35) surveyed a month prior to the 2024 U.S. presidential election. Latent profile analysis supported a four-profile solution: Disengaged Citizens, Engaged Citizens, Under-engaged Citizens, and Standby Citizens. These profiles were also differentially associated with demographic characteristics. Findings extend typological frameworks by illustrating how LGB young adults navigate sociopolitical environments shaped by both marginalization and resilience and underscore the value of tailored strategies to foster inclusive political participation during periods of heightened political polarization.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"102 ","pages":"Article 101908"},"PeriodicalIF":2.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737861","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 : 2025-12-09DOI: 10.1016/j.appdev.2025.101906
Elizabeth E. O'Neal , Hanxi Tang , Megan Noonan , Jodie M. Plumert
Socialization of physical risk-taking is critical for healthy development. However, little is known about whether fathers and mothers socialize physical risk taking differently in sons and daughters. This study examines how parent and child gender impact parent-child conversations about physical risk taking in middle childhood. Parents and their 8- to 10-year-old children (N = 104; 54 % male; 89 % White, 8 % Multiracial, 2 % Asian, and 1 % Black) discussed and rated the safety of 12 photographs depicting a same-age, same-gender child engaged in a variety of potentially risky physical activities. Parents also completed questionnaires about their own risk tolerance and the child's injury history. Coding of the conversations focused on disagreements about the safety of activities and how disagreements were resolved. Additionally, we coded how parents and children supported their ratings through references to specific dangerous and non-dangerous features of the activity and to potential outcomes that might arise from the activity. Fathers treated sons and daughters similarly when discussing the safety of the activities, which may be explained by fathers' higher self-reported risk tolerance. Mothers were significantly more likely to disagree about safety ratings when paired with sons than daughters. Mothers also worked to resolve disagreements in their own favor when they judged an activity as more dangerous than did their sons. Mothers and fathers may play complementary roles in teaching children about physical risk taking, with fathers encouraging sons and daughters to safely engage in potentially risky physical activities and mothers teaching sons about potential danger.
{"title":"Do fathers and mothers socialize physical risk taking differently in sons and daughters?","authors":"Elizabeth E. O'Neal , Hanxi Tang , Megan Noonan , Jodie M. Plumert","doi":"10.1016/j.appdev.2025.101906","DOIUrl":"10.1016/j.appdev.2025.101906","url":null,"abstract":"<div><div>Socialization of physical risk-taking is critical for healthy development. However, little is known about whether fathers and mothers socialize physical risk taking differently in sons and daughters. This study examines how parent and child gender impact parent-child conversations about physical risk taking in middle childhood. Parents and their 8- to 10-year-old children (<em>N</em> = 104; 54 % male; 89 % White, 8 % Multiracial, 2 % Asian, and 1 % Black) discussed and rated the safety of 12 photographs depicting a same-age, same-gender child engaged in a variety of potentially risky physical activities. Parents also completed questionnaires about their own risk tolerance and the child's injury history. Coding of the conversations focused on disagreements about the safety of activities and how disagreements were resolved. Additionally, we coded how parents and children supported their ratings through references to specific dangerous and non-dangerous features of the activity and to potential outcomes that might arise from the activity. Fathers treated sons and daughters similarly when discussing the safety of the activities, which may be explained by fathers' higher self-reported risk tolerance. Mothers were significantly more likely to disagree about safety ratings when paired with sons than daughters. Mothers also worked to resolve disagreements in their own favor when they judged an activity as more dangerous than did their sons. Mothers and fathers may play complementary roles in teaching children about physical risk taking, with fathers encouraging sons and daughters to safely engage in potentially risky physical activities and mothers teaching sons about potential danger.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"102 ","pages":"Article 101906"},"PeriodicalIF":2.1,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737860","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 : 2025-12-03DOI: 10.1016/j.appdev.2025.101899
Alyssa Grocutt , Julian Barling
Work injuries are not uncommon; their effects go well beyond injured workers, with their children at risk of experiencing negative mental health outcomes. We develop a conceptual model in which children's perceptions of parents' work injury severity are indirectly associated with leader emergence in young adulthood through their experience of context-specific psychological distress and posttraumatic growth, with parenting (i.e., authoritative parenting) and family (i.e., household chaos) factors moderating the relationship between psychological distress and posttraumatic growth. We conduct two studies, each using time-separated, online surveys. Participants in Study 1 (N = 143) and Study 2; (N = 325) are young adults from the United States, United Kingdom and Canada (Study 1), and Canada (Study 2) who had a parent involved in a workplace safety incident when they were between the ages of 3–17 years. Support emerged for the indirect effects of perceived severity of parents' work injury on leader identity (Study 1), and leader role occupancy (Study 2) through psychological distress and posttraumatic growth. Authoritative parenting and household chaos moderated the effects of psychological distress on posttraumatic growth in Study 2. By highlighting the effects of non-normative, potentially traumatic events in childhood on later leader emergence, these results (1) demonstrate the need to extend the lifespan development model of leader emergence, and consider the consequences of workplace safety incidents beyond (2) injured workers themselves, and (3) only negative outcomes.
{"title":"From early trauma to later leadership: Parents’ workplace safety incidents and children’s later leader emergence","authors":"Alyssa Grocutt , Julian Barling","doi":"10.1016/j.appdev.2025.101899","DOIUrl":"10.1016/j.appdev.2025.101899","url":null,"abstract":"<div><div>Work injuries are not uncommon; their effects go well beyond injured workers, with their children at risk of experiencing negative mental health outcomes. We develop a conceptual model in which children's perceptions of parents' work injury severity are indirectly associated with leader emergence in young adulthood through their experience of context-specific psychological distress and posttraumatic growth, with parenting (i.e., authoritative parenting) and family (i.e., household chaos) factors moderating the relationship between psychological distress and posttraumatic growth. We conduct two studies, each using time-separated, online surveys. Participants in Study 1 (<em>N</em> = 143) and Study 2; (<em>N</em> = 325) are young adults from the United States, United Kingdom and Canada (Study 1), and Canada (Study 2) who had a parent involved in a workplace safety incident when they were between the ages of 3–17 years. Support emerged for the indirect effects of perceived severity of parents' work injury on leader identity (Study 1), and leader role occupancy (Study 2) through psychological distress and posttraumatic growth. Authoritative parenting and household chaos moderated the effects of psychological distress on posttraumatic growth in Study 2. By highlighting the effects of non-normative, potentially traumatic events in childhood on later leader emergence, these results (1) demonstrate the need to extend the lifespan development model of leader emergence, and consider the consequences of workplace safety incidents beyond (2) injured workers themselves, and (3) only negative outcomes.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"102 ","pages":"Article 101899"},"PeriodicalIF":2.1,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684958","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 : 2025-11-29DOI: 10.1016/j.appdev.2025.101898
Ta-yang Hsieh , Jeehye Shim Deogracias , David C. Parker , Sandra Morán Pulles , Lauren Rice
Although Developmental Relationships (DR) have been shown to be critical for a range of academic and social-emotional outcomes, what DR looks like specifically in math learning warrants closer examination. The potential of DR in making math enjoyable and relevant is particularly crucial given the various systemic barriers that disproportionally marginalize certain groups of youth in math. In this paper, we demonstrate DR and its corresponding relational practices as critical levers for equitable math learning using focus group and interview data of 14 staff and 15 students from three programs in the U.S. that upholds a strong commitment to serve Black, Latina/o, and other underrepresented students from low-income backgrounds. Our findings aligned with each of the five pillars of the DR Framework (Express Care, Provide Support, Challenge Growth, Share Power, and Expand Possibilities), and provide initial insights into how the framework may be particularly salient for math learning.
{"title":"Developmental Relationships as a critical lever for equitable math learning","authors":"Ta-yang Hsieh , Jeehye Shim Deogracias , David C. Parker , Sandra Morán Pulles , Lauren Rice","doi":"10.1016/j.appdev.2025.101898","DOIUrl":"10.1016/j.appdev.2025.101898","url":null,"abstract":"<div><div>Although Developmental Relationships (DR) have been shown to be critical for a range of academic and social-emotional outcomes, what DR looks like specifically in math learning warrants closer examination. The potential of DR in making math enjoyable and relevant is particularly crucial given the various systemic barriers that disproportionally marginalize certain groups of youth in math. In this paper, we demonstrate DR and its corresponding relational practices as critical levers for equitable math learning using focus group and interview data of 14 staff and 15 students from three programs in the U.S. that upholds a strong commitment to serve Black, Latina/o, and other underrepresented students from low-income backgrounds. Our findings aligned with each of the five pillars of the DR Framework (Express Care, Provide Support, Challenge Growth, Share Power, and Expand Possibilities), and provide initial insights into how the framework may be particularly salient for math learning.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"102 ","pages":"Article 101898"},"PeriodicalIF":2.1,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624929","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 : 2025-11-29DOI: 10.1016/j.appdev.2025.101897
Yicheng Wang , Xinghua Fan , Suping Zhu , Qian Man
Early adolescence marks a time of high prevalence of depression and delinquency, especially among left-behind children (LBC) in rural China. Using a three-wave longitudinal design, the study examined the co-development trajectories of depression and delinquency from an individual-centered perspective with 363 junior high school LBC (48.8 % male; Mage = 12.97 at T1, SDage = 0.55) and systematically investigated potential antecedents and outcomes. Growth Mixture Modeling identified three heterogeneous trajectory subgroups, including the stable low-risk group (90 %), moderate-risk escalating group (4 %), and high-risk desisting group (6 %). Left-behind adversity significantly predicted the subgroup membership, and LBC in different trajectory subgroups differed in academic performance. Findings underscore the heterogeneity in LBC's developmental patterns and highlight the need for developmentally sensitive interventions aimed at mitigating familial and social risk factors to attenuate long-term maladaptive outcomes.
{"title":"Co-development of depression and delinquency among left-behind children in rural China","authors":"Yicheng Wang , Xinghua Fan , Suping Zhu , Qian Man","doi":"10.1016/j.appdev.2025.101897","DOIUrl":"10.1016/j.appdev.2025.101897","url":null,"abstract":"<div><div>Early adolescence marks a time of high prevalence of depression and delinquency, especially among left-behind children (LBC) in rural China. Using a three-wave longitudinal design, the study examined the co-development trajectories of depression and delinquency from an individual-centered perspective with 363 junior high school LBC (48.8 % male; <em>M</em><sub><em>age</em></sub> = 12.97 at T1, <em>SD</em><sub><em>age</em></sub> = 0.55) and systematically investigated potential antecedents and outcomes. Growth Mixture Modeling identified three heterogeneous trajectory subgroups, including the stable low-risk group (90 %), moderate-risk escalating group (4 %), and high-risk desisting group (6 %). Left-behind adversity significantly predicted the subgroup membership, and LBC in different trajectory subgroups differed in academic performance. Findings underscore the heterogeneity in LBC's developmental patterns and highlight the need for developmentally sensitive interventions aimed at mitigating familial and social risk factors to attenuate long-term maladaptive outcomes.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"102 ","pages":"Article 101897"},"PeriodicalIF":2.1,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684959","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 : 2025-11-01DOI: 10.1016/j.appdev.2025.101893
Virginia Thomas, Louise Hay, Ella Nasi, Audrey C. Kelly, Liam G. Hahn, Cassidy N. Kearney, Katelyn X. Mei, Julia Pepper
When people choose to be alone for self-determined reasons their solitude is more meaningful and less lonely. Yet many people lack the skills to engage in positive solitude and subsequently fail to benefit from time alone. Using a quasi-experimental design, we tested the efficacy of a six-week psychoeducation intervention aimed at increasing self-determined solitude (SDS), decreasing not self-determined solitude (NSDS), and boosting well-being in three waves of an undergraduate sample (n = 136). The Embracing Solitude intervention was delivered in two modes: in-person (Waves 1 and 2), and online (Wave 3). Scores on variables of interest were collected at three time points: pre-study (T1), post-study (T2), and longitudinal (T3 - six months post-study); intervention participants also completed a program evaluation at T2. Compared with a passive control group, intervention participants experienced a significant increase in SDS at T2 which persisted at T3, suggesting the intervention shows promise for sustained change in this domain. Mode of delivery did not affect this outcome, meaning the intervention was successful in increasing SDS regardless of whether it was delivered online or in-person. Well-being results were mixed, with a lack of measurable effects on positive and negative outcome variables while participant narratives from the self-evaluation reported subjective improvements in self-connection, stress, and emotion regulation. Implications for college student mental health are discussed, as well as future directions for adapting this solitude skills intervention for other populations.
{"title":"Embracing solitude: Examining the efficacy of a solitude skills intervention for well-being","authors":"Virginia Thomas, Louise Hay, Ella Nasi, Audrey C. Kelly, Liam G. Hahn, Cassidy N. Kearney, Katelyn X. Mei, Julia Pepper","doi":"10.1016/j.appdev.2025.101893","DOIUrl":"10.1016/j.appdev.2025.101893","url":null,"abstract":"<div><div>When people choose to be alone for self-determined reasons their solitude is more meaningful and less lonely. Yet many people lack the skills to engage in positive solitude and subsequently fail to benefit from time alone. Using a quasi-experimental design, we tested the efficacy of a six-week psychoeducation intervention aimed at increasing self-determined solitude (SDS), decreasing not self-determined solitude (NSDS), and boosting well-being in three waves of an undergraduate sample (<em>n</em> = 136). The <em>Embracing Solitude</em> intervention was delivered in two modes: in-person (Waves 1 and 2), and online (Wave 3). Scores on variables of interest were collected at three time points: pre-study (T1), post-study (T2), and longitudinal (T3 - six months post-study); intervention participants also completed a program evaluation at T2. Compared with a passive control group, intervention participants experienced a significant increase in SDS at T2 which persisted at T3, suggesting the intervention shows promise for sustained change in this domain. Mode of delivery did not affect this outcome, meaning the intervention was successful in increasing SDS regardless of whether it was delivered online or in-person. Well-being results were mixed, with a lack of measurable effects on positive and negative outcome variables while participant narratives from the self-evaluation reported subjective improvements in self-connection, stress, and emotion regulation. Implications for college student mental health are discussed, as well as future directions for adapting this solitude skills intervention for other populations.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101893"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525547","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 : 2025-11-01DOI: 10.1016/j.appdev.2025.101886
Hong Zou , Ruonan Guo , Yanfei Wang , Caina Li , Tian Li
Friendship quality is a well-established protective factor for adolescents' subjective well-being. However, whether subjective well-being can enhance friendship quality remains unclear, particularly during adolescence—a developmentally significant and socially dynamic period for friendships. Moreover, these relationships have not yet been examined from a developmental perspective. This study adopted a three-wave longitudinal design to investigate the reciprocal association between friendship quality and subjective well-being from a prospective and developmental perspective in 825 junior school students (54.1 % boys, Mage = 12.73, SD = 0.43). The results showed (1) a mutually reinforcing relationship between friendship quality and subjective well-being at the between-person level; (2) friendship quality grows over time, while subjective well-being declines; and (3) a reciprocal relationship between the rate of change in friendship quality and the rate of change in subjective well-being from a developmental perspective. These findings support a reciprocal model in which friendship quality and subjective well-being interact both in their predictive directionality and in their mean-level trends.
{"title":"Exploring the bidirectional dynamics relationship between friendship quality and subjective well-being","authors":"Hong Zou , Ruonan Guo , Yanfei Wang , Caina Li , Tian Li","doi":"10.1016/j.appdev.2025.101886","DOIUrl":"10.1016/j.appdev.2025.101886","url":null,"abstract":"<div><div>Friendship quality is a well-established protective factor for adolescents' subjective well-being. However, whether subjective well-being can enhance friendship quality remains unclear, particularly during adolescence—a developmentally significant and socially dynamic period for friendships. Moreover, these relationships have not yet been examined from a developmental perspective. This study adopted a three-wave longitudinal design to investigate the reciprocal association between friendship quality and subjective well-being from a prospective and developmental perspective in 825 junior school students (54.1 % boys, <em>M</em><sub>age</sub> = 12.73, <em>SD</em> = 0.43). The results showed (1) a mutually reinforcing relationship between friendship quality and subjective well-being at the between-person level; (2) friendship quality grows over time, while subjective well-being declines; and (3) a reciprocal relationship between the rate of change in friendship quality and the rate of change in subjective well-being from a developmental perspective. These findings support a reciprocal model in which friendship quality and subjective well-being interact both in their predictive directionality and in their mean-level trends.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101886"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416906","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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