Journal of Applied Developmental Psychology最新文献_第4页

Investigation of a novel internet-based aggression prevention program for children 一种新的基于网络的儿童攻击预防方案的研究

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101882

Meagan Heilman , John Lochman , Chuong Bui , Bradley A. White

This study evaluated a novel internet-based aggression prevention program for elementary school children identified with elevated levels of aggressive behavior. Using a multi-informant approach, the aims were to: (1) measure feasibility (engagement levels, perceived engagement obstacles, caregiver and child satisfaction) of Coping Power-Predominantly Internet (CP-PI), and (2) assess its efficacy in reducing distinct forms and functions of aggression as reported by parents and children. Fourth and fifth graders (N = 40), were recruited from two elementary schools based on teacher-reported elevated aggression. Using a randomized controlled trial (RCT) design, participants were assigned to either CP-PI or a no-intervention control condition. The sample was predominantly male (70 %, n = 28) and identified as Black or African American (70 %, n = 28). The first aim focused on child- and caregiver-reported feasibility and acceptability, while the second evaluated CP-PI's impact on distinct subtypes of aggression (physical/relational, proactive/reactive). Both children and caregivers reported high satisfaction with CP-PI, with most completing all modules, although completion times varied. For Aim 2, both conditions showed decreased child-reported aggression, with a significantly larger reduction in the CP-PI condition for overt reactive and overt proactive aggression. Parent reports indicated significant reductions in overt and relational reactive aggression for children in the CP-PI condition compared to controls. This study provides evidence that CP-PI can be effectively implemented in schools and may significantly reduce aggression among youth post-intervention, highlighting its potential as an accessible and scalable intervention for addressing aggression in school-aged children.

本研究评估了一种新的基于网络的攻击预防方案，该方案适用于具有高水平攻击行为的小学生。采用多信息提供者的方法，目的是：(1)衡量应对能力（以互联网为主导）的可行性（参与水平、感知参与障碍、照顾者和儿童满意度），(2)评估其在减少父母和儿童报告的不同形式和功能的攻击方面的功效。本研究以两所小学的四、五年级学生（N = 40）为研究对象。采用随机对照试验（RCT）设计，参与者被分配到CP-PI或无干预控制条件。样本主要为男性（70%,n = 28），并确定为黑人或非裔美国人（70%,n = 28）。第一个目的是关注儿童和照顾者报告的可行性和可接受性，而第二个目的是评估CP-PI对不同亚型攻击（身体/关系，主动/反应）的影响。尽管完成时间不同，但儿童和护理人员对CP-PI的满意度都很高，大多数人完成了所有模块。在目标2中，两种情况下儿童报告的攻击行为都有所减少，在CP-PI条件下，显性被动攻击和显性主动攻击的减少幅度更大。家长报告显示，与对照组相比，CP-PI患儿的显性和相关反应性攻击显著减少。本研究提供了证据，证明CP-PI可以有效地在学校实施，并可能显著减少干预后青少年的攻击行为，突出了其作为一种可获得和可扩展的干预措施来解决学龄儿童的攻击行为的潜力。

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引用次数: 0

Adolescent voting competence: Can 14- to 17-year-olds vote as well as their parents? 青少年投票能力：14到17岁的青少年能像他们的父母一样投票吗？

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-11-01 DOI: 10.1016/j.appdev.2025.101883

Anna Lang

This study examined the voting competence of adolescents aged 14 to 17 by comparing their voting quality to that of their parents and exploring potential developmental differences among adolescents. Voting quality—defined as normative voting, that is, the consistency between one's political preferences and voting decisions—was used to assess voting competence. The sample comprised 178 parent–child dyads (M_adolescents = 15.4 years, SD = 1.1, 49 % female; M_parents = 46.2 years, SD = 7.5, 57 % female). Data were collected shortly before real state elections in Germany, in which parents but not adolescents were eligible to vote. Compared to their parents, adolescents were more neutral toward political issues, less interested in politics, and less engaged in political discussions. They were also more frequently indecisive, reporting that they did not yet know which party they would vote for. However, when adolescents did make a voting decision, their voting quality was comparable to that of their parents. Differences between younger and older adolescents were found only under the most lenient criterion for voting quality and did not hold in the age correlation. While the cross-sectional design and limited age range constrain developmental interpretations, the findings indicate that even adolescents as young as 14 may be able to make voting decisions of comparable quality to adults.

本研究以14 ~ 17岁青少年为研究对象，通过与父母投票质量的比较，探讨青少年投票能力的发展差异。投票质量被定义为规范投票，即一个人的政治偏好和投票决定之间的一致性，用于评估投票能力。样本包括178对父母-子女二对（青少年= 15.4岁，SD = 1.1, 49%女性；父母= 46.2岁，SD = 7.5, 57%女性）。数据是在德国真正的州选举前不久收集的，在这次选举中，父母而不是青少年有资格投票。与他们的父母相比，青少年对政治问题更加中立，对政治不太感兴趣，也不太参与政治讨论。他们也更经常犹豫不决，报告说他们还不知道他们会投票给哪个政党。然而，当青少年做出投票决定时，他们的投票质量与他们的父母相当。只有在最宽松的投票质量标准下，年轻青少年和年长青少年之间的差异才被发现，而年龄相关性不成立。虽然横断面设计和有限的年龄范围限制了发展解释，但研究结果表明，即使是14岁的青少年也可能能够做出与成年人相当质量的投票决定。

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引用次数: 0

Profiles of economic and non-economic chronic stressors at midlife 中年经济和非经济慢性压力源的概况

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-10-23 DOI: 10.1016/j.appdev.2025.101887

Kristin L. Moilanen , Kathleen M. Rospenda , Timothy P. Johnson , Judith A. Richman

The purpose of the present study was to identify latent profiles of economic and chronic stressors during midlife. A national sample of N = 1541 adults ages 40–61 years (35.5 % male, 48.7 % white) responded to questionnaires. Latent profile analyses revealed five stressor profiles, specifically Low Stressors (46.3 % of the sample), Mixed Stressors (22.7 %), High Sicktime Stressors (14.7 %), High Unemployment Stressors (8.5 %), and High Stressors (7.9 %). Respectively, the Low and High Stressor profiles were the most and least advantaged in terms of demographic risk factors, social support, and health-related quality of life (HRQoL), while those in the three moderate profiles varied inconsistently across the covariates. The discussion considers the findings in relation to the literature and their implications for applied efforts during early and middle adulthood.

本研究的目的是确定潜在的经济和慢性压力源在中年。全国样本N = 1541名年龄在40-61岁之间的成年人（35.5%为男性，48.7%为白人）接受了问卷调查。潜在特征分析揭示了五种压力源特征，特别是低压力源（占样本的46.3%），混合压力源（22.7%），高病假压力源（14.7%），高失业压力源（8.5%）和高压力源（7.9%）。在人口危险因素、社会支持和健康相关生活质量（HRQoL）方面，低压力源和高压力源分别是最有利和最不利的，而三种中等压力源在协变量之间的变化不一致。讨论考虑了与文献相关的发现及其对成年早期和中期应用努力的影响。

引用次数: 0

Introduction to the special issue on emotion-focused parenting programs 介绍以情感为中心的育儿计划的特刊

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-10-14 DOI: 10.1016/j.appdev.2025.101878

Kimberly Shipman , Monica Fitzgerald , Suzanne E.U. Kerns

This special issue brings together three parenting interventions grounded in emotion socialization theory and research. The interventions described in this issue are Let's Connect®, Tuning Into Kids®, and Helping the Noncompliant Child – Emotion Coaching. This issue pairs a theoretical exposition with empirical findings for each intervention, describing each intervention's conceptual foundation and child and parent impact. The theory papers detail the psychological frameworks and design rationales that shape each program, while the accompanying empirical studies evaluate program effectiveness across key developmental outcomes. This dual approach to the special issue supports understanding of how and why these interventions work and provides actionable insights for researchers and practitioners committed to enhancing child social emotional competence, mental and behavioral health, and resilience through evidence-based parenting strategies.

本期特刊汇集了基于情感社会化理论和研究的三种育儿干预措施。本期介绍的干预措施有：Let's Connect®、Tuning Into Kids®和help The Noncompliant Child - Emotion Coaching。本问题将理论阐述与每项干预措施的实证结果相结合，描述每项干预措施的概念基础以及对儿童和父母的影响。理论论文详细介绍了形成每个项目的心理框架和设计原理，而相关的实证研究则评估了项目在关键发展结果方面的有效性。这种特殊问题的双重方法有助于理解这些干预措施如何以及为什么起作用，并为致力于通过循证育儿策略提高儿童社会情感能力、心理和行为健康以及复原力的研究人员和实践者提供可操作的见解。

引用次数: 0

Family configurations and preschoolers' problematic media use: An fsQCA study 家庭结构与学龄前儿童问题媒体使用：一项fsQCA研究

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-10-14 DOI: 10.1016/j.appdev.2025.101879

Jinghui Zhang , Qing Zhang , Bowen Xiao , Yige Xu , Yan Li

This study investigates the complex relationships between family environmental factors and children's problematic media use using fuzzy-set qualitative comparative analysis (fsQCA). A survey of 772 parents of preschool children (aged 3–6 years, Mage = 4.59, SD = 0.92) in Shanghai, China, measured family resilience, parenting stress, parent-child relationships, parental smartphone addiction, parental phubbing, and children's problematic media use (CPMU). The fsQCA revealed three types of configurations associated with high CPMU: High Maternal Parenting Stress with Low Mother-Child Relationship, High Maternal Problematic Media Use and Parenting Stress with Low Mother-Child Relationship, and Maternal Problematic Media Use Despite Family Resources. Two types of configurations associated with low CPMU: Positive Paternal Media Use and Father-Child Relationship, and Low Maternal Problematic Media Use. These findings highlight complex family mechanisms influencing children's media habits, informing targeted interventions and media literacy programs.

本研究运用模糊集定性比较分析法（fsQCA）探讨家庭环境因素与儿童问题媒体使用之间的复杂关系。通过对上海地区772名学龄前儿童家长（3-6岁，Mage = 4.59, SD = 0.92）的调查，测量了家庭弹性、父母压力、亲子关系、父母智能手机成瘾、父母phubbing和儿童问题媒体使用（CPMU）。fsQCA显示了三种与高CPMU相关的配置类型：高母亲育儿压力低母子关系；高母亲问题媒体使用和育儿压力低母子关系；以及尽管有家庭资源，母亲问题媒体使用。与低CPMU相关的两种类型配置：积极的父亲媒体使用和父子关系，以及低的母亲问题媒体使用。这些发现强调了影响儿童媒体习惯的复杂家庭机制，为有针对性的干预和媒体素养计划提供了信息。

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引用次数: 0

Problematic internet use, the behavioral activation system/behavioral inhibition system, and self-control in children and adolescents: A network analysis 儿童和青少年的网络问题、行为激活系统/行为抑制系统与自我控制：一个网络分析

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-10-14 DOI: 10.1016/j.appdev.2025.101881

Hui Zhou , Xinyi Xing , Jiaqi Zhang , Guangteng Meng , Kesong Hu , Ping Wei , Manqi Chen , Jing Xiao , Qi Li

Objective

According to dual systems theory, excessive sensitivity to rewards and punishments, along with weakened self-control, contributes to the high prevalence of problematic internet use (PIU) among Chinese children and adolescents. This study investigates how these dual systems affect PIU and whether their relationships differ across age groups.

Method

A sample of 4029 Chinese children (9–12 years) and adolescents (13–18 years) completed measures from the Behavioral Activation System/Behavioral Inhibition System Scales (BAS/BIS), the Brief Self-Control Scale (SCS) and the Internet Addiction Test (IAT). We used t-tests and network analysis to examine both the age-related differences and the network structures.

Results

Compared with children, adolescents presented increased scores for total BAS, BAS (drive), and IAT but lower scores for SCS total and SCS (impulse control). Network analysis revealed that both the overall network and the separate networks for the two age groups identified SCSi (impulse control) and IAT as central bridge nodes and the negative connection between SCSi (impulse control) and IAT as the strongest edge. Additionally, a comparison of the network structures between the two age groups revealed that the negative correlation between the SCSd (self-discipline) and BASf (fun seeking) scores was stronger in adolescents than in children.

Conclusions

This study breaks through the dual-systems theory in a Chinese context by revealing the similarities and differences between the dual systems network and PIU among Chinese children and adolescents. Additionally, it highlights age-specific mechanisms, which can inform targeted interventions for internet dependence.

目的根据双系统理论，对奖惩的过度敏感和自我控制能力的减弱是导致中国儿童青少年网络使用问题（PIU）高发的原因。本研究探讨了这些双重系统是如何影响PIU的，以及它们之间的关系在不同年龄组之间是否存在差异。方法对4029名中国儿童（9-12岁）和青少年（13-18岁）进行行为激活系统/行为抑制系统量表（BAS/BIS）、简易自我控制量表（SCS）和网络成瘾测试（IAT）。我们使用t检验和网络分析来检验年龄相关差异和网络结构。结果与儿童相比，青少年总BAS、BAS（驱动）和IAT得分较高，而总SCS和冲动控制得分较低。网络分析表明，两个年龄组的整体网络和单独网络都将SCSi（冲动控制）和IAT作为中心桥梁节点，SCSi（冲动控制）和IAT之间的负连接是最强的边缘。此外，网络结构在两个年龄组之间的比较显示，SCSd（自律）和BASf（寻求乐趣）得分之间的负相关在青少年中比在儿童中更强。结论本研究在中国情境下突破了双系统理论，揭示了双系统网络与中国儿童青少年PIU的异同。此外，它强调了针对年龄的机制，可以为针对网络依赖的有针对性的干预提供信息。

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引用次数: 0

Executive function, math, and spatial skills in English learners and English speakers 英语学习者和英语使用者的执行功能、数学和空间技能

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-10-09 DOI: 10.1016/j.appdev.2025.101880

Sara A. Schmitt , Brianna L. Devlin , Elyssa A. Geer , Saratessa Palos , Tracy Zehner , Filip-Bogdon Serban-Dragan , Kellie-Anne Brown Campbell , Yitong Jiang , Alyssa Callendar , Emily Wilke , David J. Purpura

The aim of this study was to assess the relations between English Learner (EL) status and preschool math (i.e., numeracy and math language) and spatial skills, and to explore whether the strength of any relations are impacted by level of executive function (EF). Participants were 242 preschoolers from two Midwestern states in the United States (M = 52.01 months, SD = 6.78; 50 % female). All children came from families with low incomes, and 20 % of the sample were Spanish-speaking ELs. Negative associations between EL status and early skills were found on measures of cardinality, numeral identification, and broad numeracy, but not spatial skills. Furthermore, the negative relation between EL status and numeracy was moderated by indicators of EF, such that the negative relation between EL status and early numeracy was present for children with higher EF, but not lower. Findings have implications for future research focused on designing early childhood instruction and intervention for ELs.

本研究的目的是评估英语学习者（EL）地位与学前数学（即计算能力和数学语言）和空间技能之间的关系，并探讨执行功能（EF）水平是否会影响任何关系的强度。研究对象为来自美国中西部两个州的242名学龄前儿童（M = 52.01个月，SD = 6.78； 50%为女性）。所有的孩子都来自低收入家庭，20%的样本是说西班牙语的el。在基数、数字识别和广义计算能力方面，低语言水平与早期技能之间存在负相关，但在空间技能方面则没有。此外，英语水平与算术能力之间的负相关关系被英语水平的指标所缓和，英语水平高的儿童的英语水平与早期算术能力之间存在负相关关系，而不是负相关关系。研究结果对未来研究的重点是设计幼儿教育和干预具有重要意义。

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引用次数: 0

Promoting early language development through parent education: A randomized trial of a text messaging intervention 通过父母教育促进早期语言发展：短信干预的随机试验

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-10-03 DOI: 10.1016/j.appdev.2025.101875

Jamlick Peter Ondieki Bosire , Amy R. Napoli

The integral role of early language skills on children's academic and social outcomes cannot be overemphasized. However, children arrive at kindergarten with different levels of these skills. One way to reduce these disparities is to use parent-implemented language interventions to support parent-child interactions early in children's lives. Although these interventions have shown effectiveness, variations in the quality of parent-child interactions persist among intervention participants. These variations have been linked to differences in family background and parent characteristics—which are not readily modifiable through intervention. To identify more proximal and readily modifiable characteristics to enhance parent-child interaction, we examined whether parents' knowledge of child development, parental self-efficacy (PSE), parent-child interaction, and children's early language skills are malleable through a text messaging intervention in a randomized controlled trial. We recruited 41 parents of 12 to 24 months-old-children and randomly assigned them to either a text message intervention group or a control waitlist. Using analysis of variance (ANOVA), results showed that the intervention increased parents' knowledge of child development, parent-child interaction, and children's early language skills. The intervention did not increase PSE. The results suggest that implementing structured parent-focused interventions can effectively improve parental knowledge of child development and promote more enriching parent-child interactions, which in turn support early language development.

早期语言技能对儿童学业和社会成就的整体作用怎么强调都不为过。然而，孩子们进入幼儿园时，这些技能的水平各不相同。减少这些差异的一种方法是在儿童早期使用父母实施的语言干预来支持亲子互动。虽然这些干预措施已经显示出有效性，但在干预参与者之间，亲子互动的质量仍然存在差异。这些差异与家庭背景和父母特征的差异有关，而这些差异是不容易通过干预来改变的。为了确定更接近和易于改变的特征来增强亲子互动，我们在一项随机对照试验中通过短信干预研究了父母对儿童发展的认识、父母自我效能感（PSE）、亲子互动和儿童早期语言技能是否具有可塑性。我们招募了41位12至24个月大的孩子的父母，并随机将他们分配到短信干预组或对照等候名单中。方差分析结果显示，干预提高了家长对儿童发展、亲子互动和儿童早期语言技能的认识。干预没有增加PSE。结果表明，实施以父母为中心的结构化干预可以有效地提高父母对儿童发展的认识，促进更丰富的亲子互动，从而支持早期语言发展。

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引用次数: 0

Relations of parental play beliefs with children's executive functions, reading, and mathematics 父母游戏信念与儿童执行功能、阅读和数学的关系

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-09-29 DOI: 10.1016/j.appdev.2025.101877

Wing Kai Fung , Kevin Kien Hoa Chung

This study examined how parental play support and academic focus differentially predicted kindergarten children's longitudinal development in executive functions, word reading, and mathematics skills. Participants were 150 Hong Kong kindergarten children (47.3 % girls; mean age of 4.4 years at Time 1 and 5.4 years at Time 2) and their parents. At Time 1, parents reported demographic information and rated children's executive functions through questionnaire. Children were administered behavioral tasks assessing their word reading and mathematics. One year later, at Time 2, the parents rated children's executive functions, and children completed the same behavioral tasks again. Results from a path analytic model revealed the indirect relation between parental play support at Time 1 and word reading at Time 2, mediated through executive functions at Time 1, was positive and significant. However, parental academic focus was unrelated to children's academic skills. The results suggest fostering parental play support might facilitate kindergarten children's cognitive skills, academic learning, and holistic development.

本研究考察了父母游戏支持和学业关注对幼儿园儿童执行功能、文字阅读和数学技能纵向发展的影响。参与者为150名香港幼稚园儿童（47.3%为女孩，时间1时平均年龄4.4岁，时间2时平均年龄5.4岁）及其父母。在时间1，父母报告人口统计信息，并通过问卷对孩子的执行功能进行评分。研究人员给孩子们执行行为任务，评估他们的单词阅读和数学能力。一年后，在时间2，父母给孩子的执行功能打分，孩子们再次完成同样的行为任务。路径分析结果表明，父母在时间1的游戏支持与时间2的文字阅读之间存在着间接的正相关关系，并通过时间1的执行功能来中介。然而，父母对学业的关注与孩子的学业技能无关。结果表明，父母游戏支持对幼儿园儿童的认知能力、学业学习和整体发展有促进作用。

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引用次数: 0

Societal language and social skills in preschool dual language learners 学前双语学习者的社会语言和社会技能

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-09-29 DOI: 10.1016/j.appdev.2025.101874

Sonja Hasler , Daniel Schmerse , Stefan Zehentmayer , Marina Jambreus , Larissa M. Troesch , Alexander Grob

This longitudinal study examined the relationship between societal language skills of dual language learners and two forms of social behavior: peer social engagement and aggressive behavior. The study comprised 160 preschool children aged three to six years, all spoke German as a societal language. A cross-lagged panel model was employed to analyze data collected at three time points: 18 months before kindergarten entry, at the beginning, and at the end of kindergarten. Results revealed high stability in societal language skills across these time points. Aggressive behavior also demonstrated high stability; however, it was not significantly associated with language skills at any time point. In contrast, social engagement with peers showed a relationship with language skills before kindergarten and remained stable after kindergarten entry. Notably, early societal language skills predicted social engagement at the beginning of kindergarten and were linked to societal language skills at the same measurement interval. The findings underscore the critical role of early societal language skills in promoting peer social engagement as children transition to formal schooling.

本纵向研究考察了双语学习者的社会语言技能与同伴社会参与和攻击行为两种社会行为之间的关系。这项研究包括了160名3到6岁的学龄前儿童，他们都把德语作为一种社会语言。采用交叉滞后面板模型对入园前18个月、入园初、入园末三个时间点的数据进行分析。结果显示，在这些时间点上，社会语言技能的稳定性很高。攻击性行为也表现出高稳定性；然而，在任何时间点，它与语言技能都没有显著的联系。相比之下，与同伴的社会参与在幼儿园前显示出与语言技能的关系，并在进入幼儿园后保持稳定。值得注意的是，早期的社会语言技能预测了幼儿园开始时的社会参与，并且在相同的测量间隔内与社会语言技能相关。研究结果强调了早期社会语言技能在促进儿童向正规学校过渡时的同伴社会参与方面的关键作用。

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引用次数: 0