Pub Date : 2025-09-18DOI: 10.1016/j.appdev.2025.101873
Julia Mendez Smith , Sihong Li , Kaitlin Quick , Philip Fisher
The COVID-19 pandemic negatively impacted Latine families, who experienced disproportionate rates of infection and economic hardship. Using a national sample collected between April 2020 and September 2022, we explored parenting stress among 2191 Latine mothers of children under six years old in the U.S. Path analysis confirmed that household experiences of material hardship, but not parental unemployment, significantly predicted increases in parenting stress. Elevated parenting stress during the pandemic was further associated with significant increases in child fussiness/defiance and fear/anxiety behaviors. In addition, parental unemployment had a direct negative effect on children's fussiness/defiance behaviors. Structural Topic Modeling (Roberts, 2019) discerned 11 themes from open-ended survey responses provided in English on what was challenging for Latine mothers and their families. Four topics– cost of basic needs (food), disrupted family life and social isolation, struggles with emotional distress, and lack of childcare/early intervention services –were significant predictors of parenting stress, which was linked to significant increases in children's emotional distress. Universal and targeted strategies to promote resilience for Latine children are discussed.
{"title":"Parenting stress among Latine mothers during the pandemic predicts children's emotional distress","authors":"Julia Mendez Smith , Sihong Li , Kaitlin Quick , Philip Fisher","doi":"10.1016/j.appdev.2025.101873","DOIUrl":"10.1016/j.appdev.2025.101873","url":null,"abstract":"<div><div>The COVID-19 pandemic negatively impacted Latine families, who experienced disproportionate rates of infection and economic hardship. Using a national sample collected between April 2020 and September 2022, we explored parenting stress among 2191 Latine mothers of children under six years old in the U.S. Path analysis confirmed that household experiences of material hardship, but not parental unemployment, significantly predicted increases in parenting stress. Elevated parenting stress during the pandemic was further associated with significant increases in child fussiness/defiance and fear/anxiety behaviors. In addition, parental unemployment had a direct negative effect on children's fussiness/defiance behaviors. Structural Topic Modeling (Roberts, 2019) discerned 11 themes from open-ended survey responses provided in English on what was challenging for Latine mothers and their families. Four topics– cost of basic needs (food), disrupted family life and social isolation, struggles with emotional distress, and lack of childcare/early intervention services –were significant predictors of parenting stress, which was linked to significant increases in children's emotional distress. Universal and targeted strategies to promote resilience for Latine children are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101873"},"PeriodicalIF":2.1,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106997","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 : 2025-09-15DOI: 10.1016/j.appdev.2025.101872
Zuofei Geng , Bei Zeng , Jin Huang
Children learn not only from observation and interaction with their environment but also from the testimony of others. In the digital age, interactive technologies increasingly serve as information sources alongside peers, caregivers, and teachers. This study investigated whether children selectively learn from technological informants in a novel-word learning context. 180 Chinese preschoolers (M = 49.17 months, SD = 7.04 months, 51.7 % girls) were randomly assigned to one of six conditions: accurate voice assistant, inaccurate voice assistant, accurate robot, inaccurate robot, accurate human, or inaccurate human. Children first engaged in an agency beliefs interview regarding their corresponding informants followed by a classic selective trust task. We found that children selectively trusted (and distrusted) voice assistants and robots based on their past accuracy, while they demonstrated a general trust in humans, even when the humans were previously inaccurate. Agency beliefs explained variations in children's trust of voice assistants and humans. We also observed developmental differences in children's levels of trust and distrust toward both accurate and inaccurate informants. These findings suggest that 3–4-year-olds engage in both epistemic and social considerations in selective trust, and their judgments are susceptible to the agentic features of informants.
{"title":"Living in a digital ecology: Children's selective trust in technological informants","authors":"Zuofei Geng , Bei Zeng , Jin Huang","doi":"10.1016/j.appdev.2025.101872","DOIUrl":"10.1016/j.appdev.2025.101872","url":null,"abstract":"<div><div>Children learn not only from observation and interaction with their environment but also from the testimony of others. In the digital age, interactive technologies increasingly serve as information sources alongside peers, caregivers, and teachers. This study investigated whether children selectively learn from technological informants in a novel-word learning context. 180 Chinese preschoolers (<em>M</em> = 49.17 months, <em>SD</em> = 7.04 months, 51.7 % girls) were randomly assigned to one of six conditions: accurate voice assistant, inaccurate voice assistant, accurate robot, inaccurate robot, accurate human, or inaccurate human. Children first engaged in an agency beliefs interview regarding their corresponding informants followed by a classic selective trust task. We found that children selectively trusted (and distrusted) voice assistants and robots based on their past accuracy, while they demonstrated a general trust in humans, even when the humans were previously inaccurate. Agency beliefs explained variations in children's trust of voice assistants and humans. We also observed developmental differences in children's levels of trust and distrust toward both accurate and inaccurate informants. These findings suggest that 3–4-year-olds engage in both epistemic and social considerations in selective trust, and their judgments are susceptible to the agentic features of informants.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101872"},"PeriodicalIF":2.1,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145061044","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 : 2025-09-15DOI: 10.1016/j.appdev.2025.101869
Natalie L. Bohlmann , Natalia Palacios , Bethany A. Bell , Min Hyun Oh
The study examined the association between language program enrollment and academic achievement for Spanish-speaking English Learners in the U.S. and the extent to which the association may be mediated by children's basic literacy skills. Capitalizing on Utah state data, two matched samples were generated through propensity score matching using child and family factors known to be associated with children's academic achievement (Dual Language Immersion (DLI)/English as a Second Language (ESL), n = 380; DLI/Structured English Immersion (SEI), n = 380). Using path analysis, we tested the direct effects of program enrollment beginning in first grade on fifth-grade English Language Arts (ELA) and math achievement. Additionally, we examined the indirect effect of third-grade basic literacy skills. We found evidence in support of mediation of basic literacy skills on ELA and math achievement when comparing DLI and monolingual English programs. We did not find evidence of a direct effect on fifth-grade outcomes.
这项研究调查了美国西班牙语英语学习者参加语言课程和学业成绩之间的联系，以及这种联系在多大程度上可能受到儿童基本读写能力的影响。利用犹他州的数据，通过使用已知与儿童学业成绩相关的儿童和家庭因素(双语沉浸(DLI)/英语作为第二语言（ESL）， n = 380；DLI/结构化英语沉浸（SEI）， n = 380)。采用路径分析，我们测试了从一年级开始的课程入学对五年级英语语言艺术（ELA）和数学成绩的直接影响。此外，我们考察了三年级基本读写技能的间接影响。在比较DLI和单语英语课程时，我们发现了支持基本读写技能对ELA和数学成绩的中介作用的证据。我们没有发现对五年级成绩有直接影响的证据。
{"title":"Academic outcomes of English learners in monolingual and dual language programs","authors":"Natalie L. Bohlmann , Natalia Palacios , Bethany A. Bell , Min Hyun Oh","doi":"10.1016/j.appdev.2025.101869","DOIUrl":"10.1016/j.appdev.2025.101869","url":null,"abstract":"<div><div>The study examined the association between language program enrollment and academic achievement for Spanish-speaking English Learners in the U.S. and the extent to which the association may be mediated by children's basic literacy skills. Capitalizing on Utah state data, two matched samples were generated through propensity score matching using child and family factors known to be associated with children's academic achievement (Dual Language Immersion (DLI)/English as a Second Language (ESL), <em>n</em> = 380; DLI/Structured English Immersion (SEI), <em>n</em> = 380). Using path analysis, we tested the direct effects of program enrollment beginning in first grade on fifth-grade English Language Arts (ELA) and math achievement. Additionally, we examined the indirect effect of third-grade basic literacy skills. We found evidence in support of mediation of basic literacy skills on ELA and math achievement when comparing DLI and monolingual English programs. We did not find evidence of a direct effect on fifth-grade outcomes.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101869"},"PeriodicalIF":2.1,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145106996","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 : 2025-09-10DOI: 10.1016/j.appdev.2025.101870
Siwen Sheng , Nanhua Cheng , Zhengyan Wang
Although growing evidence points to a link between motor skills and executive functions, longitudinal associations during late childhood remain insufficiently understood. This study aimed to explore the bidirectional relationships between specific motor skill domains and executive function components. A total of 124 children (64 boys) were assessed at ages 9 and 11. Cross-lagged models revealed that total motor skills, particularly balance skills, predicted cognitive flexibility, while aiming and catching skills was associated with working memory. Conversely, cognitive flexibility predicted aiming and catching skills, and inhibitory control predicted balance skills. Latent change score models further indicated that baseline balance skills and cognitive flexibility each contribute to developmental changes in the other domain over time. In addition, changes in aiming and catching skills was associated with concurrent changes in working memory. Together, these findings highlight the reciprocal nature of motor and executive function development in late childhood and suggest interventions targeting one domain may yield benefits in the other.
{"title":"Reciprocal relationship between motor skills and executive functions in late childhood","authors":"Siwen Sheng , Nanhua Cheng , Zhengyan Wang","doi":"10.1016/j.appdev.2025.101870","DOIUrl":"10.1016/j.appdev.2025.101870","url":null,"abstract":"<div><div>Although growing evidence points to a link between motor skills and executive functions, longitudinal associations during late childhood remain insufficiently understood. This study aimed to explore the bidirectional relationships between specific motor skill domains and executive function components. A total of 124 children (64 boys) were assessed at ages 9 and 11. Cross-lagged models revealed that total motor skills, particularly balance skills, predicted cognitive flexibility, while aiming and catching skills was associated with working memory. Conversely, cognitive flexibility predicted aiming and catching skills, and inhibitory control predicted balance skills. Latent change score models further indicated that baseline balance skills and cognitive flexibility each contribute to developmental changes in the other domain over time. In addition, changes in aiming and catching skills was associated with concurrent changes in working memory. Together, these findings highlight the reciprocal nature of motor and executive function development in late childhood and suggest interventions targeting one domain may yield benefits in the other.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101870"},"PeriodicalIF":2.1,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027540","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}
Adverse childhood experiences (ACEs) significantly impact students' health. Studies have shown a dose-response relationship between ACEs on the one hand, and behavioral and mental health problems, and poor school outcomes on the other. However, there is a notable gap in understanding the ACE prevalence in primary and secondary school students with emotional/behavioral difficulties or disorders (EBD). Therefore, we analyzed data of 569,731 students (aged 4 to 18 years) across 55 studies through three-level meta-analyses and a narrative synthesis. The average prevalence rate for a single ACE among students with EBD was estimated to be 29.90 %. The prevalence varied by type of ACE, with neighborhood violence being the least prevalent at 4.26 % and maltreatment the most prevalent at over 40 %. There were no differences in prevalence rates between gender, age, ACE informants, and the use of special education services for EBD. We only found five studies on cumulative ACE numbers among students with EBD, which indicates another significant gap in knowledge. Our findings indicate that ACEs are significant environmental factors that contribute to the understanding of EBD in students within a biodevelopmental framework. Further research is necessary to investigate how the number, type, and timing of ACEs impact these students. Trauma-informed approaches have the potential to substantially improve outcomes for students with EBD by promoting ACE awareness and integrating this knowledge into educational policies, procedures, and practices.
{"title":"Prevalence of adverse childhood experiences among students with emotional and behavioral difficulties or disorders - A multi-level meta-analysis","authors":"Evelyne C.P. Offerman , Michiel W. Asselman , Floor Bolling , Geert-Jan J.M. Stams , Rianne J. Bosman , Ramón J.L. Lindauer , Machteld Hoeve","doi":"10.1016/j.appdev.2025.101871","DOIUrl":"10.1016/j.appdev.2025.101871","url":null,"abstract":"<div><div>Adverse childhood experiences (ACEs) significantly impact students' health. Studies have shown a dose-response relationship between ACEs on the one hand, and behavioral and mental health problems, and poor school outcomes on the other. However, there is a notable gap in understanding the ACE prevalence in primary and secondary school students with emotional/behavioral difficulties or disorders (EBD). Therefore, we analyzed data of 569,731 students (aged 4 to 18 years) across 55 studies through three-level meta-analyses and a narrative synthesis. The average prevalence rate for a single ACE among students with EBD was estimated to be 29.90 %. The prevalence varied by type of ACE, with neighborhood violence being the least prevalent at 4.26 % and maltreatment the most prevalent at over 40 %. There were no differences in prevalence rates between gender, age, ACE informants, and the use of special education services for EBD. We only found five studies on cumulative ACE numbers among students with EBD, which indicates another significant gap in knowledge. Our findings indicate that ACEs are significant environmental factors that contribute to the understanding of EBD in students within a biodevelopmental framework. Further research is necessary to investigate how the number, type, and timing of ACEs impact these students. Trauma-informed approaches have the potential to substantially improve outcomes for students with EBD by promoting ACE awareness and integrating this knowledge into educational policies, procedures, and practices.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101871"},"PeriodicalIF":2.1,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027541","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 : 2025-09-07DOI: 10.1016/j.appdev.2025.101857
Jeremy J. Taylor , Christina Cipriano
Extant research from across disciplines has documented disparities in Science, Technology, Engineering, and Math (STEM) fields as a function of a lack of access to advanced STEM course work; implicit bias in existing STEM curriculum and instructional practices; lower likelihood of having access to STEM extracurricular or enrichment opportunities or programs; and fewer STEM mentors or models with whom young people share identities. A growing body of research seeks to further explore these factors, how they influence young people, and how they might be undercut to interrupt existing cycles of inequity. This special issue highlights several contemporary examples of this research, across various learning contexts to explore (1) how young people's STEM or other professional identities develop, (2) how professional identities can be shaped by social interventions, and (3) how this might look across developmental levels (specifically middle school through post secondary programming). Additionally, as a result of many of the studies in this special issue employing qualitative or mixed methodology, the corpus of literature offered explores not only whether identity development occurs and/or interest in STEM is sparked, but also how and under what conditions that might happen. The identification of these mechanisms is essential for applying developmental science in action to address barriers to, and shift trajectories for, a skilled STEM workforce inclusive of individuals from historically underrepresented groups.
{"title":"Promoting equitable learning and career pathways in STEAM through positive youth development","authors":"Jeremy J. Taylor , Christina Cipriano","doi":"10.1016/j.appdev.2025.101857","DOIUrl":"10.1016/j.appdev.2025.101857","url":null,"abstract":"<div><div>Extant research from across disciplines has documented disparities in Science, Technology, Engineering, and Math (STEM) fields as a function of a lack of access to advanced STEM course work; implicit bias in existing STEM curriculum and instructional practices; lower likelihood of having access to STEM extracurricular or enrichment opportunities or programs; and fewer STEM mentors or models with whom young people share identities. A growing body of research seeks to further explore these factors, how they influence young people, and how they might be undercut to interrupt existing cycles of inequity. This special issue highlights several contemporary examples of this research, across various learning contexts to explore (1) how young people's STEM or other professional identities develop, (2) how professional identities can be shaped by social interventions, and (3) how this might look across developmental levels (specifically middle school through post secondary programming). Additionally, as a result of many of the studies in this special issue employing qualitative or mixed methodology, the corpus of literature offered explores not only whether identity development occurs and/or interest in STEM is sparked, but also how and under what conditions that might happen. The identification of these mechanisms is essential for applying developmental science in action to address barriers to, and shift trajectories for, a skilled STEM workforce inclusive of individuals from historically underrepresented groups.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"101 ","pages":"Article 101857"},"PeriodicalIF":2.1,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145011137","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 : 2025-09-01DOI: 10.1016/j.appdev.2025.101860
Tihitina A. Bekele, Ashley C. Woodman, Jennifer McDermott, Lisa Harvey
Emotion regulation in early childhood is crucial for social-emotional competence. While parenting plays a role in developing these skills, the bidirectional relationships between parenting behavior and emotion regulation over time, particularly involving fathers and neurodivergent children, remain underexplored. This study examined parent-driven and child-driven effects between parenting (warmth, laxness, and overreactivity) and child emotion regulation across four time points in 143 children (52.4 % female) from age 3 to 6, with child gender and family income as covariates. Using four-wave random intercept cross-lagged panel models (RI-CLPM), we conducted separate analyses for mothers and fathers. Initial findings indicated that maternal warmth at age 3 predicted better emotion regulation at age 4, while paternal overreactivity at age 5 predicted worse emotion regulation at age 6. In moderated models, both parent-driven and child-driven effects emerged, varying by children's autistic traits. Among children with higher autistic traits, maternal warmth at age 3 and maternal laxness at age 4 strongly predicted different patterns of emotion regulation. Among children with lower autistic traits, emotion regulation at age 3 predicted higher maternal warmth at age 4. These findings highlight the significance of positive parenting in promoting emotion regulation, especially for children with higher autistic traits. In turn, they also emphasize the role of strong emotion regulation in encouraging positive parenting, particularly for children with lower autistic traits. These findings suggest that interventions should aim to enhance both parenting strategies and children's emotion regulation skills.
{"title":"Moderating effects of autistic traits on the relationship between parenting and child emotion regulation","authors":"Tihitina A. Bekele, Ashley C. Woodman, Jennifer McDermott, Lisa Harvey","doi":"10.1016/j.appdev.2025.101860","DOIUrl":"10.1016/j.appdev.2025.101860","url":null,"abstract":"<div><div>Emotion regulation in early childhood is crucial for social-emotional competence. While parenting plays a role in developing these skills, the bidirectional relationships between parenting behavior and emotion regulation over time, particularly involving fathers and neurodivergent children, remain underexplored. This study examined parent-driven and child-driven effects between parenting (warmth, laxness, and overreactivity) and child emotion regulation across four time points in 143 children (52.4 % female) from age 3 to 6, with child gender and family income as covariates. Using four-wave random intercept cross-lagged panel models (RI-CLPM), we conducted separate analyses for mothers and fathers. Initial findings indicated that maternal warmth at age 3 predicted better emotion regulation at age 4, while paternal overreactivity at age 5 predicted worse emotion regulation at age 6. In moderated models, both parent-driven and child-driven effects emerged, varying by children's autistic traits. Among children with higher autistic traits, maternal warmth at age 3 and maternal laxness at age 4 strongly predicted different patterns of emotion regulation. Among children with lower autistic traits, emotion regulation at age 3 predicted higher maternal warmth at age 4. These findings highlight the significance of positive parenting in promoting emotion regulation, especially for children with higher autistic traits. In turn, they also emphasize the role of strong emotion regulation in encouraging positive parenting, particularly for children with lower autistic traits. These findings suggest that interventions should aim to enhance both parenting strategies and children's emotion regulation skills.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101860"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920173","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 : 2025-09-01DOI: 10.1016/j.appdev.2025.101862
Xiaotian Zhang
This study examined the associations between personality traits and young adults' career and life development agency, with a focus on the mediating role of intergenerational communication and the moderating effect of internship experience. A total of 362 students from four Chinese universities participated, with data collected at two time points to reduce bias. Structural equation modeling was used to analyze the relationships between personality traits, intergenerational communication, and career agency. The results showed that neuroticism was negatively associated with career and life development agency, while conscientiousness and agreeableness showed positive links. Intergenerational communication mediated the relationship between personality traits and career agency. Internship experience was found to moderate these relationships, particularly enhancing communication quality for students high in neuroticism and supporting their life and career development. The findings highlighted the value of targeted interventions and experiential learning for neurotic young adults.
{"title":"Quality intergenerational communication connects personality traits to career and life development agency","authors":"Xiaotian Zhang","doi":"10.1016/j.appdev.2025.101862","DOIUrl":"10.1016/j.appdev.2025.101862","url":null,"abstract":"<div><div>This study examined the associations between personality traits and young adults' career and life development agency, with a focus on the mediating role of intergenerational communication and the moderating effect of internship experience. A total of 362 students from four Chinese universities participated, with data collected at two time points to reduce bias. Structural equation modeling was used to analyze the relationships between personality traits, intergenerational communication, and career agency. The results showed that neuroticism was negatively associated with career and life development agency, while conscientiousness and agreeableness showed positive links. Intergenerational communication mediated the relationship between personality traits and career agency. Internship experience was found to moderate these relationships, particularly enhancing communication quality for students high in neuroticism and supporting their life and career development. The findings highlighted the value of targeted interventions and experiential learning for neurotic young adults.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101862"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921710","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 : 2025-09-01DOI: 10.1016/j.appdev.2025.101858
Jennifer E. Lansford , Andrea Bizzego , Julio Daniel Bermúdez Chinea , Gianluca Esposito , W. Andrew Rothenberg , Jeremy D.W. Clifton , Dario Bacchini , Lei Chang , Kirby Deater-Deckard , Laura Di Giunta , Kenneth A. Dodge , Sevtap Gurdal , Daranee Junla , Paul Oburu , Concetta Pastorelli , Ann T. Skinner , Emma Sorbring , Laurence Steinberg , Marc H. Bornstein , Liliana Maria Uribe Tirado , Suha M. Al-Hassan
Primal world beliefs (“primals”) capture individuals' basic understanding of what sort of world this is and are strongly associated with a wide range of behaviors and outcomes, yet we have little understanding of how primals come to be. This study used a data-driven machine learning approach to examine what individual, parenting, family, and cultural factors in childhood best predict young adults' beliefs that the world is Abundant, Alive, Enticing, Good, Hierarchical, Progressing, and Safe, contributing a long-term longitudinal perspective to the nascent work in developmental science on primal world beliefs (“primals”). Participants included 770 young adults from eight countries (Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United States). During childhood, participants and parents reported on 76 factors available as potential predictors of primals. Factors at individual, parenting, family, and cultural levels all had some predictive value in relation to specific primals, but no single factor or cluster of factors was predictive of all primals. Developmental pathways to perceiving the world as Abundant, Alive, Enticing, Good, Hierarchical, Progressing, and Safe are not uniform. The current data-driven approach successfully unearthed several promising leads for developmentalists to probe in further research.
{"title":"Precursors of young adults' world beliefs across cultures: A machine learning approach","authors":"Jennifer E. Lansford , Andrea Bizzego , Julio Daniel Bermúdez Chinea , Gianluca Esposito , W. Andrew Rothenberg , Jeremy D.W. Clifton , Dario Bacchini , Lei Chang , Kirby Deater-Deckard , Laura Di Giunta , Kenneth A. Dodge , Sevtap Gurdal , Daranee Junla , Paul Oburu , Concetta Pastorelli , Ann T. Skinner , Emma Sorbring , Laurence Steinberg , Marc H. Bornstein , Liliana Maria Uribe Tirado , Suha M. Al-Hassan","doi":"10.1016/j.appdev.2025.101858","DOIUrl":"10.1016/j.appdev.2025.101858","url":null,"abstract":"<div><div>Primal world beliefs (“primals”) capture individuals' basic understanding of what sort of world this is and are strongly associated with a wide range of behaviors and outcomes, yet we have little understanding of how primals come to be. This study used a data-driven machine learning approach to examine what individual, parenting, family, and cultural factors in childhood best predict young adults' beliefs that the world is <em>Abundant, Alive, Enticing</em>, <em>Good</em>, <em>Hierarchical, Progressing</em>, and <em>Safe</em>, contributing a long-term longitudinal perspective to the nascent work in developmental science on primal world beliefs (“primals”). Participants included 770 young adults from eight countries (Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United States). During childhood, participants and parents reported on 76 factors available as potential predictors of primals. Factors at individual, parenting, family, and cultural levels all had some predictive value in relation to specific primals, but no single factor or cluster of factors was predictive of all primals. Developmental pathways to perceiving the world as <em>Abundant, Alive, Enticing</em>, <em>Good</em>, <em>Hierarchical, Progressing</em>, and <em>Safe</em> are not uniform. The current data-driven approach successfully unearthed several promising leads for developmentalists to probe in further research.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"100 ","pages":"Article 101858"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925432","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 : 2025-08-29DOI: 10.1016/j.appdev.2025.101859
Lanlan Luo , Yuanfang Guo , Yu Zhou , Chuanjiang Li
The study explored the effect of teacher and peer relationship subtypes on social competence and problem behaviors among 240 Chinese left-behind children and their teachers in a longitudinal design. The study found four distinct profiles of children's teacher and peer relationships: teacher-oriented, peer-oriented, adaptive and high closeness/conflict duality. Latent transition analysis revealed a dynamic change in the percentage of participants who were in the profiles of teacher and peer relationships across two years. Specifically, children fell in the teacher-oriented profile decreased, children in the peer-oriented profile increased, and children in the adaptive group was relatively stable. Results also indicated that the types of teacher and peer relationships predicted left-behind children's social competence. Children in the adaptive profile fared the best in all three social-competence outcomes at Wave 1, compared to the peer-oriented and teacher-oriented profiles. At Wave 2, children in the high closeness/conflict duality profile performed best on social competence. Implications on ways to help left-behind children form positive teacher and peer relationships are discussed.
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