Journal of Applied Developmental Psychology最新文献_第6页

Bidirectional longitudinal associations between Chinese young children's screen use and behavioral difficulties: The protective role of parental mediation 中国幼儿屏幕使用与行为困难的双向纵向关联：父母中介的保护作用

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-08-28 DOI: 10.1016/j.appdev.2025.101861

Wenxiang Lu , Xiaowei Li

A nuanced understanding of the relationships between children's screen use and behavioral difficulties within the Chinese context is needed to guide their screen use. This study investigated bidirectional relationships between screen use and behavioral difficulties using a multi-dimensional measure of screen use (involving time, content, and contexts) and the moderating effects of parental mediation. Data were collected from a sample of 620 Chinese young children (aged 3–6, M_age = 3.97 years) across two measurement waves. The cross-lagged panel model results found that the predictive path from screen use to behavioral difficulties was not significant, while behavioral difficulties negatively predicted later screen use (β = −0.12, 95 % CI = [−0.21, −0.06], p < 0.01). Moderation analysis showed that active mediation (discussing with children) helped ensure the benefits of proper screen access and content in reducing behavioral difficulties; restrictive mediation (setting rules) alleviated the negative relationship between behavioral difficulties and later screen access. These findings demonstrate the important protective roles of parental mediation, highlighting the need for both parents' active engagement in mediating children's screen use and support from educators and policymakers to promote effective parental mediation.

在中国背景下，需要对儿童屏幕使用与行为困难之间的关系进行细致入微的理解，以指导他们使用屏幕。本研究使用屏幕使用的多维测量（包括时间、内容和环境）和父母中介的调节作用来调查屏幕使用与行为困难之间的双向关系。数据收集自620名中国幼儿（3-6岁，年龄= 3.97岁）的两个测量波样本。交叉滞后面板模型结果发现，从屏幕使用到行为困难的预测路径不显著，而行为困难负向预测以后的屏幕使用（β = - 0.12, 95% CI = [- 0.21, - 0.06], p < 0.01）。适度分析表明，积极的调解（与儿童讨论）有助于确保适当的屏幕访问和内容在减少行为困难方面的好处；限制性调解（设定规则）缓解了行为困难与后期屏幕接触之间的负相关关系。这些发现证明了父母调解的重要保护作用，强调了父母双方积极参与调解儿童屏幕使用的必要性，以及教育工作者和政策制定者的支持，以促进有效的父母调解。

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引用次数: 0

Parent-teacher discrepancies in externalizing behavior predicting social skills development in middle childhood 父母-教师外化行为差异预测儿童中期社会技能发展

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-08-27 DOI: 10.1016/j.appdev.2025.101856

Taehee Kim, Kristen L. Bub, Sadona K.R. Thompson

This longitudinal study examined parent-teacher agreement and discrepancies in externalizing behavior assessments and their association with children's social skill development. Using third-grade externalizing behavior reports, 927 students were categorized into four groups: both informants reporting clinical concerns, only teacher reporting clinical concerns, only parent reporting clinical concerns, and both reporting normative levels. A multi-group latent growth model analyzed social skill trajectories from third through sixth grade. Results indicated that 21% of students fell within discrepancy groups, where parents and teachers reported different levels of behavior severity. These groups included a higher proportion of students from non-White and low socioeconomic status backgrounds. Students in discrepancy groups showed more adaptive social skill trajectories than peers with clinical concerns reported by both informants but exhibited less favorable trajectories compared to those with normative behavior reports across contexts. Notably, students identified by teachers as demonstrating elevated externalizing behaviors showed significant linear growth in school-based social skills over time, suggesting a potential impact of teacher-initiated interventions. Findings highlight the importance of a multi-informant approach in accurately understanding and supporting students' social development, as parent and teacher perspectives provide complementary information about children's behavioral functioning across contexts.

本纵向研究考察了外化行为评估中家长与教师的认同和差异及其与儿童社交技能发展的关系。使用三年级外化行为报告，将927名学生分为四组：两组均报告临床担忧，仅教师报告临床担忧，仅家长报告临床担忧，两组均报告规范水平。一个多群体潜在增长模型分析了从三年级到六年级的社交技能轨迹。结果表明，21%的学生属于差异组，家长和老师报告的行为严重程度不同。这些群体中来自非白人和低社会经济地位背景的学生比例更高。差异组的学生表现出更多的适应性社会技能轨迹，而不是表现出更有利的轨迹，而不是表现出更有利的轨迹。值得注意的是，教师认为外化行为升高的学生在学校社交技能上随着时间的推移呈现出显著的线性增长，这表明教师发起干预的潜在影响。研究结果强调了多信息来源方法在准确理解和支持学生社会发展方面的重要性，因为家长和教师的观点提供了关于儿童跨环境行为功能的补充信息。

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引用次数: 0

A longitudinal study of a museum-based out-of-school time program's impact on STEM career pathways 基于博物馆的校外时间计划对STEM职业道路影响的纵向研究

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-08-23 DOI: 10.1016/j.appdev.2025.101854

C. Aaron Price , Robert H. Tai , Cindy La Nguyen

We report on a quasi-experimental, 7-year longitudinal study of participants in an out-of-school STEM program at a large, urban science museum. The program, based on principles of positive youth development, was designed to empower youth to take advantage of the skills and initiative they already possess. Data was analyzed to look for differences in the graduate rates of both groups, along with differences in the those who ended up with a STEM major. Through analysis of Sankey diagrams, we also looked at the specific paths the two groups took while in college. In comparison to a control group, we found that youth who participated in the program had higher rates of graduation in general, graduating with a degree in STEM, and ultimately beginning a STEM career. There were important differences in the paths the two groups took. No differences were related to gender or race/ethnic identity.

我们报告了一项准实验性的、为期7年的纵向研究，研究对象是一家大型城市科学博物馆校外STEM项目的参与者。该方案以积极的青年发展原则为基础，旨在使青年能够利用他们已经拥有的技能和主动性。研究人员对数据进行了分析，以寻找两组学生毕业率的差异，以及最终选择STEM专业的学生的差异。通过对Sankey图的分析，我们还看到了这两组人在大学期间的具体路径。与对照组相比，我们发现参加该计划的年轻人总体上有更高的毕业率，毕业时获得了STEM学位，并最终开始了STEM职业生涯。两组人所走的道路有很大的不同。与性别或种族/民族身份无关。

引用次数: 0

Adults' perceptions of children's negotiation: Effects of target and perceiver gender 成人对儿童谈判的感知：目标性别和感知者性别的影响

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-08-19 DOI: 10.1016/j.appdev.2025.101853

Meagan M. Patterson , Lisa H. Rosen , Elisabeth A. England , Morgan R. Vannoy

Although there is extensive research on gender and negotiation in adults, research on how gender impacts adults' perceptions of negotiation in children is lacking. The current study used videos of child actors playing an “art dealer” game to examine whether adults perceived the children differently based on their gender and negotiation behaviors, with comparisons of four targets (i.e., boy who negotiated, boy who did not negotiate, girl who negotiated, and girl who did not negotiate) on perceived competence, agentic characteristics (e.g., assertive, confident), and communal characteristics (e.g., caring, kind). Results indicated that, compared to other targets, the girl who negotiated was viewed as high in competence and in both positive and negative agentic characteristics, but relatively low in communal characteristics. In contrast, the boy who did not negotiate was viewed as relatively low in competence and positive and negative agentic characteristics, but relatively high in both positive and negative communal characteristics. These results suggest that children's negotiation behaviors are evaluated relative to gendered expectations and that children's negotiation behaviors may impact adults' perceptions of other gender-typed characteristics in children, consistent with social role theory and the shifting standards model.

虽然关于成人的性别与谈判的研究非常广泛，但关于性别如何影响成人对儿童谈判的看法的研究却很少。目前的研究使用儿童演员玩“艺术品经销商”游戏的视频来检查成年人是否根据儿童的性别和谈判行为对儿童有不同的看法，并比较了四个目标（即谈判的男孩，没有谈判的男孩，谈判的女孩和没有谈判的女孩）在感知能力，代理特征（例如，果断，自信）和公共特征（例如，关心，善良）方面的感知能力。结果表明，与其他目标相比，谈判的女孩在能力和积极和消极的代理特征方面都被认为是高的，但在公共特征方面相对较低。相比之下，不谈判的男孩在能力和积极和消极的代理特征上相对较低，但在积极和消极的公共特征上相对较高。这些结果表明，儿童的谈判行为是相对于性别期望来评估的，儿童的谈判行为可能影响成人对儿童其他性别类型特征的看法，这与社会角色理论和标准转移模型是一致的。

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引用次数: 0

Examining interparental conflict, parent-child conflict, and child emotion regulation within the Family Check-Up®: A randomized controlled trial 在家庭检查®中检查父母间冲突、亲子冲突和儿童情绪调节：一项随机对照试验

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-08-14 DOI: 10.1016/j.appdev.2025.101855

Katrina R. Abela , Andrea Gonzalez , Krysta Andrews , Xutong Zhang , Marc Jambon , Katholiki Georgiades , Julie Gross , Magdalena Janus , Ellen Lipman , Paulo Pires , Teresa Bennett

Interparental and parent-child conflict are key familial risk factors for emotion regulation (ER) difficulties in early childhood. This study examined the impact of the Family Check-Up® (FCU), a preventative family-centered intervention, on child ER at 12 months post-intervention, and whether the FCU moderated the association between early exposure to family conflicts (interparental and parent-child conflict) and ER outcomes. In a longitudinal randomized controlled trial conducted in Canada, 206 parent-child dyads (children aged 2–4 years) with early indicators of emotional and behavioural risk were assigned to the FCU intervention or a community control group. ER was assessed using an observational task coded into three ER strategy subgroups: behavioural coping, task-oriented, and emotion-oriented. Structural equation modeling was used to examine the models. Results indicated that the FCU intervention significantly reduced the number of behavioural coping ER strategies, such as avoidance and expressing negative affect. Moreover, the FCU buffered the negative association between parent-child conflict and task-oriented ER. However, interparental conflict was not significantly associated with ER outcomes and effects were not observed for emotion-oriented ER. These findings highlight the FCU's potential to reduce contextually maladaptive ER and mitigate the impact of parent-child conflict on child ER.

父母间冲突和亲子冲突是幼儿情绪调节困难的主要家庭危险因素。本研究考察了家庭检查®（FCU），一种以家庭为中心的预防性干预，在干预后12个月对儿童急诊室的影响，以及FCU是否调节了早期暴露于家庭冲突（父母间和亲子冲突）与急诊室结果之间的关联。在加拿大进行的一项纵向随机对照试验中，有早期情绪和行为风险指标的206对亲子（2-4岁）被分配到FCU干预组或社区对照组。评估ER使用的观察任务分为三个ER策略亚组：行为应对，任务导向和情绪导向。采用结构方程模型对模型进行检验。结果表明，FCU干预显著减少了行为应对ER策略的数量，如回避和表达负面情绪。此外，FCU还缓冲了亲子冲突与任务导向ER之间的负相关。然而，父母之间的冲突与ER的结果没有显著相关，并且没有观察到情绪导向的ER的影响。这些发现强调了FCU在减少情境不适应的ER和减轻亲子冲突对儿童ER的影响方面的潜力。

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引用次数: 0

Understanding adolescents' externalizing and internalizing comorbidity from A multiple-level family perspective 从多层次家庭视角理解青少年外化与内化共病

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-08-05 DOI: 10.1016/j.appdev.2025.101852

Yunqing Ma , Lu Qiao , Ruoxi Chen , Jing Qiu , Xiuyun Lin

By exploring network analysis, the current study reframed the questions that arise from co-occurring externalizing and internalizing problems and their relationships with multiple-level family risk factors from a developmental perspective, including early, middle, and late adolescence periods. Total 6838 adolescents (early adolescence: 2156; middle adolescence: 2303; late adolescence: 2379) and their parents completed questionnaires regarding externalizing and internalizing problems, and entire, dyadic, and individual level family risk factors. First, anxiety/depression served as a bridging symptom in externalizing and internalizing comorbidity networks. Second, dyadic level family risk factors, particularly parental harsh discipline, were more strongly linked to adolescents' externalizing and internalizing problems and even their comorbidity. Third, middle adolescence was a turning points. This study offers a fresh insight into the comorbidity of externalizing and internalizing problems during adolescence, and highlights that benign interactions between parents and adolescents remain key to addressing psychopathology. Interventions should particularly focus on middle adolescence.

本研究运用网络分析的方法，从发育的角度重构了青少年早期、中期和晚期外化和内化问题共同发生的问题及其与多层次家庭风险因素的关系。6838名青少年(青春期早期：2156名；青春期中期：2303；青少年晚期：2379名)和他们的父母完成了关于外化和内化问题以及整体、二元和个体层面的家庭风险因素的问卷调查。首先，焦虑/抑郁是外化和内化共病网络的桥梁症状。其次，双元水平的家庭风险因素，特别是父母严厉的管教，与青少年的外化和内化问题甚至合并症的关系更强。第三，青春期中期是一个转折点。这项研究为青少年时期外化和内化问题的共病提供了新的见解，并强调了父母和青少年之间的良性互动仍然是解决精神病理学的关键。干预措施应特别侧重于青春期中期。

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引用次数: 0

A dyadic perspective on evolutionarily relevant aggressive functions: Links to victim characteristics 进化相关攻击功能的二元视角：与受害者特征的联系

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-07-31 DOI: 10.1016/j.appdev.2025.101851

Naomi C.Z. Andrews , Andrew V. Dane , Natalie Spadafora , Elizabeth Al-Jbouri , Anthony A. Volk , Ann H. Farrell

Previous research identifies evolutionarily-relevant motives for the use of aggression in adolescence, including: competitive, impression management, reactive, and sadistic functions. We extend prior work by adopting a dyadic perspective and examining features of the perpetrator-target relationship and the characteristics of the target themselves. We used a sample of 278 Canadian adolescents (13–18 years old; 57 % boys; 54 % White) who engaged in aggression and a dyadic sample with their specific aggressive targets. We measured dyadic aggression (the types of aggression present in the dyad), dyadic relationship characteristics (reciprocity of aggression, friendship), target social characteristics (popularity, likability, social network position), and dyadic gender composition. Competitive aggression was related to direct aggression perpetrated by someone with lower or equal power (i.e., not bullying), reciprocal aggression, and male perpetrators. Impression management aggression was related to bullying, non-friend dyads, and targets with lower likability (though more overall friendships). Reactive aggression was related to direct aggression by someone with lower/equal power, and sadistic aggression was related to dyad friendship.

先前的研究确定了青春期使用攻击性行为的进化相关动机，包括：竞争性、印象管理、反应性和虐待性功能。我们通过采用二元视角来扩展先前的工作，并研究了肇事者-目标关系的特征和目标本身的特征。我们使用了278名加拿大青少年(13-18岁；57%的男孩；54%的白人)，他们参与了攻击行为，还有一个带有特定攻击目标的二元样本。我们测量了二元攻击（二元攻击中存在的攻击类型）、二元关系特征（攻击的互惠性、友谊）、目标社会特征（受欢迎程度、受欢迎程度、社会网络地位）和二元性别构成。竞争性攻击与权力较低或同等的人（即不是恃强凌弱）实施的直接攻击、互惠攻击和男性犯罪者有关。印象管理攻击与恃强凌弱、没有朋友的伴侣和不那么讨人喜欢的目标（尽管更全面的友谊）有关。反应性攻击与权力较低/同等的人的直接攻击有关，虐待性攻击与二元友谊有关。

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引用次数: 0

Computational thinking training and its effects on working memory, flexibility, and inhibition: Randomized controlled trial in fifth-grade children 计算思维训练及其对工作记忆、灵活性和抑制的影响：五年级儿童随机对照试验

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-07-31 DOI: 10.1016/j.appdev.2025.101850

Carolina Robledo-Castro , Luis Fernando Castillo-Ossa , Christian Hederich-Martínez

This study aimed to examine how computational thinking instruction in elementary school relates to the development of executive functions in children. It evaluated the effect of a computational thinking training program on working memory, cognitive flexibility and inhibition in fifth grade children. A randomized controlled trial was conducted in Colombia with a sample of 111 typically developing children (experimental group N = 57; control group N = 54; M_age = 10.7). Participants were randomly assigned to either an experimental group, which underwent a 12-week computational thinking training program with both unplugged and plugged activities involving game programming and educational robotics, or to an active control group receiving treatment as usual (TAU), which followed the standard curriculum. Executive functions were assessed pre- and post- intervention using validated and reliable neuropsychological tests (Corsi block-tapping test, digit span test, visual span test, Stroop test, and Wisconsin card sorting test). Following the training program, the experimental group showed significant improvements in several executive functions compared to the control group. A large effect size was observed in auditory working memory (η²_p = 0.17), along with medium effect in visual (η²_p = 0.05) and visuospatial working memory (η²_p = 0.08), and a small effect on inhibition skills (η²_p = 0.05). No changes in cognitive flexibility associated with the intervention were observed. These results suggest that teaching computational thinking through both unplugged and plugged activities has a significant effect on executive functions associated with working memory, planning and inhibition in children.

本研究旨在探讨小学计算思维教学与儿童执行功能发展的关系。它评估了计算思维训练项目对五年级儿童工作记忆、认知灵活性和抑制的影响。在哥伦比亚进行了一项随机对照试验，样本为111名典型发育儿童(实验组N = 57；对照组N = 54；法师= 10.7)。参与者被随机分配到实验组，实验组接受为期12周的计算思维训练计划，包括不插电和插电的活动，包括游戏编程和教育机器人，或者是接受常规治疗（TAU）的积极对照组，遵循标准课程。在干预前和干预后，使用有效可靠的神经心理测试（Corsi积木点击测试、数字广度测试、视觉广度测试、Stroop测试和威斯康星卡片分类测试）评估执行功能。在训练计划之后，实验组在几个执行功能上比对照组有了显著的改善。听觉工作记忆的效应显著（η2p = 0.17），视觉和视觉空间工作记忆的效应中等（η2p = 0.05），抑制技能的效应较小（η2p = 0.05）。没有观察到与干预相关的认知灵活性的变化。这些结果表明，通过不插电和插电的活动来教授计算思维对儿童与工作记忆、计划和抑制相关的执行功能有显著影响。

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引用次数: 0

Direct and indirect intergroup contact are related to American children's attitudes about immigrant groups 直接和间接的族群间接触与美国儿童对移民群体的态度有关

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-07-28 DOI: 10.1016/j.appdev.2025.101841

Laura Elenbaas , Kelly Lynn Mulvey , Christia Spears Brown , Jane Singman , Megan N. Norris

This study drew on intergroup contact theory to investigate relations between both direct and indirect intergroup contact with immigrants and self-identified American children's (ages: 8 to 12 years; N = 379, 53 % girls, 51 % white) attitudes and intended behavior towards immigrant peers, assessing the role of indirect contact in this context for the first time. Children who experienced more positive indirect contact (e.g., overheard conversations that made immigrants seem nice) liked immigrants more, felt closer to this perceived outgroup, and had stronger intentions to affiliate (e.g., play). Findings were consistent for indirect contact with immigrants from Mexico, China, or Egypt, and emerged over and above the positive effects of direct contact (e.g., classmates). The nature of children's indirect contact matters: positive exposure may positively predispose American children to accept and include immigrant peers, a behavior of increasing importance for the wellbeing of both groups in this increasingly diverse country.

本研究运用族群间接触理论，探讨与移民直接或间接族群间接触与自我认同的美国儿童(年龄：8 ~ 12岁；N = 379, 53%的女孩，51%的白人)对移民同伴的态度和预期行为，首次评估间接接触在此背景下的作用。经历过更多积极间接接触（例如，无意中听到的对话使移民看起来很好）的孩子更喜欢移民，感觉更接近这个感知到的外群体，并且有更强的联系意愿（例如，玩耍）。与来自墨西哥、中国或埃及的移民间接接触的结果是一致的，并且出现在直接接触（例如同学）的积极影响之上。儿童间接接触的本质很重要：积极接触可能会使美国儿童更容易接受并接纳移民同伴，在这个日益多样化的国家，这种行为对两个群体的福祉都越来越重要。

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引用次数: 0

Parental expressive suppression undermines adolescent-parent's neural synchrony in response to emotional stimulus 父母表达抑制破坏了青少年对情绪刺激的神经同步性

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-07-01 DOI: 10.1016/j.appdev.2025.101837

Xuan Liu , Xinqi Li , Xinmei Deng

Emotional communication plays a crucial role in the adolescent-parent relationship, and parents' ability to regulate emotions is particularly important. Parental expressive suppression has been found to negatively affect adolescent-parent relationships, but the specific neural mechanisms underlying these effects are unknown. This study examines how parental expressive suppression impacts neural synchrony during emotional responses. Using EEG hyperscanning, we recorded brain activity in 21 high expressive suppression (HEP) and 28 low expressive suppression (LEP) adolescent-parent dyads while viewing emotional images. Results show LEPs rated positive images higher and exhibited greater inter-brain synchrony across all frequency bands. The results suggest that parental expressive suppression weakens neural synchronization with adolescents, which may affect the quality of the adolescent-parent relationship. This study provides new perspectives for understanding the biological basis of adolescent-parent relationships.

情绪交流在青少年与父母的关系中起着至关重要的作用，而父母调节情绪的能力尤为重要。父母表达抑制已被发现对青少年与父母的关系产生负面影响，但这些影响背后的具体神经机制尚不清楚。本研究探讨父母表达抑制如何影响情绪反应中的神经同步性。通过脑电图超扫描，我们记录了21例高表达抑制（HEP）和28例低表达抑制（LEP）青少年父母二人组在观看情绪图像时的脑活动。结果显示，lep对正面图像的评价更高，并且在所有频带中表现出更大的脑间同步。结果表明，父母表达抑制削弱了青少年的神经同步性，从而可能影响青少年-父母关系的质量。本研究为理解青少年与父母关系的生物学基础提供了新的视角。

引用次数: 0