Pub Date : 2025-07-01DOI: 10.1016/j.appdev.2025.101839
Merve Nur Altundal, Ibrahim H. Acar
This study investigated the roles of parental mealtime technoference and child self-regulation in emotional eating behaviors (overeating and undereating) in Turkish preschool children. Data were collected from 203 children aged 36 to 76 months (M = 59.40, SD = 8.70) at Time 1 and 50 to 80 months (M = 65.54, SD = 7.03) at Time 2 across two academic semesters. Parents provided reports on their children's eating behaviors and mealtime technoference, while researchers evaluated the children's self-regulation. Cross-lagged path analyses revealed that emotional overeating in children at Time 1 was linked to lower parental mealtime technoference at Time 2, whereas parental mealtime technoference at Time 1 was associated with increased child emotional overeating at Time 2. Emotional undereating in children at Time 1 was linked to lower child self-regulation at Time 2. These findings underscore the bidirectional influences of child- and parent-driven factors on emotional eating, framed within the Transactional Human Development Model.
{"title":"Longitudinal pathways to children's emotional eating behaviors: Mealtime technoference and child self-regulation","authors":"Merve Nur Altundal, Ibrahim H. Acar","doi":"10.1016/j.appdev.2025.101839","DOIUrl":"10.1016/j.appdev.2025.101839","url":null,"abstract":"<div><div>This study investigated the roles of parental mealtime technoference and child self-regulation in emotional eating behaviors (overeating and undereating) in Turkish preschool children. Data were collected from 203 children aged 36 to 76 months (<em>M</em> = 59.40, <em>SD</em> = 8.70) at Time 1 and 50 to 80 months (<em>M</em> = 65.54, <em>SD</em> = 7.03) at Time 2 across two academic semesters. Parents provided reports on their children's eating behaviors and mealtime technoference, while researchers evaluated the children's self-regulation. Cross-lagged path analyses revealed that emotional overeating in children at Time 1 was linked to lower parental mealtime technoference at Time 2, whereas parental mealtime technoference at Time 1 was associated with increased child emotional overeating at Time 2. Emotional undereating in children at Time 1 was linked to lower child self-regulation at Time 2. These findings underscore the bidirectional influences of child- and parent-driven factors on emotional eating, framed within the Transactional Human Development Model.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101839"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623518","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101834
Allison Rae Ward-Seidel , Sara E. Rimm-Kaufman , Bethany A. Bell , Lia E. Sandilos
Crucial skills for early adolescents to develop include respecting people from different backgrounds, showing empathy and compassion, and making ethical decisions in challenging situations. This exploratory study aims to understand the extent to which students' perceptions of teacher caring and belonging related to changes in their self-reported prosocial competencies (i.e., cultural respect, empathy, compassion, integrity)? We conducted a multilevel longitudinal analysis with diverse sample of early adolescents from nine schools in four U.S. cities in their first two years of middle school (n = 186; Mage = 10.91 years). Results indicate that school experiences are correlated with prosocial competencies at the beginning of middle school. Yet only sense of belonging in the school community was positively associated with the rate of development of compassion over two years of middle school. Implications for promoting school conditions that support students' development of prosocial competencies are discussed.
{"title":"Belonging contributes to compassion: A longitudinal study of middle school students' prosocial competencies","authors":"Allison Rae Ward-Seidel , Sara E. Rimm-Kaufman , Bethany A. Bell , Lia E. Sandilos","doi":"10.1016/j.appdev.2025.101834","DOIUrl":"10.1016/j.appdev.2025.101834","url":null,"abstract":"<div><div>Crucial skills for early adolescents to develop include respecting people from different backgrounds, showing empathy and compassion, and making ethical decisions in challenging situations. This exploratory study aims to understand the extent to which <em>students' perceptions of teacher caring and belonging related to changes in their self-reported prosocial competencies (</em>i.e.<em>, cultural respect, empathy, compassion, integrity)?</em> We conducted a multilevel longitudinal analysis with diverse sample of early adolescents from nine schools in four U.S. cities in their first two years of middle school (<em>n</em> = 186; <em>M</em><sub>age</sub> = 10.91 years). Results indicate that school experiences are correlated with prosocial competencies at the beginning of middle school. Yet only sense of belonging in the school community was positively associated with the rate of development of compassion over two years of middle school. Implications for promoting school conditions that support students' development of prosocial competencies are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101834"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563420","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101833
Jayoon Choi , Hye In Jang , Jeeyeon Hong , Ju Hee Park
Background
The increase in multicultural intermarriages in South Korea has led to a growing population of adolescents from multicultural families, many of whom encounter unique social challenges. Racial Authenticity Challenges (RAC) refer to the difficulties these adolescents experience when they seek their identity and continue to interact with their social environment. This study aimed to explore the trajectories of RAC among adolescents from intermarried families in Korea and examine both adolescent- and mother-related predictors that influence these trajectories over time.
Method
This study used four waves of data from the Multicultural Adolescents Panel Study (MAPS) conducted from 2012 to 2015, including 784 adolescents (377 boys, 48.1 %, aged 10–15 years) and their immigrant mothers. The mothers' rational backgrounds were as follows: Japan (37.9 %), the Philippines (28.1 %), China (24.7 %), Thailand (3.7 %), Vietnam (1.8 %), and other countries (3.8 %). Latent growth modeling and latent class growth modeling were performed to determine the number and patterns of RAC trajectories among adolescents. Additionally, multinomial logistic regression analysis was conducted to examine the influence of adolescents- and mother-related predictors.
Results
Four distinct RAC trajectories were identified: (1) high and stable (i.e., consistently high RAC levels over time), (2) low and stable (i.e., consistently low RAC levels over time over time), (3) low to high (i.e., initially low RAC levels that increase over time), (4) high to low (i.e., initially high RAC levels that decrease over time). Significant predictors of RAC trajectory membership were found, including adolescents' Korean proficiency, support from friends, academic achievement, and immigrant mothers' acculturative stress.
Conclusion
This study found that adolescents from intermarried families in Korea, despite being born and raised in the country for over a decade, continue to face significant challenges with social integration and a sense of belonging. Four distinct trajectories of RAC trajectories were identified, each influenced by specific factors. These findings underscore the importance of customized interventions that consider the diversity in RAC trajectories and address the unique needs for each group. By considering key predictors, such as language skills and social support, it is possible to reduce RAC and improve the social integration of adolescents from multicultural families.
{"title":"Trajectories and predictors of racial authenticity challenges among adolescents from multicultural intermarried families in a National Sample of South Korea","authors":"Jayoon Choi , Hye In Jang , Jeeyeon Hong , Ju Hee Park","doi":"10.1016/j.appdev.2025.101833","DOIUrl":"10.1016/j.appdev.2025.101833","url":null,"abstract":"<div><h3>Background</h3><div>The increase in multicultural intermarriages in South Korea has led to a growing population of adolescents from multicultural families, many of whom encounter unique social challenges. Racial Authenticity Challenges (RAC) refer to the difficulties these adolescents experience when they seek their identity and continue to interact with their social environment. This study aimed to explore the trajectories of RAC among adolescents from intermarried families in Korea and examine both adolescent- and mother-related predictors that influence these trajectories over time.</div></div><div><h3>Method</h3><div>This study used four waves of data from the Multicultural Adolescents Panel Study (MAPS) conducted from 2012 to 2015, including 784 adolescents (377 boys, 48.1 %, aged 10–15 years) and their immigrant mothers. The mothers' rational backgrounds were as follows: Japan (37.9 %), the Philippines (28.1 %), China (24.7 %), Thailand (3.7 %), Vietnam (1.8 %), and other countries (3.8 %). Latent growth modeling and latent class growth modeling were performed to determine the number and patterns of RAC trajectories among adolescents. Additionally, multinomial logistic regression analysis was conducted to examine the influence of adolescents- and mother-related predictors.</div></div><div><h3>Results</h3><div>Four distinct RAC trajectories were identified: (1) high and stable (i.e., consistently high RAC levels over time), (2) low and stable (i.e., consistently low RAC levels over time over time), (3) low to high (i.e., initially low RAC levels that increase over time), (4) high to low (i.e., initially high RAC levels that decrease over time). Significant predictors of RAC trajectory membership were found, including adolescents' Korean proficiency, support from friends, academic achievement, and immigrant mothers' acculturative stress.</div></div><div><h3>Conclusion</h3><div>This study found that adolescents from intermarried families in Korea, despite being born and raised in the country for over a decade, continue to face significant challenges with social integration and a sense of belonging. Four distinct trajectories of RAC trajectories were identified, each influenced by specific factors. These findings underscore the importance of customized interventions that consider the diversity in RAC trajectories and address the unique needs for each group. By considering key predictors, such as language skills and social support, it is possible to reduce RAC and improve the social integration of adolescents from multicultural families.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101833"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581008","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101835
Giovanni Maria Vecchio , Federica Zava , Antonio Zuffianò , Maria Gerbino , Concetta Pastorelli , Bernadette Paula Luengo Kanacri , Gian Vittorio Caprara
Prosocial behavior is crucial for positive development, protecting against negative outcomes throughout childhood and adolescence. The CEPIDEAS Junior program (Emotional and Prosocial Competence: An Idea for School) is a school-based intervention based on Social Cognitive Theory, which promotes prosocial behaviors in primary school by integrating its contents into the regular curriculum. Adopting a quasi-experimental design, this study evaluated the effects of the program on prosocial and aggressive behaviors among N = 858 primary school children (381 girls, M = 8.46 years). The intervention group included 435 children (198 girls, M = 8.44 years), while the control group had 423 children (183 girls, M = 8.49 years). Using teacher ratings and self-reports, the results of two bivariate Latent Difference Score models showed the positive impact of the program on prosocial and aggressive behaviors. These results confirm the efficacy of the CEPIDEAS Junior demonstrating the benefits of integrating prosocial into the school curriculum.
{"title":"Enhancing prosocial behaviors, reducing aggression: Effects of CEPIDEAS junior in primary school","authors":"Giovanni Maria Vecchio , Federica Zava , Antonio Zuffianò , Maria Gerbino , Concetta Pastorelli , Bernadette Paula Luengo Kanacri , Gian Vittorio Caprara","doi":"10.1016/j.appdev.2025.101835","DOIUrl":"10.1016/j.appdev.2025.101835","url":null,"abstract":"<div><div>Prosocial behavior is crucial for positive development, protecting against negative outcomes throughout childhood and adolescence. The CEPIDEAS Junior program (Emotional and Prosocial Competence: An Idea for School) is a school-based intervention based on Social Cognitive Theory, which promotes prosocial behaviors in primary school by integrating its contents into the regular curriculum. Adopting a quasi-experimental design, this study evaluated the effects of the program on prosocial and aggressive behaviors among <em>N</em> = 858 primary school children (381 girls, M = 8.46 years). The intervention group included 435 children (198 girls, M = 8.44 years), while the control group had 423 children (183 girls, M = 8.49 years). Using teacher ratings and self-reports, the results of two bivariate Latent Difference Score models showed the positive impact of the program on prosocial and aggressive behaviors. These results confirm the efficacy of the CEPIDEAS Junior demonstrating the benefits of integrating prosocial into the school curriculum.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101835"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549254","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101836
Alexandra D. Ehrhardt , Adam J. Hoffman , Hannah L. Schacter
Although the protective effects of high-quality friendships in adolescence are well-established, less is known about how adolescents' friendship stability changes over time and whether adolescents' friendship stability shapes health outcomes. Using six waves of data from 388 adolescents (Mage = 14.05, SD = 0.41; 61% female), the current study examined trajectories of friendship stability across high school and assessed whether friendship stability predicted internalizing and physical health symptoms. Results demonstrated declines in friendship stability throughout high school and indicated that greater average levels of stability, but not linear trajectories of stability, over time predicted better health. Findings suggest that although friendships become increasingly unstable across high school, adolescents with higher overall levels of friendship stability experience better health.
{"title":"Trajectories of adolescent friendship stability: Links to internalizing and physical health symptoms","authors":"Alexandra D. Ehrhardt , Adam J. Hoffman , Hannah L. Schacter","doi":"10.1016/j.appdev.2025.101836","DOIUrl":"10.1016/j.appdev.2025.101836","url":null,"abstract":"<div><div>Although the protective effects of high-quality friendships in adolescence are well-established, less is known about how adolescents' friendship stability changes over time and whether adolescents' friendship stability shapes health outcomes. Using six waves of data from 388 adolescents (<em>M</em><sub>age</sub> = 14.05, <em>SD</em> = 0.41; 61% female), the current study examined trajectories of friendship stability across high school and assessed whether friendship stability predicted internalizing and physical health symptoms. Results demonstrated declines in friendship stability throughout high school and indicated that greater average levels of stability, but not linear trajectories of stability, over time predicted better health. Findings suggest that although friendships become increasingly unstable across high school, adolescents with higher overall levels of friendship stability experience better health.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101836"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571886","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101840
Esther J. Calzada , Roushanac Partovi , Rebecca M.B. White , Kathleen M. Roche
The present study examined how two forms of marginalization – peer ethnic-racial discrimination and mothers' immigration-related stressors - were associated with changes in adolescents' grade point average by way of changes in adolescent depressive symptoms. A secondary aim was to examine familismo as a moderator mitigating marginalization's harmful effects on depressive symptoms. Data derived from a longitudinal study of 547 mother-adolescent dyads in suburban Atlanta, GA (Mage = 13.31 years old; 55.4 % girls; 10.4 % first-generation immigrants; 65.3 % second-generation immigrants; 24.3 % later generation immigrants). Most youth participants identified as only Latino/a (42 %) or Latino/a and White (31 %). Results showed that immigration-related stressors were associated with increases in adolescents' depressive symptoms, which in turn, was associated with poorer academic performance two years later. Familismo did not moderate any associations. Findings underscore the harmful effects of marginalizing experiences on Latino/a adolescents' adjustment.
{"title":"Pathways linking ethnic marginalization to Latino/a youth's academic success via depressive symptoms","authors":"Esther J. Calzada , Roushanac Partovi , Rebecca M.B. White , Kathleen M. Roche","doi":"10.1016/j.appdev.2025.101840","DOIUrl":"10.1016/j.appdev.2025.101840","url":null,"abstract":"<div><div>The present study examined how two forms of marginalization – peer ethnic-racial discrimination and mothers' immigration-related stressors - were associated with changes in adolescents' grade point average by way of changes in adolescent depressive symptoms. A secondary aim was to examine <em>familismo</em> as a moderator mitigating marginalization's harmful effects on depressive symptoms. Data derived from a longitudinal study of 547 mother-adolescent dyads in suburban Atlanta, GA (<em>M</em><sub><em>age</em></sub> = 13.31 years old; 55.4 % girls; 10.4 % first-generation immigrants; 65.3 % second-generation immigrants; 24.3 % later generation immigrants). Most youth participants identified as only Latino/a (42 %) or Latino/a and White (31 %). Results showed that immigration-related stressors were associated with increases in adolescents' depressive symptoms, which in turn, was associated with poorer academic performance two years later. <em>Familismo</em> did not moderate any associations. Findings underscore the harmful effects of marginalizing experiences on Latino/a adolescents' adjustment.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101840"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665820","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101832
Hongqing Yao , Jing Fang , Ruibo Xie , Xiaoyue Wang , Die Wang , Weijian Li , Wan Ding
Gratitude is a complex socioemotional construct that emerges during early childhood and undergoes developmental changes over time. This study aims to investigate the bidirectional relationships between negative automatic thoughts (NATs), gratitude, and subjective happiness among Chinese children. Additionally, we explored the mediating role of gratitude in the association between NATs and subjective happiness. A sample of 972 Chinese children (Mage = 9.60 years at baseline) completed assessments of NATs, gratitude, and subjective happiness at three different time points with six-month intervals. The findings revealed that gratitude significantly predicted subsequent levels of NATs and subjective happiness, while NATs also had a direct impact on subsequent levels of gratitude and subjective happiness. Moreover, subjective happiness at time 2 was found to significantly predict levels of gratitude and NATs only at time 3. Importantly, our results demonstrated that gratitude played a crucial mediating role in the relationship between NATs and subjective happiness across time. These novel findings contribute to our comprehensive understanding of how gratitude contributes to holistic development in children, providing valuable scientific evidence for positive development among Chinese children.
{"title":"Negative automatic thoughts, gratitude, and subjective happiness in Chinese children: A cross-lagged panel analysis","authors":"Hongqing Yao , Jing Fang , Ruibo Xie , Xiaoyue Wang , Die Wang , Weijian Li , Wan Ding","doi":"10.1016/j.appdev.2025.101832","DOIUrl":"10.1016/j.appdev.2025.101832","url":null,"abstract":"<div><div>Gratitude is a complex socioemotional construct that emerges during early childhood and undergoes developmental changes over time. This study aims to investigate the bidirectional relationships between negative automatic thoughts (NATs), gratitude, and subjective happiness among Chinese children. Additionally, we explored the mediating role of gratitude in the association between NATs and subjective happiness. A sample of 972 Chinese children (<em>M</em><sub><em>age</em></sub> = 9.60 years at baseline) completed assessments of NATs, gratitude, and subjective happiness at three different time points with six-month intervals. The findings revealed that gratitude significantly predicted subsequent levels of NATs and subjective happiness, while NATs also had a direct impact on subsequent levels of gratitude and subjective happiness. Moreover, subjective happiness at time 2 was found to significantly predict levels of gratitude and NATs only at time 3. Importantly, our results demonstrated that gratitude played a crucial mediating role in the relationship between NATs and subjective happiness across time. These novel findings contribute to our comprehensive understanding of how gratitude contributes to holistic development in children, providing valuable scientific evidence for positive development among Chinese children.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101832"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522726","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101838
Priscilla Goble , Sarah M. Blalock , Cambrian Nauman , Toria Flynn , Pond Ezra , Sarah Moreno , Emma Sharber
A quasi-experimental design was used to examine a play therapy intervention (CTRT: Child Teacher Relationship Training) aimed to improve children's behavior, the quality of teacher-child relationships, and teacher's empathy. Participants included 18 teachers and 175 preschool children. Classrooms were assigned to CTRT, time-control, or business-as-usual conditions. Hierarchical regression analyses revealed a main effect of intervention condition for teacher empathy but not for child behavior and teacher-child relationship quality. CTRT teachers demonstrated improvements in empathic interactions. Follow-up analyses revealed that the effects of children's initial levels of behavior problems on post-intervention outcomes were moderated by intervention condition. Participation in the CTRT condition buffered the deleterious effects of initial behavior problems on later teacher-child relationship quality. Researchers concluded that this study provides preliminary evidence that CTRT may be effective in building teacher empathy and teacher-child closeness.
{"title":"Play therapy in preschool: Promoting teacher empathy and strengthening child-teacher bonds","authors":"Priscilla Goble , Sarah M. Blalock , Cambrian Nauman , Toria Flynn , Pond Ezra , Sarah Moreno , Emma Sharber","doi":"10.1016/j.appdev.2025.101838","DOIUrl":"10.1016/j.appdev.2025.101838","url":null,"abstract":"<div><div>A quasi-experimental design was used to examine a play therapy intervention (CTRT: Child Teacher Relationship Training) aimed to improve children's behavior, the quality of teacher-child relationships, and teacher's empathy. Participants included 18 teachers and 175 preschool children. Classrooms were assigned to CTRT, time-control, or business-as-usual conditions. Hierarchical regression analyses revealed a main effect of intervention condition for teacher empathy but not for child behavior and teacher-child relationship quality. CTRT teachers demonstrated improvements in empathic interactions. Follow-up analyses revealed that the effects of children's initial levels of behavior problems on post-intervention outcomes were moderated by intervention condition. Participation in the CTRT condition buffered the deleterious effects of initial behavior problems on later teacher-child relationship quality. Researchers concluded that this study provides preliminary evidence that CTRT may be effective in building teacher empathy and teacher-child closeness.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101838"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633240","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 : 2025-07-01DOI: 10.1016/j.appdev.2025.101830
María Valcárcel Jiménez , Jörg-Henrik Heine , Tina Schiele , Anna Mues , Frank Niklas
Developing proficient literacy skills is important for school success. This study examined the link between parental attitudes towards reading and preschool children's emergent literacy skills in German, focusing on children with and without migration background. It explored whether the Home Literacy Environment (HLE) mediated this relation while controlling for child age, sex, cognitive skills, and family socioeconomic status. The study involved 500 children (Mage = 60.97 months) assessed three times across a year. The results showed that parental attitudes towards reading influenced emergent literacy skills only through the HLE. Migration background had an indirect effect, with the HLE mediating its impact on literacy development. These findings highlight the critical role of the HLE in fostering literacy skills, provide a plausible explanation for individual differences in German emergent literacy skills for children with and without migration background, and suggest that interventions targeting parental attitudes and HLE may effectively support literacy development.
{"title":"The role of parental attitudes, home literacy environment, and migration background in preschool children's emergent literacy skills","authors":"María Valcárcel Jiménez , Jörg-Henrik Heine , Tina Schiele , Anna Mues , Frank Niklas","doi":"10.1016/j.appdev.2025.101830","DOIUrl":"10.1016/j.appdev.2025.101830","url":null,"abstract":"<div><div>Developing proficient literacy skills is important for school success. This study examined the link between parental attitudes towards reading and preschool children's emergent literacy skills in German, focusing on children with and without migration background. It explored whether the Home Literacy Environment (HLE) mediated this relation while controlling for child age, sex, cognitive skills, and family socioeconomic status. The study involved 500 children (<em>M</em><sub>age</sub> = 60.97 months) assessed three times across a year. The results showed that parental attitudes towards reading influenced emergent literacy skills only through the HLE. Migration background had an indirect effect, with the HLE mediating its impact on literacy development. These findings highlight the critical role of the HLE in fostering literacy skills, provide a plausible explanation for individual differences in German emergent literacy skills for children with and without migration background, and suggest that interventions targeting parental attitudes and HLE may effectively support literacy development.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101830"},"PeriodicalIF":2.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522940","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 : 2025-06-26DOI: 10.1016/j.appdev.2025.101828
Bin Tan , Hao-Yue Jin , Maria Cutumisu
Self-efficacy is a critical psychological construct that exerts a positive impact on students' learning experiences and global well-being. Previous studies explored the factors related to the development and variation of students' self-efficacy, but they only focused on a limited set of predictors. To gain a more comprehensive understanding of the factors affecting self-efficacy, it is necessary to build a predictive model based on a large number of predictors using a data-driven approach. Therefore, guided by socio-ecological theory, we categorized 256 candidate predictors from the PISA 2018 student and school questionnaires in five levels of socio-ecological systems. We then used two machine learning algorithms, Lasso and XGBoost, to predict self-efficacy of 612,004 students aged 15 to 16 years from 79 countries and regions. The results showed that XGBoost outperformed Lasso. We then extracted feature importance from the best-performing XGBoost model to rank the features both overall and within each level of the socio-ecological systems. The analysis revealed that individual-level attributes such as mastery goal orientation, meaning of life, and positive emotions were the most important predictors of self-efficacy. Other significant contextual factors included parents' emotional support, home possessions, and school climate factors (e.g., cooperation climate). Furthermore, self-efficacy varied significantly across countries. This study advances our understanding of self-efficacy by identifying the important predictors from different levels of socio-ecological perspectives. The results suggest that self-efficacy is a composite outcome shaped by a myriad of influences spanning from individual factors to broader socio-ecological perspectives.
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