Journal of Applied Developmental Psychology最新文献

英文中文

Socioemotional well-being and literacy in Syrian refugee children: Long-term outcomes post-resettlement 叙利亚难民儿童的社会情感幸福感和读写能力：重新安置后的长期结果

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-26 DOI: 10.1016/j.appdev.2025.101826

Sara Qadoumi , Henry Brice , Brooke Wortsman , Angela Capani , Raabya Rashad , Mandana Jafarian , Hassan Abdulrasul , Sherry Wu , Kaja Jasińska

Many refugee children face challenges that negatively affect behavioral and academic outcomes post-resettlement. The present study explored socioemotional well-being (SEWB) and language and literacy skills in Syrian refugee children (N = 65, M_age = 13.53) in the longer-term (1–13 years) after resettlement in Canada. SEWB was assessed using the Strengths and Difficulties questionnaire. Language and literacy skills were assessed with a comprehensive battery of standardized measures. Refugee children and youth displayed low SEWB, specifically internalizing behavior. Participants displayed difficulties in all language and literacy skills. Low SEWB, specifically internalizing behavior, was found to be significantly related to poor word reading, phonological awareness and passage comprehension. Children with less internalizing behavior showed better passage comprehension with more time spent in Canada; generally, time in Canada since resettlement was related to better vocabulary and passage comprehension. Our findings demonstrate a relation between SEWB and academic outcomes and show the importance of interventions that bolster not only academics but the mental health needs of target populations.

许多难民儿童在重新安置后面临对行为和学业成绩产生负面影响的挑战。本研究探讨了叙利亚难民儿童（N = 65, Mage = 13.53）在加拿大定居后较长期（1-13年）的社会情绪幸福感（SEWB）和语言和识字技能。SEWB采用优势和困难问卷进行评估。语言和读写能力是用一套全面的标准化措施来评估的。难民儿童和青少年表现出较低的SEWB，特别是内化行为。参与者在所有语言和识字技能方面都表现出困难。低SEWB，特别是内化行为，被发现与较差的单词阅读、语音意识和段落理解显著相关。内化行为较少的儿童在加拿大待的时间越长，对文章的理解能力越强；一般来说，自移民以来在加拿大的时间与更好的词汇和文章理解有关。我们的研究结果证明了SEWB与学业成绩之间的关系，并表明干预措施的重要性，不仅支持学业，而且支持目标人群的心理健康需求。

{"title":"Socioemotional well-being and literacy in Syrian refugee children: Long-term outcomes post-resettlement","authors":"Sara Qadoumi , Henry Brice , Brooke Wortsman , Angela Capani , Raabya Rashad , Mandana Jafarian , Hassan Abdulrasul , Sherry Wu , Kaja Jasińska","doi":"10.1016/j.appdev.2025.101826","DOIUrl":"10.1016/j.appdev.2025.101826","url":null,"abstract":"<div><div>Many refugee children face challenges that negatively affect behavioral and academic outcomes post-resettlement. The present study explored socioemotional well-being (SEWB) and language and literacy skills in Syrian refugee children (<em>N</em> = 65, <em>M</em><sub>age</sub> = 13.53) in the longer-term (1–13 years) after resettlement in Canada. SEWB was assessed using the Strengths and Difficulties questionnaire. Language and literacy skills were assessed with a comprehensive battery of standardized measures. Refugee children and youth displayed low SEWB, specifically internalizing behavior. Participants displayed difficulties in all language and literacy skills. Low SEWB, specifically internalizing behavior, was found to be significantly related to poor word reading, phonological awareness and passage comprehension. Children with less internalizing behavior showed better passage comprehension with more time spent in Canada; generally, time in Canada since resettlement was related to better vocabulary and passage comprehension. Our findings demonstrate a relation between SEWB and academic outcomes and show the importance of interventions that bolster not only academics but the mental health needs of target populations.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101826"},"PeriodicalIF":2.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490397","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}

引用次数: 0

Helping hands: Encouraging parent-child gestures during informal mathematics activities 帮助之手：在非正式数学活动中鼓励家长和孩子的手势

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-26 DOI: 10.1016/j.appdev.2025.101827

Raychel Barkin , Gillian E. Grose , Neela Krishnasamy , Nicole R. Scalise , Geetha B. Ramani

Families' math-related talk can promote children's early math learning. However, less is known about how families use nonverbal communication, specifically hand gestures, during math activities and whether families provided information about math-related gestures might differ in their gesture use compared to families not provided information on gestures. Parents (96 % mothers; majority high household income and education) and their 3- to 5-year-old children (N = 51; 65 % Female; 63 % White) were randomly assigned to either watch a brief video on how using math gestures or how talking during play can support learning. Afterward, dyads read a number book and played a board game. Among dyads in the gesture condition, children used more gestures and parents used a higher proportion of higher-level math gestures (e.g., cardinality, arithmetic) than those in the talk condition. Results suggest that children's gesture usage and the mathematical content in parents' gestures during math activities may be malleable.

家庭数学谈话可以促进孩子的早期数学学习。然而，关于家庭在数学活动中如何使用非语言交流，特别是手势，以及提供数学相关手势信息的家庭与没有提供手势信息的家庭在手势使用方面是否会有所不同，我们所知的较少。父母(96%为母亲；大多数家庭收入和教育程度高)及其3至5岁的子女(N = 51；65%女性；（63%的白人）被随机分配观看一段简短的视频，内容是如何使用数学手势或在游戏中如何说话有助于学习。之后，二人组读了一本数字书，玩了一个棋盘游戏。在手势组中，孩子使用更多的手势，父母使用更高水平的数学手势（如基数、算术）的比例高于谈话组。结果表明，儿童的手势使用和家长在数学活动中手势中的数学内容可能具有可塑性。

{"title":"Helping hands: Encouraging parent-child gestures during informal mathematics activities","authors":"Raychel Barkin , Gillian E. Grose , Neela Krishnasamy , Nicole R. Scalise , Geetha B. Ramani","doi":"10.1016/j.appdev.2025.101827","DOIUrl":"10.1016/j.appdev.2025.101827","url":null,"abstract":"<div><div>Families' math-related talk can promote children's early math learning. However, less is known about how families use nonverbal communication, specifically hand gestures, during math activities and whether families provided information about math-related gestures might differ in their gesture use compared to families not provided information on gestures. Parents (96 % mothers; majority high household income and education) and their 3- to 5-year-old children (<em>N</em> = 51; 65 % Female; 63 % White) were randomly assigned to either watch a brief video on how using math gestures or how talking during play can support learning. Afterward, dyads read a number book and played a board game. Among dyads in the gesture condition, children used more gestures and parents used a higher proportion of higher-level math gestures (e.g., cardinality, arithmetic) than those in the talk condition. Results suggest that children's gesture usage and the mathematical content in parents' gestures during math activities may be malleable.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101827"},"PeriodicalIF":2.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490399","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}

引用次数: 0

Trajectories of early adolescents' psychological factors and academic outcomes: Three-year longitudinal study 青少年早期心理因素与学业成绩的轨迹：三年纵向研究

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-21 DOI: 10.1016/j.appdev.2025.101831

Cheyeon Ha, Christina Cipriano

The purpose of this longitudinal study is to explore how psychological factors in early adolescence predict subsequent academic achievement. Through secondary analyses, we analyzed the Korean Longitudinal Educational Study (KELS) national data collected from a cohort of 7234 students over a three-year period (i.e., 5th through 7th grades) on three psychological variables (i.e., self-management, social awareness, and academic stress) and academic achievement (i.e., standardized literacy and math tests). We analyzed longitudinal data focusing on between- and within-individual variation using the random intercept cross-lagged panel model (RI-CLPM) methods. The findings support that early adolescent learners' psychological factors and academic development are deeply interconnected, and results suggest that explicit social-emotional developmental support could positively contribute to student academic success in early adolescence from a developmental perspective.

本研究旨在探讨青少年早期的心理因素如何预测其后的学业成就。通过二次分析，我们分析了韩国纵向教育研究（KELS）从7234名学生（即5至7年级）的队列中收集的为期三年的国家数据，涉及三个心理变量（即自我管理，社会意识和学业压力）和学业成就（即标准化识字和数学测试）。我们使用随机截距交叉滞后面板模型（RI-CLPM）方法分析纵向数据，重点关注个体之间和个体内部的变化。研究结果支持了青少年早期学习者的心理因素与学业发展之间的深层联系，结果表明，从发展的角度来看，显性社会情感发展支持对青少年早期学习者的学业成功有积极的促进作用。

引用次数: 0

Integrating parent management training and emotion coaching for young children with callous-unemotional traits 对冷酷无情的幼儿进行家长管理培训和情感辅导

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-19 DOI: 10.1016/j.appdev.2025.101808

Lynn Fainsilber Katz , Suzanne E.U. Kerns , Kyrill Gurtovenko , Dave Pasalich , Natalie Goulter , Shannon Dorsey , Michael D. Pullmann , Alexis Dawson , Liana R. Galtieri , Robert J. McMahon

Children with conduct problems and elevated callous-unemotional (CU) traits show poor prognosis. We describe a new parenting intervention that combines a behaviorally focused parenting management training intervention (i.e., “Helping the Noncompliant Child” [HNC]; McMahon & Forehand, 2003) with an emotion coaching (EC) intervention (Katz et al., 2020) for young children (3–7 years) with conduct problems and elevated CU traits. The new integrated intervention (HNC-EC) targets the emotional deficits and parenting difficulties in this subgroup of children with conduct problems. Because the two interventions have different theoretical orientations, several conceptually based decisions were made during treatment development to facilitate integration. We describe the emotional and parenting processes targeted by the combined HNC-EC intervention, provide an overview of its content, and describe decision points where differences between basic principles of HNC and EC were addressed.

行为问题和高冷酷无情（CU）特征的儿童预后较差。我们描述了一种新的育儿干预，它结合了以行为为中心的育儿管理培训干预(即“帮助不服从的孩子”[HNC]；麦克马洪,（Katz et al., 2020）对有行为问题和CU特征升高的幼儿（3-7岁）进行情绪指导（EC）干预。新的综合干预（HNC-EC）针对这类有行为问题的儿童的情感缺陷和养育困难。由于这两种干预措施具有不同的理论导向，因此在治疗开发过程中需要做出一些基于概念的决定，以促进整合。我们描述了HNC-EC联合干预所针对的情感和育儿过程，概述了其内容，并描述了HNC和EC基本原则之间差异的决策点。

{"title":"Integrating parent management training and emotion coaching for young children with callous-unemotional traits","authors":"Lynn Fainsilber Katz , Suzanne E.U. Kerns , Kyrill Gurtovenko , Dave Pasalich , Natalie Goulter , Shannon Dorsey , Michael D. Pullmann , Alexis Dawson , Liana R. Galtieri , Robert J. McMahon","doi":"10.1016/j.appdev.2025.101808","DOIUrl":"10.1016/j.appdev.2025.101808","url":null,"abstract":"<div><div>Children with conduct problems and elevated callous-unemotional (CU) traits show poor prognosis. We describe a new parenting intervention that combines a behaviorally focused parenting management training intervention (i.e., “Helping the Noncompliant Child” [HNC]; McMahon & Forehand, 2003) with an emotion coaching (EC) intervention (Katz et al., 2020) for young children (3–7 years) with conduct problems and elevated CU traits. The new integrated intervention (HNC-EC) targets the emotional deficits and parenting difficulties in this subgroup of children with conduct problems. Because the two interventions have different theoretical orientations, several conceptually based decisions were made during treatment development to facilitate integration. We describe the emotional and parenting processes targeted by the combined HNC-EC intervention, provide an overview of its content, and describe decision points where differences between basic principles of HNC and EC were addressed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101808"},"PeriodicalIF":2.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144322736","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}

引用次数: 0

Family functioning and youth adjustment: The role of sibling and friend security 家庭功能与青少年适应：兄弟姐妹和朋友安全感的作用

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-19 DOI: 10.1016/j.appdev.2025.101829

Ryan J. Persram , Melissa Commisso , William M. Bukowski

The present study examined the extent to which specific facets of family functioning were associated with adolescents' internalizing difficulties and the moderating effect of relationship security with a sibling and a best friend. This two-wave longitudinal study included 335 adolescents (M = 10.86, SD = 0.73) who completed a series of questionnaires on sibling and best friend security, as well as internalizing difficulties. Parents completed a measure on family functioning, which included two balanced scales (i.e., cohesion, flexibility) and four unbalanced scales (i.e., chaos, rigidity, enmeshment, disengagement). Results indicated that family chaos at T1 predicted increased depressed affect at T2. Additionally, cohesion predicted less depressed affect when sibling security was high. Chaos predicted greater depressed affect when friendship security was low or average. These findings provide support for the need to consider the specific familial and relational experiences that account for adolescents' social and emotional well-being.

本研究考察了家庭功能的具体方面在多大程度上与青少年的内化困难有关，以及与兄弟姐妹和最好的朋友的关系安全的调节作用。本研究包括335名青少年（M = 10.86, SD = 0.73），他们完成了一系列关于兄弟姐妹和最好的朋友的安全感以及内化困难的问卷调查。家长们完成了一项关于家庭功能的测量，包括两个平衡的量表（即凝聚力、灵活性）和四个不平衡的量表（即混乱、僵化、投入、脱离）。结果表明，T1的家庭混乱预示着T2抑郁情绪的增加。此外，当兄弟姐妹安全感高时，凝聚力预测的抑郁情绪较少。当友谊安全感较低或一般时，混乱预示着更大的抑郁情绪。这些发现支持需要考虑具体的家庭和关系经验，说明青少年的社会和情感健康。

引用次数: 0

Considering children’s characteristics in Chinese American mothers’ attributions, well-being, and parenting practices 考虑华裔美国母亲的归因、幸福感和育儿实践中的儿童特征

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-18 DOI: 10.1016/j.appdev.2025.101817

Bumo Zhang , Charissa S.L. Cheah , Huiguang Ren

This study assessed whether: (a) the relation between mothers' attributions of parenting failures to uncontrollable causes (i.e., parenting skills, task difficulty) and parenting practices (i.e., warm parenting, psychologically controlling parenting) was explained by mothers' psychological well-being, and (b) children's difficult behaviors moderated the relation between mothers' attributions and psychological well-being. Data were collected from 270 Chinese American mothers (M_age = 37.8 years old) with young children (M_age = 4.6 years old, 50 % boys). Results revealed that mothers' attributions of caregiving failures to uncontrollable causes were associated with poorer psychological well-being, which in turn, was related to less warm parenting and more psychologically controlling parenting. Moreover, the indirect effects were significant only when children displayed low or moderate levels of difficult behaviors. Our findings can inform the design of culturally sensitive interventions to promote positive child-rearing beliefs and strategies in Chinese American families.

本研究评估了母亲对育儿失败的归因是否可以用母亲的心理幸福感来解释(a)不可控因素（如育儿技巧、任务难度）与育儿实践（如温暖育儿、心理控制育儿）之间的关系，以及(b)儿童的困难行为是否可以调节母亲的归因与心理幸福感之间的关系。数据来自270名美籍华人母亲（年龄37.8岁）和幼儿（年龄4.6岁，50%为男孩）。结果显示，母亲将照顾失败归因于无法控制的原因与较差的心理健康有关，这反过来又与不那么温暖的父母和更多的心理控制父母有关。此外，只有当儿童表现出低或中等程度的困难行为时，间接影响才显着。我们的研究结果可以为设计文化敏感的干预措施提供信息，以促进华裔美国家庭积极的育儿信念和策略。

{"title":"Considering children’s characteristics in Chinese American mothers’ attributions, well-being, and parenting practices","authors":"Bumo Zhang , Charissa S.L. Cheah , Huiguang Ren","doi":"10.1016/j.appdev.2025.101817","DOIUrl":"10.1016/j.appdev.2025.101817","url":null,"abstract":"<div><div>This study assessed whether: (a) the relation between mothers' attributions of parenting failures to uncontrollable causes (i.e., parenting skills, task difficulty) and parenting practices (i.e., warm parenting, psychologically controlling parenting) was explained by mothers' psychological well-being, and (b) children's difficult behaviors moderated the relation between mothers' attributions and psychological well-being. Data were collected from 270 Chinese American mothers (<em>M</em><sub>age</sub> = 37.8 years old) with young children (<em>M</em><sub>age</sub> = 4.6 years old, 50 % boys). Results revealed that mothers' attributions of caregiving failures to uncontrollable causes were associated with poorer psychological well-being, which in turn, was related to less warm parenting and more psychologically controlling parenting. Moreover, the indirect effects were significant only when children displayed low or moderate levels of difficult behaviors. Our findings can inform the design of culturally sensitive interventions to promote positive child-rearing beliefs and strategies in Chinese American families.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101817"},"PeriodicalIF":2.2,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307842","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}

引用次数: 0

Exploring the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties: The role of parents' self-compassion and mindful parenting 养父母依恋取向与被养人情感和行为困难的关系：父母自我同情和正念教养的作用

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-13 DOI: 10.1016/j.appdev.2025.101816

Matilde Paulo Rato , Joana Serra , Beatriz Boavida Gonçalves , Maria Cristina Canavarro , Raquel Pires

Although adoptive parenthood appears to positively contribute to adoptees' emotional and behavioral development, little research has been done on the mechanisms through which adoptive parents may impact the developmental pathways of their children. This cross-sectional study aimed to explore the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties while examining the mediating role of adoptive parents' self-compassion and mindful parenting in this relationship, and to explore the extent to which the abovementioned associations differ from those observed in nonadoptive families. A sample of Portuguese adoptive parents (n = 400) and nonadoptive parents (n = 333) of children aged between 2 and 17 years old was collected through an online self-report survey. Serial mediation models showed that higher levels of adoptive parents' attachment-related avoidance or anxiety were associated with increased adoptees' emotional and behavioral difficulties. These relationships were found to be serially mediated by lower levels of self-compassion and mindful parenting. Moderated mediation analyses suggested that the association between parents' attachment anxiety and adoptees' emotional and behavioral difficulties through self-compassion and mindful parenting was significantly stronger in adoptive families compared to nonadoptive families. These findings contribute to a better understanding of the role adoptive parents might have on adoptees' postplacement emotional and behavioral difficulties, highlighting the importance of their levels of self-compassion and mindful parenting. They add new information for planning postadoption therapeutic services aimed to foster a positive adoptive parent–child relationship and, thus, the wellbeing of families challenged by adoption circumstances.

虽然养父母似乎对被收养人的情感和行为发展有积极的促进作用，但关于养父母影响孩子发展途径的机制研究很少。本研究旨在探讨养父母依恋取向与被养父母情感和行为困难之间的关系，同时考察养父母自我同情和正念教养在这一关系中的中介作用，并探讨上述关系与非收养家庭的差异程度。通过在线自我报告调查收集了2 - 17岁儿童的葡萄牙养父母（n = 400）和非养父母（n = 333）样本。序列中介模型表明，养父母依恋回避或焦虑水平的升高与被养人情感和行为困难的增加有关。研究发现，这些关系是由较低水平的自我同情和有意识的养育所介导的。有调节的中介分析表明，父母依恋焦虑与自我同情和正念养育对被收养子女情绪和行为困难的关联在收养家庭中显著强于非收养家庭。这些发现有助于更好地理解养父母可能对被收养者安置后的情感和行为困难所起的作用，强调了他们自我同情和用心养育的重要性。它们为规划收养后治疗服务增加了新的信息，这些服务旨在促进积极的收养亲子关系，从而促进受到收养情况挑战的家庭的福祉。

{"title":"Exploring the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties: The role of parents' self-compassion and mindful parenting","authors":"Matilde Paulo Rato , Joana Serra , Beatriz Boavida Gonçalves , Maria Cristina Canavarro , Raquel Pires","doi":"10.1016/j.appdev.2025.101816","DOIUrl":"10.1016/j.appdev.2025.101816","url":null,"abstract":"<div><div>Although adoptive parenthood appears to positively contribute to adoptees' emotional and behavioral development, little research has been done on the mechanisms through which adoptive parents may impact the developmental pathways of their children. This cross-sectional study aimed to explore the association between adoptive parents' attachment orientations and adoptees' emotional and behavioral difficulties while examining the mediating role of adoptive parents' self-compassion and mindful parenting in this relationship, and to explore the extent to which the abovementioned associations differ from those observed in nonadoptive families. A sample of Portuguese adoptive parents (<em>n</em> = 400) and nonadoptive parents (<em>n</em> = 333) of children aged between 2 and 17 years old was collected through an online self-report survey. Serial mediation models showed that higher levels of adoptive parents' attachment-related avoidance or anxiety were associated with increased adoptees' emotional and behavioral difficulties. These relationships were found to be serially mediated by lower levels of self-compassion and mindful parenting. Moderated mediation analyses suggested that the association between parents' attachment anxiety and adoptees' emotional and behavioral difficulties through self-compassion and mindful parenting was significantly stronger in adoptive families compared to nonadoptive families. These findings contribute to a better understanding of the role adoptive parents might have on adoptees' postplacement emotional and behavioral difficulties, highlighting the importance of their levels of self-compassion and mindful parenting. They add new information for planning postadoption therapeutic services aimed to foster a positive adoptive parent–child relationship and, thus, the wellbeing of families challenged by adoption circumstances.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101816"},"PeriodicalIF":2.2,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271107","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}

引用次数: 0

‘A journey towards rightsland’: An intervention to foster school inclusion “通往正确土地的旅程”：促进学校融合的干预措施

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-09 DOI: 10.1016/j.appdev.2025.101815

Isabella Valbusa , Maria Anna Donati , Laura Nota , Sara Santilli , Caterina Primi , Maria Cristina Ginevra

The diversity of today's schools (i.e., children from different backgrounds) can lead to prejudices, stereotypes, and negative attitudes, which have been associated with discrimination and social exclusion. These phenomena constitute violations of children's rights. The intervention program ‘A journey towards Rightsland’ was developed to promote knowledge of rights associated with inclusion, social skills, and positive social relationships with all students. Ten classes (167 children, aged 8–10) were randomly assigned to an experimental group or a control group. All measures were administered two weeks before and after the intervention program. The mixed-effects models showed significant improvements for the experimental group, which held significantly more positive peer nominations, social skills, ability to collaborate with others, and intention to help classmates whose rights were violated. Wilcoxon tests revealed that children at risk of social exclusion in the experimental group received more positive behaviors from their classmates. The theoretical and practical implications are discussed.

当今学校的多样性（即来自不同背景的儿童）可能导致偏见、刻板印象和消极态度，这些都与歧视和社会排斥有关。这些现象构成对儿童权利的侵犯。干预项目“通往权利之旅”旨在向所有学生推广与包容、社交技能和积极社会关系相关的权利知识。十个班级（167名8-10岁的儿童）被随机分为实验组和对照组。所有措施均在干预计划前后两周实施。混合效应模型显示实验组有了显著的改善，他们拥有更积极的同伴提名、社交技能、与他人合作的能力，以及帮助权利受到侵犯的同学的意愿。Wilcoxon测试显示，实验组中有被社会排斥风险的孩子从他们的同学那里得到了更多的积极行为。讨论了理论和实践意义。

{"title":"‘A journey towards rightsland’: An intervention to foster school inclusion","authors":"Isabella Valbusa , Maria Anna Donati , Laura Nota , Sara Santilli , Caterina Primi , Maria Cristina Ginevra","doi":"10.1016/j.appdev.2025.101815","DOIUrl":"10.1016/j.appdev.2025.101815","url":null,"abstract":"<div><div>The diversity of today's schools (i.e., children from different backgrounds) can lead to prejudices, stereotypes, and negative attitudes, which have been associated with discrimination and social exclusion. These phenomena constitute violations of children's rights. The intervention program ‘A journey towards Rightsland’ was developed to promote knowledge of rights associated with inclusion, social skills, and positive social relationships with all students. Ten classes (167 children, aged 8–10) were randomly assigned to an experimental group or a control group. All measures were administered two weeks before and after the intervention program. The mixed-effects models showed significant improvements for the experimental group, which held significantly more positive peer nominations, social skills, ability to collaborate with others, and intention to help classmates whose rights were violated. Wilcoxon tests revealed that children at risk of social exclusion in the experimental group received more positive behaviors from their classmates. The theoretical and practical implications are discussed.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101815"},"PeriodicalIF":2.2,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144239853","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}

引用次数: 0

Exploring children's naturalistic educational media use: Prevalence, domains, and correlates 探索儿童自然主义教育媒体的使用：流行，领域和相关性

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-07 DOI: 10.1016/j.appdev.2025.101814

Rebecca A. Dore, Kelly M. Purtell, Tzu-Jung Lin, Laura M. Justice

Media use is a pervasive context in children's lives and has the potential to shape development. This study examines the prevalence of educational content in first graders' media use, the educational domains represented, and whether educational media use is related to socioeconomic status, child gender, and time spent using media and reading. Caregivers of 346 first graders reported children's three to five most-used shows/videos and three to five most-used apps/games, which were coded for educational content and domain. Caregivers also reported demographics and time children spent using media and reading. Educational content comprised a small but measurable portion of media use and gender but not socioeconomic status is related to educational media use. Educational media use was associated with less time spent using media and more time spent reading. Findings have implications for the promotion and creation of educational media for different populations and in diverse domains.

媒体使用是儿童生活中普遍存在的情况，并有可能影响发展。本研究考察了教育内容在一年级学生媒体使用中的流行程度、所代表的教育领域，以及教育媒体的使用是否与社会经济地位、儿童性别、使用媒体和阅读的时间有关。346名一年级学生的看护人员报告了孩子们三到五个最常用的节目/视频和三到五个最常用的应用程序/游戏，这些都是根据教育内容和领域编码的。护理人员还报告了人口统计数据和儿童使用媒体和阅读的时间。教育内容占媒体使用的一小部分，但可测量，性别和社会经济地位与教育媒体使用无关。教育媒体的使用与更少的媒体使用时间和更多的阅读时间有关。研究结果对促进和创建针对不同人群和不同领域的教育媒体具有影响。

引用次数: 0

How knowledge of teacher-child interactions moderates the association between teacher-child relationships and children's self-regulation 师生互动的知识如何调节师生关系与儿童自我调节之间的关系

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology

Pub Date : 2025-06-05 DOI: 10.1016/j.appdev.2025.101812

Barry Bai , Jing Li , Chunmei Liao

Children's self-regulation is shaped by multiple factors at both the individual and classroom levels. The present study, guided by the ecological system model, explored the role of teachers' knowledge of teacher-child interactions (KTCI) as a moderator in the association between individual teacher-child relationships and children's self-regulation. A two-level hierarchical linear modeling (HLM) approach was employed, analyzing data from 618 children (335 boys and 283 girls, aged 3–6 years) in 42 classrooms. The results revealed that, at the individual level, close teacher-child relationships were positively associated with children's self-regulation, while conflictual and dependent relationships were negatively related to their self-regulation. No significant variation in conflictual relationships was found between the classrooms, while significant variation was observed in close and dependent relationships. At the classroom level, KTCI did not have a direct association with children's self-regulation. However, cross-level moderating effects showed that KTCI, as a “catalyst”, strengthened the positive association between close relationships and children's self-regulation. These findings offer valuable insights into how KTCI and teacher-child relationships may interact and are associated with children's self-regulation, particularly within the Chinese cultural context.

儿童的自我调节受到个体和课堂层面多种因素的影响。本研究以生态系统模型为指导，探讨教师的师生互动知识在个体师生关系与儿童自我调节之间的调节作用。采用两级层次线性模型（HLM）方法，分析了42个班级618名儿童（335名男孩和283名女孩，年龄3-6岁）的数据。结果发现，在个体水平上，亲密的师生关系与儿童的自我调节呈正相关，而冲突关系和依赖关系对儿童的自我调节呈负相关。班级间冲突关系无显著差异，而亲密关系和依赖关系有显著差异。在课堂水平上，KTCI与儿童的自我调节没有直接的联系。然而，跨水平的调节效应表明，KTCI作为“催化剂”，强化了亲密关系与儿童自我调节之间的正相关关系。这些发现为KTCI和师生关系如何相互作用以及与儿童自我调节相关提供了有价值的见解，特别是在中国文化背景下。

{"title":"How knowledge of teacher-child interactions moderates the association between teacher-child relationships and children's self-regulation","authors":"Barry Bai , Jing Li , Chunmei Liao","doi":"10.1016/j.appdev.2025.101812","DOIUrl":"10.1016/j.appdev.2025.101812","url":null,"abstract":"<div><div>Children's self-regulation is shaped by multiple factors at both the individual and classroom levels. The present study, guided by the ecological system model, explored the role of teachers' knowledge of teacher-child interactions (KTCI) as a moderator in the association between individual teacher-child relationships and children's self-regulation. A two-level hierarchical linear modeling (HLM) approach was employed, analyzing data from 618 children (335 boys and 283 girls, aged 3–6 years) in 42 classrooms. The results revealed that, at the individual level, close teacher-child relationships were positively associated with children's self-regulation, while conflictual and dependent relationships were negatively related to their self-regulation. No significant variation in conflictual relationships was found between the classrooms, while significant variation was observed in close and dependent relationships. At the classroom level, KTCI did not have a direct association with children's self-regulation. However, cross-level moderating effects showed that KTCI, as a “catalyst”, strengthened the positive association between close relationships and children's self-regulation. These findings offer valuable insights into how KTCI and teacher-child relationships may interact and are associated with children's self-regulation, particularly within the Chinese cultural context.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101812"},"PeriodicalIF":2.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223355","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}

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Journal of Applied Developmental Psychology

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀