Journal of Applied Developmental Psychology最新文献

This study aimed to identify mothers' advice and youth acceptance/rejection of mothers' advice from 100 mother-youth conversations (youth M_age = 11.05 years; 53% boys) about youths' real-life academic challenges (e.g., difficulties with schoolwork) at T1. Out of all advice given, mothers offered the greatest proportion of cognitive reappraisal advice (i.e., think in threat-reducing ways), followed by strategizing and help-seeking advice. On average, youth responded ambiuously to mothers' advice. We also examined the independent and interactive associations of mothers' advice and youth responses at T1 in predicting youths' academic coping and school engagement seven months later. Mothers' cognitive reappraisal advice predicted more adaptive coping at T2; strategizing and help-seeking advice aligned with less adaptive coping. Associations were moderated by youths' responses to the respective advised solution. No associations emerged for maladaptive coping or school engagement. Findings provide insight into mothers' advice-giving within actual mother-youth conversations, with implications for youth adaptive coping.

The present study aimed to examine the mediating role of parental involvement in the association between parental attitudes toward their own mathematics and reading abilities and children's learning interests in the Chinese context. Participants included 395 Chinese elementary students whose ages ranged from 6.53 to 12.82 years (mean = 9.68 years) and their caregivers. The results showed that parental attitudes toward their own mathematics and reading not only had a domain-specific effect on parent-reported children's learning interests in these subjects but also had a cross-domain effect on other subjects. Furthermore, parental home- and school-based involvement mediated the association between parental attitudes toward mathematics and reading and parent-reported children's learning interests in these subjects. At the domain-specific level, parental home-based involvement, rather than school-based involvement, mediated the relation between parental attitudes and children's learning interests in mathematics and reading. At the cross-domain level, both home- and school-based involvement mediated the association between parental attitudes toward their own reading and children's mathematics interests. The findings underline the relevance of parental attitudes toward their own mathematics and reading and parental home- and school-based involvement in the development of Chinese elementary school students' learning interests.

Background

The effects on children of their parents' accumulated adverse childhood experiences (ACEs), or the mechanisms through which the intergenerational transmission of trauma operates, is still poorly understood.

Objective

The present study explored whether mothers' experiences of childhood adversity predicted the presence of social, emotional, or behavioural difficulties in their children, and if the association of maternal ACEs with these child outcomes was mediated by maternal mental health and the quality of the parent-child relationship. Participants and Setting: Three hundred and fourteen mothers attending an Irish community-based therapeutic family service.

Methods

Surveys assessed mothers' exposure to ACEs, their mental health, their perception of the quality of the relationship they have with their children, and their children's social, emotional, and behavioural difficulties.

Results

Serial mediation analysis supported the view that mothers' own experiences of adversities experienced in childhood predict the presence of social, emotional, or behavioural difficulties in their children both directly and indirectly via their negative impact upon maternal mental health and the quality of parent-child interactions. These relationships were noted while controlling for child gender and age, and a range of socio economic status (SES) factors.

Conclusions

Understanding how ACEs negatively impact upon mothers' mental health and the quality of their relationship with their children, which in turn negatively impacts upon a range of child development domains, can inform early intervention strategies designed to improve life course outcomes for mothers and their children and contribute towards breaking the transmission of intergenerational risk.

Rational number learning can cause frustration and negative emotions for elementary school students. Fraction Ball, a play-based math intervention, allows students to actively learn rational numbers through engaging and interactive activities. Based on a cluster-randomized trial with 16 teachers and 360 students, our pre-registered analyses showed moderate positive impacts of Fraction Ball on overall students' self-reported math-related emotions. Exploratory analyses indicated that students with higher negative emotions at pretest showed larger experimental impacts on decreasing negative emotions at posttest. Finally, we found that Fraction Ball evidenced no trade-off between rational number learning and emotional outcomes at the classroom block level, indicating that positive learning gains in rational number skills were associated with increases in positive emotions and decreases in negative emotions.

Most research approaches operationalize persistence through a static index, neglecting that persistence is inherently dynamic. The study aimed to analyze persistence as a dynamic process through a real-time modeling approach. More specifically, we computed a latent profile analysis to examine temporal-behavioral dynamics in a persistence task. The Swiss sample consisted of N = 241 children (M_age = 71.8 months, 52.3% female, 21% migration background). During a persistence task, task engagement was repeatedly coded in 10-s intervals, yielding 18 indicators of persistence. The results revealed three behavioral profiles: a highly persistent profile (70%), a declining persistence profile (19%), and a low persistence profile (11%). Furthermore, covariate analyses revealed profile differences in terms of executive functions and behavioral problems.

During the COVID-19 pandemic, undergraduates found themselves in an unprecedented social situation. Campuses across North America closed, as universities moved to remote learning. When in-person classes resumed, students had to negotiate the return to on-campus life. The current investigation examines predictive associations between pandemic-related stressors and distress during this transition, focusing on social media activity as a potential moderator. A longitudinal sample of 349 students at an urban university (116 men, 222 women, 11 nonbinary; M_age = 20.37) completed consecutive waves of measures (fall 2021 to spring 2022). A cross-sectional replication was recruited in spring 2022 (163 men, 229 women, 34 nonbinary). In both samples, we assessed social media activity using a newly developed measure. We also assessed internalizing symptoms, loneliness, and exposure to pandemic stressors. COVID-19 stress predicted increases in internalizing symptoms, but the effect held only for students who acknowledged high levels of active online communication.

This study aimed to investigate the potential bidirectionality between frustration of three basic needs (i.e., autonomy, relatedness, and competence) and problematic smartphone use (PSU), which is highly prevalent in adolescents. We recruited 466 Chinese high school students (61.6% female) for the baseline survey (W1), and 318 participated in the follow-up survey (W2). They completed questionnaires at both waves. Correlation analyses showed all three types of need frustration had significant positive associations with PSU at both waves. The cross-lagged panel model results supported the reciprocal relationship between autonomy frustration and PSU. PSU at W1 also predicted competence frustration at W2, whereas higher relatedness frustration levels at W1 predicted higher levels of autonomy/competence frustration at W2. Preventive programs for PSU would benefit from self-determination theory-based interventions that support a sense of autonomy and relatedness.

Researchers have identified socioeconomic status (SES) as a risk factor for suboptimal parenting in guided-learning settings. Yet, the confounding role of co-occurring child risk factors in the SES-parenting linkage is understudied. In this prospective study, we examined how SES, child temperament, and child cognitive abilities of 197 mother-preschooler dyads uniquely predicted later observations of key parenting components during a guided-learning task. We also assessed how family profiles of risk predicted parenting. Results showed that SES was related to affiliation but not to other parenting components when adjusting for child risk factors. Results also revealed that child temperament predicted (non-solicited) structure, whereas cognitive abilities predicted controlling parenting. Latent profile analyses supported an accumulation of risk hypothesis; families scoring high on all risk factors displayed the least optimal parenting. By pointing to the specificity of the relations between risk factors and parenting components, this research may help clarify more specific intervention targets.

This study found cultural differences in 6- to 10-year-olds’ helping without being asked, with attentiveness and initiative. In line with cultural values, 19 Mexican-heritage sibling pairs from families familiar with Indigenous practices (and limited Western schooling) helped an instructor without being asked more than did 19 European-heritage pairs from families with extensive schooling. The Mexican-heritage children’s mothers also reported that most of them helped at home without being asked, unlike the European-heritage children. Children with experience of both cultural systems – 19 sibling pairs of Mexican-heritage children with extensive family experience with Western schooling – helped at home without being asked, like the Mexican Indigenous-heritage children, but like the European-heritage families, they did not help much during instruction. They switched their approach in different contexts — helping at home where it is expected and valued, and not helping in an instructional situation where it may be unwelcome.

The present study examined the influence of the context of interaction, parent education level, and parent gender on the quantity and language acquisition-supporting quality of parents' talk with their 3- to 5-year-old children. The conversations of 155 Danish parent-child dyads (41 fathers; 79 boys) in book sharing, reminiscing, and LEGO toy play were recorded, transcribed, and coded for indicators of linguistic and interactive quality. Book sharing and reminiscing elicited higher quality speech than toy play but did not diminish education-related differences in parent speech quality. Higher levels of parent education were associated with higher linguistic quality and linguistic contingency of parent speech. There were no effects of parent gender. The findings support the use of book sharing and reminiscing in parent-implemented interventions to enhance children's language experience, with the caveat that these interventions will not eliminate gaps in children's early language-learning experience associated with parent education.