Journal of Applied Developmental Psychology最新文献

We examined child-, family-, and school-level risk and resilience factors associated with school dropout using longitudinal data of fifth-grade students in rural Côte d'Ivoire (N = 1195, M_age = 10.75, SD_age = 1.42). Children who dropped out of school were older, involved in more child labour, had poorer literacy skills, owned fewer books, and attended schools with poorer learning environments. Cumulative risk (CR) indices revealed that child-level CR was most strongly associated with dropout (b = 0.86, OR = 0.42) compared to family- and school-level CR; further, children with low child-level CR were more likely to drop out when family-level CR was high (b = −0.23, OR = 1.25). Better school infrastructure and teachers were protective for children who were at high risk of dropout yet remained enrolled. Although child- and family-level factors contribute to risk of dropout, school-level factors may mitigate risks and promote academic resilience among students in West Africa.

The associations of parental expectations and involvement with children's academic skills have largely been investigated in high-income countries. Using a sample of children from grades 1 to 6 in Côte d'Ivoire (N = 1413), we asked: Are parental expectations and involvement related to children's academic skills? Are these relations mediated by children's executive functions (EFs), socioemotional (SE) skills, and growth mindset? Parental expectations, involvement, EFs, and SE skills positively predicted academic skills. SE skills mediate the association between parent variables and child academic skills; specifically, they are predicted positively by parental involvement and negatively by parental expectations. Parental involvement is lower among parents who expected their child to pursue tertiary education, compared to parents who expected their child to complete secondary education. The study highlights associations between parenting practices and child academic achievement, shedding light on mediating pathways, and informing the development of culturally appropriate supports for families.

Two constructs implicated in the etiology of offending (i.e., criminal behaviors that break a rule or law) are self-regulation and sensation seeking. The present study aimed to test if there was a developmental shift in the association between self-regulation and sensation seeking and offending from adolescence to early adulthood. Data were collected longitudinally from a justice-involved sample of male youth to determine the age-varying associations between self-regulation, sensation seeking, and offending. Results showed that higher impulse control was related to lower offending, and the magnitude of this association strengthened from adolescence to adulthood. Higher future orientation was related to lower offending, and this association was stronger during adolescence than adulthood. Higher sensation seeking was related to higher offending, and this association was stronger during adolescence than adulthood. These results suggest that the adolescent peak in offending may be due to its relatively weak association with impulse control that co-occurs with a stronger association with sensation seeking compared to adulthood. The developmental shift in the association between impulse control and offending may also distinguish between those who desist from offending as adults and those who persist.

This study aimed to identify possible subgroups of adolescent mobile phone dependence and explore whether each subgroup remains stable over time and the effects of three important interpersonal supports. A total of 1214 adolescents completed three surveys across one year. The study found that there were three growth subgroups of mobile phone dependence: the “low-risk” group, the “medium-risk” group, and the “high-risk” group. The “low risk” and “high risk” groups showed a decreasing trend, while the “medium risk” group showed an increasing trend. The transformation occurred between subgroups. Friend support decreased the likelihood of transitioning to “high-risk” groups and other support increased the likelihood of transitioning to “low-risk” groups. This study contributes to understanding the developmental differences in adolescent mobile phone dependence. It emphasizes the importance of considering interpersonal support in reducing mobile phone dependence. This study could stand as a base for further studies in mobile phone dependence.

This study examined the changing trend of Internet use types during late childhood and its influencing factors (i.e., trait curiosity, friendship quality, and material parenting). Parallel latent growth model was employed for analysis using a three-year longitudinal dataset of 218 primary students. The findings revealed increased information acquisition, social, and entertainment Internet use throughout late childhood. Trait curiosity was positively related to initial levels of information acquisition and social Internet use but negatively related to their growth rates. Friendship quality was negatively associated with an initial level of social Internet use. Material parenting reward was positively related to an initial level of entertainment Internet use and the growth rate of social Internet use. These findings provide a comprehensive understanding of the changing trends of specific Internet use in late childhood and shed light on the factors that contribute to its changes.

We investigated to what extent adolescents' classroom peer ecologies play an indirect role in explaining the associations between teacher-student relatedness (TSR) in the fall and classroom engagement in the spring. The classroom peer ecology variables were friendship cohesion, prosocial behavior and norms, and peer support. Participants were 869 fifth and sixth grade students (52% girls, 48% boys; 42% White, 30% Black, 6% Hispanic, 6% Asian, 14% Multiracial, 2% Other) in 44 classrooms. We used multilevel structural equation models to assess the within and between classroom indirect effects of peers on the associations between TSR and classroom engagement. At the classroom-level, TSR was associated with greater adaptive help seeking with peers via prosocial popularity norms. At the individual-level, TSR and behavioral engagement were indirectly associated, via prosocial behavior. Additionally, TSR was indirectly associated with all three engagement outcomes through peer support. Findings suggest that multiple aspects of adolescents' peer relationships provide unique assets for their classroom engagement.

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.