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Risk and resilience factors for primary school dropout in Côte d'Ivoire 科特迪瓦小学辍学的风险和恢复因素
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101654
Brooke Wortsman , Henry Brice , Angela Capani , Mary-Claire Ball , Benjamin Zinszer , Fabrice Tanoh , Hermann Akpé , Amy Ogan , Sharon Wolf , Kaja Jasińska

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, Mage = 10.75, SDage = 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.

我们利用科特迪瓦农村地区五年级学生的纵向数据(N = 1195,Mage = 10.75,SDage = 1.42),研究了与辍学相关的儿童、家庭和学校层面的风险和复原力因素。辍学儿童的年龄较大,童工较多,识字能力较差,拥有的书籍较少,就读的学校学习环境较差。累积风险(CR)指数显示,与家庭和学校层面的CR相比,儿童层面的CR与辍学的关系最为密切(b = 0.86,OR = 0.42);此外,当家庭层面的CR较高时,儿童层面的CR较低的儿童更有可能辍学(b = -0.23,OR = 1.25)。较好的学校基础设施和师资对辍学风险较高但仍在校就读的儿童具有保护作用。虽然儿童和家庭层面的因素会导致辍学风险,但学校层面的因素可能会降低风险,并提高西非学生的学业适应能力。
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引用次数: 0
Parental factors, learning-related skills and academic skills in rural Côte d'Ivoire 科特迪瓦农村地区的父母因素、学习相关技能和学术技能
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101652
Medha Aurora , Hannah Whitehead , Lujayn Mostafa , Sharon Wolf , Samuel Kembou , Amy Ogan , Kaja Jasińska

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.

父母的期望和参与与儿童学业技能的关系主要是在高收入国家进行调查的。我们以科特迪瓦一至六年级的儿童为样本(N = 1413),提出了以下问题:父母的期望和参与是否与儿童的学习技能有关?这些关系是否以儿童的执行功能(EF)、社会情感(SE)技能和成长心态为中介?父母的期望、参与、执行功能和社会情感技能对学业技能有积极的预测作用。社会情感(SE)技能是父母变量与儿童学业技能之间联系的中介;具体而言,父母的参与和父母的期望分别对社会情感(SE)技能和儿童学业技能有积极的预测作用。与期望子女完成中等教育的家长相比,期望子女接受高等教育的家长参与程度较低。这项研究强调了养育子女的做法与子女学业成绩之间的关联,揭示了中介途径,并为制定文化上适当的家庭支持提供了信息。
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引用次数: 0
Age-dynamic effects of self-regulation and sensation seeking on offending among justice-involved youth 自我调节和寻求感觉对涉法青少年犯罪的年龄动态影响
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-05-01 DOI: 10.1016/j.appdev.2024.101655
A.M. Wasserman , E. Kan , J. Beardslee , G. Icenogle , P.J. Frick , L. Steinberg , E. Cauffman

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.

自我调节和寻求感觉是犯罪行为(即违反规则或法律的犯罪行为)成因中的两个重要因素。本研究旨在检验自我调节和寻求感觉与犯罪行为之间的关系是否会从青春期向成年早期发生发展变化。研究人员从一个涉及司法问题的男性青少年样本中纵向收集数据,以确定自我调节、寻求感觉和犯罪之间随年龄变化的关联。结果显示,较高的冲动控制能力与较低的犯罪率有关,而且这种关联的程度从青春期到成年期不断加强。较高的未来取向与较低的犯罪率有关,这种关联在青春期比成年期更强。较高的感觉追求与较高的犯罪率有关,这种关联在青春期比成年期更强。这些结果表明,青少年时期的犯罪高峰可能是由于其与冲动控制的关系相对较弱,而与成年期相比,其与寻求感觉的关系更强。冲动控制与犯罪之间关系的发展变化还可能区分成年后停止犯罪的人和持续犯罪的人。
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引用次数: 0
Longitudinal patterns of adolescent mobile phone dependence: Results from the person-centered approach 青少年手机依赖的纵向模式:以人为本方法的结果
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-04-26 DOI: 10.1016/j.appdev.2024.101650
Min Jiang , Wan Ding , Xiaoyue Wang , Ruibo Xie

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.

本研究旨在确定青少年手机依赖的可能亚群,并探讨每个亚群是否会随着时间的推移而保持稳定,以及三种重要人际支持的影响。共有 1214 名青少年在一年内完成了三次调查。研究发现,手机依赖有三个成长亚组:"低风险 "组、"中风险 "组和 "高风险 "组。低风险 "组和 "高风险 "组呈下降趋势,而 "中风险 "组呈上升趋势。转变发生在各分组之间。朋友的支持降低了向 "高风险 "组过渡的可能性,而其他支持则增加了向 "低风险 "组过渡的可能性。这项研究有助于了解青少年对手机依赖的发展差异。它强调了考虑人际支持对减少手机依赖的重要性。本研究可作为进一步研究手机依赖的基础。
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引用次数: 0
Changing trends of internet use across late childhood: A three-wave longitudinal study 儿童晚期使用互联网的变化趋势:三波纵向研究
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-04-18 DOI: 10.1016/j.appdev.2024.101646
Huifen Shi , Xiaowei Chu , Yuxiao Liu , Sebastian Wachs , Min Cao , Ji Peng , Zongkui Zhou

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.

本研究探讨了儿童晚期互联网使用类型的变化趋势及其影响因素(即特质好奇心、友谊质量和物质养育)。研究采用平行潜增长模型,使用 218 名小学生的三年纵向数据集进行分析。研究结果表明,在童年晚期,学生在信息获取、社交和娱乐方面使用互联网的情况有所增加。特质好奇心与信息获取和社交网络使用的初始水平呈正相关,但与增长率呈负相关。友谊质量与社交网络使用的初始水平呈负相关。父母的物质奖励与娱乐互联网使用的初始水平和社交互联网使用的增长率呈正相关。这些研究结果使我们对儿童后期特定互联网使用的变化趋势有了全面的了解,并阐明了导致其变化的因素。
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引用次数: 0
The intermediary role of peer relationships between teachers and students' classroom engagement 同伴关系在教师与学生课堂参与之间的中介作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-04-09 DOI: 10.1016/j.appdev.2024.101649
Jessica E. Kilday , Allison M. Ryan

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.

我们研究了青少年的课堂同伴生态在多大程度上间接解释了秋季师生关系(TSR)与春季课堂参与之间的关联。课堂同伴生态变量包括友谊凝聚力、亲社会行为和规范以及同伴支持。参与者为 44 个班级的 869 名五、六年级学生(52% 为女生,48% 为男生;42% 为白人,30% 为黑人,6% 为西班牙裔,6% 为亚裔,14% 为多种族,2% 为其他种族)。我们使用多层次结构方程模型来评估同龄人在班级内部和班级之间对 TSR 和课堂参与度之间的间接影响。在班级层面,TSR 与通过亲社会流行规范向同伴寻求更多适应性帮助有关。在个人层面,通过亲社会行为,TSR 与行为参与间接相关。此外,通过同伴支持,TSR 还与所有三种参与结果间接相关。研究结果表明,青少年同伴关系的多个方面为其课堂参与提供了独特的资产。
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引用次数: 0
Academic challenges during early adolescence: Mothers' advice and youth responses to advice 青春期早期的学业挑战:母亲的建议和青少年对建议的回应
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-04-09 DOI: 10.1016/j.appdev.2024.101648
Kelly M. Tu , Xiaomei Li , Lisa M. Guntzviller , Tianying Cai

This study aimed to identify mothers' advice and youth acceptance/rejection of mothers' advice from 100 mother-youth conversations (youth Mage = 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.

本研究旨在通过 100 次母亲与青少年(青少年年龄 = 11.05 岁;53% 为男孩)的对话,了解母亲对青少年在学业上遇到的实际困难(如学业困难)的建议以及青少年对母亲建议的接受/拒绝情况。在所有建议中,母亲提出的认知重估建议(即以减少威胁的方式思考)所占比例最大,其次是制定策略和寻求帮助的建议。平均而言,青少年对母亲的建议反应平淡。我们还研究了母亲的建议和青少年在 T1 阶段的反应在预测青少年七个月后的学业应对和学校参与方面的独立和互动关联。母亲的认知再评价建议预示着青少年在 T2 阶段会采取更多的适应性应对措施;策略性建议和寻求帮助的建议则预示着青少年会采取较少的适应性应对措施。青少年对相应建议解决方案的反应调节了两者之间的关系。不适应应对和学校参与没有关联。研究结果为母亲在与青少年的实际对话中提供建议提供了启示,并对青少年的适应性应对产生了影响。
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引用次数: 0
How do parental attitudes influence children's learning interests in reading and mathematics? The mediating role of home-based versus school-based parental involvement 父母的态度如何影响儿童的阅读和数学学习兴趣?以家庭为基础的家长参与与以学校为基础的家长参与的中介作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-04-03 DOI: 10.1016/j.appdev.2024.101647
Li Zhao , Xin Chen , Yawei Yang , Pujue Wang , Xiujie Yang

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.

本研究旨在探讨在中国背景下,父母参与在父母对自身数学和阅读能力的态度与儿童学习兴趣之间的关联中起到的中介作用。研究对象包括 395 名年龄在 6.53 岁至 12.82 岁之间(平均年龄为 9.68 岁)的中国小学生及其照顾者。结果表明,家长对自己的数学和阅读能力的态度不仅对家长报告的孩子在这些学科的学习兴趣有特定领域的影响,而且对其他学科也有跨领域的影响。此外,家长在家庭和学校的参与在家长对数学和阅读的态度与家长报告的子女对这些科目的学习兴趣之间起到了中介作用。在特定领域层面,家长的家庭参与(而非学校参与)在家长的态度与子女的数学和阅读学习兴趣之间起到了中介作用。在跨领域层面上,家庭参与和学校参与都能调节家长对自身阅读的态度与儿童数学兴趣之间的关系。研究结果强调了家长对自身数学和阅读的态度以及家长的家庭和学校参与在中国小学生学习兴趣发展中的相关性。
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引用次数: 0
Pathways explaining the intergenerational effects of ACEs: The mediating roles of mothers' mental health and the quality of their relationships with their children 解释 ACE 代际影响的途径:母亲心理健康及其与子女关系质量的中介作用
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-04-03 DOI: 10.1016/j.appdev.2024.101644
Lorraine Swords , Mary Kennedy , Trevor Spratt

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.

本研究探讨了母亲的童年逆境经历是否会预测其子女是否存在社交、情绪或行为方面的困难,以及母亲的童年逆境经历与这些儿童结果之间的关系是否会受到母亲心理健康和亲子关系质量的影响。参与者和环境:结果串联调解分析支持这样一种观点,即母亲自身在童年时期经历的逆境会直接或间接地通过其对母亲心理健康和亲子互动质量的负面影响,预测其子女是否存在社交、情感或行为方面的困难。结论了解逆境经历如何对母亲的心理健康及其与子女关系的质量产生负面影响,进而对一系列儿童发展领域产生负面影响,可以为旨在改善母亲及其子女生命历程结果的早期干预策略提供信息,并有助于打破代际风险的传递。
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引用次数: 0
Buckets of fun: Impacts of fraction ball activities on students' math-related emotions 快乐的水桶分数球活动对学生数学相关情绪的影响
IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-03-22 DOI: 10.1016/j.appdev.2024.101645
Siling Guo , Drew H. Bailey , Katherine Rhodes , Kreshnik Nasi Begolli , Vanessa N. Bermudez , LuEttaMae Lawrence , Daniela Alvarez-Vargas , Lourdes M. Acevedo-Farag , June Ahn , Andres S. Bustamante , Lindsey E. Richland

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.

有理数学习可能会给小学生带来挫败感和负面情绪。分数球 "是一种以游戏为基础的数学干预措施,它能让学生通过参与性和互动性强的活动主动学习有理数。根据一项有 16 名教师和 360 名学生参加的分组随机试验,我们的预注册分析表明,"分数球 "对学生自我报告的数学相关情绪有适度的积极影响。探索性分析表明,在前测中消极情绪较高的学生在后测中对降低消极情绪有较大的实验影响。最后,我们发现《分数球》在班级整体层面上没有显示出有理数学习和情绪结果之间的权衡,这表明有理数技能的积极学习收获与积极情绪的增加和消极情绪的减少相关联。
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引用次数: 0
期刊
Journal of Applied Developmental Psychology
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