Pub Date : 2025-06-05DOI: 10.1016/j.appdev.2025.101811
Elide Francesca De Caro , Elisa Delvecchio , Luciana Paola Pagano , Carlo Garofalo , Mireia Orgilés , Claudia Mazzeschi
The COVID-19 outbreak impacted child and adolescent mental health. This five-wave study examined the growth trends of internalizing, externalizing, and sleep symptoms in Italian children and adolescents. It also investigated how individual, pandemic-related, and environmental factors influenced trends throughout the pandemic and lockdown periods until its end in May 2023. Parents reported their children and adolescents (ages 3–18) symptoms, socio-demographics, COVID-19-exposure, and housing characteristics. Results revealed a quadratic growth for internalizing and sleep symptoms and a stable-high trend for externalizing symptoms, within five-week of lockdown, followed by a decrease over two-years. Age and sex moderated these trends, with early adolescent girls exhibiting higher symptom levels even post-pandemic. Hospitalization of family members/friends was associated with increased internalizing symptoms, while access to a balcony/garden influenced all symptoms. Findings suggest the general decline in symptoms reflects the easing of national restrictions, highlighting the role of environmental factors in shaping children's responses.
{"title":"Child and adolescent mental health during the COVID-19 pandemic","authors":"Elide Francesca De Caro , Elisa Delvecchio , Luciana Paola Pagano , Carlo Garofalo , Mireia Orgilés , Claudia Mazzeschi","doi":"10.1016/j.appdev.2025.101811","DOIUrl":"10.1016/j.appdev.2025.101811","url":null,"abstract":"<div><div>The COVID-19 outbreak impacted child and adolescent mental health. This five-wave study examined the growth trends of internalizing, externalizing, and sleep symptoms in Italian children and adolescents. It also investigated how individual, pandemic-related, and environmental factors influenced trends throughout the pandemic and lockdown periods until its end in May 2023. Parents reported their children and adolescents (ages 3–18) symptoms, socio-demographics, COVID-19-exposure, and housing characteristics. Results revealed a quadratic growth for internalizing and sleep symptoms and a stable-high trend for externalizing symptoms, within five-week of lockdown, followed by a decrease over two-years. Age and sex moderated these trends, with early adolescent girls exhibiting higher symptom levels even post-pandemic. Hospitalization of family members/friends was associated with increased internalizing symptoms, while access to a balcony/garden influenced all symptoms. Findings suggest the general decline in symptoms reflects the easing of national restrictions, highlighting the role of environmental factors in shaping children's responses.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101811"},"PeriodicalIF":2.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212807","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 : 2025-06-04DOI: 10.1016/j.appdev.2025.101813
Clara Sancho-Domingo , José Luis Carballo , Ainhoa Coloma-Carmona , Antonia Pelegrín Muñoz , Carlos van-der Hofstadt
Despite its negative effects, alcohol remains the most used substance among adolescents and is often consumed with other drugs. Since polydrug use can undermine prevention efforts, this study aimed to analyze drug use patterns and their association with alcohol-related psychological risk factors in adolescents. A cross-sectional study was conducted, involving 2010 high school students aged 15–18 (55.5 % female). Participants were assessed for drug use, motivation to reduce drinking, self-efficacy, perceived risk, and drinking attitudes. A Multiple-Group Latent Class Analysis was used to identify drug use patterns across sexes, and ANCOVA for group comparisons. Five patterns were identified: ‘Low-Likelihood Use’ (26.7 %), ‘Sporadic Alcohol Use’ (37.7 %), ‘Binge Drinking and Sporadic Tobacco Use’ (17.5 %), ‘High-Risk Drinking, Tobacco and Sporadic Cannabis Use’ (14.8 %), and ‘High-Risk Polydrug Use’ (3.3 %). The patterns were invariant across sexes. Yet, female adolescents were more likely to engage in ‘Binge Drinking and Sporadic Tobacco Use’, while male in ‘Low-Likelihood Use’. Participants in the three polydrug patterns showed lower self-efficacy and motivation, and greater ambivalence in drinking attitudes than those with low-likelihood or sporadic use. No differences were observed for perceived risk. Tailored interventions addressing these psychological factors are recommended to enhance prevention programs, considering characteristics of both low-alcohol and polydrug patterns.
{"title":"Adolescents' drug use patterns and associations with psychological factors for alcohol prevention","authors":"Clara Sancho-Domingo , José Luis Carballo , Ainhoa Coloma-Carmona , Antonia Pelegrín Muñoz , Carlos van-der Hofstadt","doi":"10.1016/j.appdev.2025.101813","DOIUrl":"10.1016/j.appdev.2025.101813","url":null,"abstract":"<div><div>Despite its negative effects, alcohol remains the most used substance among adolescents and is often consumed with other drugs. Since polydrug use can undermine prevention efforts, this study aimed to analyze drug use patterns and their association with alcohol-related psychological risk factors in adolescents. A cross-sectional study was conducted, involving 2010 high school students aged 15–18 (55.5 % female). Participants were assessed for drug use, motivation to reduce drinking, self-efficacy, perceived risk, and drinking attitudes. A Multiple-Group Latent Class Analysis was used to identify drug use patterns across sexes, and ANCOVA for group comparisons. Five patterns were identified: ‘Low-Likelihood Use’ (26.7 %), ‘Sporadic Alcohol Use’ (37.7 %), ‘Binge Drinking and Sporadic Tobacco Use’ (17.5 %), ‘High-Risk Drinking, Tobacco and Sporadic Cannabis Use’ (14.8 %), and ‘High-Risk Polydrug Use’ (3.3 %). The patterns were invariant across sexes. Yet, female adolescents were more likely to engage in ‘Binge Drinking and Sporadic Tobacco Use’, while male in ‘Low-Likelihood Use’. Participants in the three polydrug patterns showed lower self-efficacy and motivation, and greater ambivalence in drinking attitudes than those with low-likelihood or sporadic use. No differences were observed for perceived risk. Tailored interventions addressing these psychological factors are recommended to enhance prevention programs, considering characteristics of both low-alcohol and polydrug patterns.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"99 ","pages":"Article 101813"},"PeriodicalIF":2.2,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212806","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101798
Ruijun Song , Nana Sun
Extensive research has explored the relationship between socioeconomic status (SES) and future orientation. However, the strength of this relationship across studies has been inconsistent. This study employs a three-level meta-analysis to synthesize existing research and assess the relationship between SES and future orientation. Moderator analyses were conducted to investigate the sources of research heterogeneity. A systematic literature search identified 38 eligible studies, providing 119 effect sizes and involving 661,697 participants. The results revealed a small positive correlation between SES and future orientation (r = 0.14). Moderator analyses indicated that culture significantly moderated the relationship. Specifically, a stronger correlation was found in high-welfare and low-welfare countries compared to medium-welfare countries. Furthermore, the measurement of SES showed a significant moderating effect, with a stronger correlation in subjective SES than objective SES. Sex demonstrated a significant moderating effect, with the association stronger in studies with a higher proportion of girls in the sample.
{"title":"The relationship between socioeconomic status and future orientation: A comprehensive three-level meta-analysis","authors":"Ruijun Song , Nana Sun","doi":"10.1016/j.appdev.2025.101798","DOIUrl":"10.1016/j.appdev.2025.101798","url":null,"abstract":"<div><div>Extensive research has explored the relationship between socioeconomic status (SES) and future orientation. However, the strength of this relationship across studies has been inconsistent. This study employs a three-level meta-analysis to synthesize existing research and assess the relationship between SES and future orientation. Moderator analyses were conducted to investigate the sources of research heterogeneity. A systematic literature search identified 38 eligible studies, providing 119 effect sizes and involving 661,697 participants. The results revealed a small positive correlation between SES and future orientation (<em>r</em> = 0.14). Moderator analyses indicated that culture significantly moderated the relationship. Specifically, a stronger correlation was found in high-welfare and low-welfare countries compared to medium-welfare countries. Furthermore, the measurement of SES showed a significant moderating effect, with a stronger correlation in subjective SES than objective SES. Sex demonstrated a significant moderating effect, with the association stronger in studies with a higher proportion of girls in the sample.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101798"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143885993","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101797
Sophie S. Havighurst, Christina C. Ambrosi, Ann E. Harley, Christiane E. Kehoe
This paper introduces Tuning in to Kids (TIK), a suite of parenting programs that take an emotion-focused approach to working with parents and carers to improve parent functioning, the parent-child relationship, and children's emotional, social, and behavioural functioning. A range of theoretical influences have shaped the program including emotion socialisation theory. A proposed theoretical model for the program is outlined that considers ways in which the program might lead to change. TIK program content and delivery methods are outlined. The final section of the paper outlines a socioecological model that explores the layering of factors contributing to program effectiveness, including child, parent, and family factors; the program content; facilitator factors; organisational factors; and finally, the wider social, cultural, and political influences. These factors provide a framework for reflecting on and understanding what can be both enablers and barriers to program effectiveness.
{"title":"Tuning in to Kids: Theoretical basis, program description, and factors impacting effectiveness","authors":"Sophie S. Havighurst, Christina C. Ambrosi, Ann E. Harley, Christiane E. Kehoe","doi":"10.1016/j.appdev.2025.101797","DOIUrl":"10.1016/j.appdev.2025.101797","url":null,"abstract":"<div><div>This paper introduces Tuning in to Kids (TIK), a suite of parenting programs that take an emotion-focused approach to working with parents and carers to improve parent functioning, the parent-child relationship, and children's emotional, social, and behavioural functioning. A range of theoretical influences have shaped the program including emotion socialisation theory. A proposed theoretical model for the program is outlined that considers ways in which the program might lead to change. TIK program content and delivery methods are outlined. The final section of the paper outlines a socioecological model that explores the layering of factors contributing to program effectiveness, including child, parent, and family factors; the program content; facilitator factors; organisational factors; and finally, the wider social, cultural, and political influences. These factors provide a framework for reflecting on and understanding what can be both enablers and barriers to program effectiveness.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101797"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895047","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101809
Zijia Li , Yiji Wang
This longitudinal study investigated whether aggressive and non-aggressive parental discipline methods are differentially associated with children's peer-related difficulties and whether emotion dysregulation may mediate these relations. When children (N = 16,708; 51.1 % boys) were 3, 5, and 7 years old, parents reported parental discipline and children's emotion dysregulation and peer problems. The results demonstrated that aggressive and non-aggressive discipline methods differentially predicted children's peer problems and supported the mediation of children's emotion dysregulation (βind = 0.004 to 0.012). Moreover, reasoning was the only method that positively predicted emotion regulation (β = − 0.07, p < .01), and a balanced disciplinary approach may support children's peer relationships through its relation to emotion dysregulation (βind = − 0.01). The findings offer a nuanced understanding on the relation between parental discipline and child development and highlight emotional regulation as a mechanism underlying these relations in early childhood.
{"title":"Aggressive and non-aggressive parental discipline: Longitudinal associations with children's peer problems","authors":"Zijia Li , Yiji Wang","doi":"10.1016/j.appdev.2025.101809","DOIUrl":"10.1016/j.appdev.2025.101809","url":null,"abstract":"<div><div>This longitudinal study investigated whether aggressive and non-aggressive parental discipline methods are differentially associated with children's peer-related difficulties and whether emotion dysregulation may mediate these relations. When children (<em>N</em> = 16,708; 51.1 % boys) were 3, 5, and 7 years old, parents reported parental discipline and children's emotion dysregulation and peer problems. The results demonstrated that aggressive and non-aggressive discipline methods differentially predicted children's peer problems and supported the mediation of children's emotion dysregulation (β<sub>ind</sub> = 0.004 to 0.012). Moreover, reasoning was the only method that positively predicted emotion regulation (β = − 0.07, <em>p</em> < .01), and a balanced disciplinary approach may support children's peer relationships through its relation to emotion dysregulation (βind = − 0.01). The findings offer a nuanced understanding on the relation between parental discipline and child development and highlight emotional regulation as a mechanism underlying these relations in early childhood.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101809"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167116","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101801
Yuan Shen , Chenglong Jia , Kaiyan Yang , Ke Shen , Wenshuo Li , Jinliang Qin
To navigate the ever-changing social world, children need to update trust in response to new experience. Little is known, however, about how young children update trust in interpersonal interactions. The current study investigated how 5–6-year-olds (N = 160) predicted that a protagonist would update their trust for a mother character based on the mother's promise-fulfillment behavior, with unfamiliar others included for comparison. Results showed that 5–6-year-olds predicted that the protagonist would decrease trust for both mother and unfamiliar characters in the promise-breaking condition. However, in the promise-keeping condition, children predicted that the protagonist would increase trust only for the unfamiliar character, not for the mother character. These results suggest that 5–6-year-olds are able to update interpersonal trust based on promise-fulfillment observed from a third-party perspective, and this process is moderated by the relationships between characters in observed interactions. These results underscore the dynamic and relationship nature of children's interpersonal trust, which offers insights into establishing trusting relationships with children in daily caregiving and education settings.
{"title":"Young children's interpersonal trust update based on promise fulfillment: Relationship counts","authors":"Yuan Shen , Chenglong Jia , Kaiyan Yang , Ke Shen , Wenshuo Li , Jinliang Qin","doi":"10.1016/j.appdev.2025.101801","DOIUrl":"10.1016/j.appdev.2025.101801","url":null,"abstract":"<div><div>To navigate the ever-changing social world, children need to update trust in response to new experience. Little is known, however, about how young children update trust in interpersonal interactions. The current study investigated how 5–6-year-olds (<em>N</em> = 160) predicted that a protagonist would update their trust for a mother character based on the mother's promise-fulfillment behavior, with unfamiliar others included for comparison. Results showed that 5–6-year-olds predicted that the protagonist would decrease trust for both mother and unfamiliar characters in the promise-breaking condition. However, in the promise-keeping condition, children predicted that the protagonist would increase trust only for the unfamiliar character, not for the mother character. These results suggest that 5–6-year-olds are able to update interpersonal trust based on promise-fulfillment observed from a third-party perspective, and this process is moderated by the relationships between characters in observed interactions. These results underscore the dynamic and relationship nature of children's interpersonal trust, which offers insights into establishing trusting relationships with children in daily caregiving and education settings.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101801"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935991","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101800
Yijie Wang , Nail Hassairi
This longitudinal study investigates how child care quality (CCQ) and home learning environments (HLE) relate to cognitive and social-emotional development among children from low-income backgrounds during their first five years. Analyzing data from the Early Head Start Research and Evaluation Study (N = 482), the research found that HLE demonstrated a significant positive association with achievements in cognitive and social-emotional domains. Notably, HLE's influence on cognitive development became increasingly important over time. While CCQ alone did not directly correlate with developmental outcomes in either domain, the interaction between CCQ and HLE over time significantly influenced cognitive growth. As children developed, cognitive development gaps widened in favor of children from high-quality home learning environments, with this advantage notably amplified by high-quality child care. The findings highlight the critical importance of both enriching home environments and nurturing child care settings in supporting optimal cognitive development for children from economically disadvantaged backgrounds.
{"title":"Longitudinal impact of child care and home environments on low-income children's development","authors":"Yijie Wang , Nail Hassairi","doi":"10.1016/j.appdev.2025.101800","DOIUrl":"10.1016/j.appdev.2025.101800","url":null,"abstract":"<div><div>This longitudinal study investigates how child care quality (CCQ) and home learning environments (HLE) relate to cognitive and social-emotional development among children from low-income backgrounds during their first five years. Analyzing data from the Early Head Start Research and Evaluation Study (<em>N</em> = 482), the research found that HLE demonstrated a significant positive association with achievements in cognitive and social-emotional domains. Notably, HLE's influence on cognitive development became increasingly important over time. While CCQ alone did not directly correlate with developmental outcomes in either domain, the interaction between CCQ and HLE over time significantly influenced cognitive growth. As children developed, cognitive development gaps widened in favor of children from high-quality home learning environments, with this advantage notably amplified by high-quality child care. The findings highlight the critical importance of both enriching home environments and nurturing child care settings in supporting optimal cognitive development for children from economically disadvantaged backgrounds.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101800"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902306","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101806
Yangdi Chen , Xinqi Li , Mingping Lin , Xiaoqing Li , Xinmei Deng
Authoritarian parenting styles could undermine the relationship between parents and their adolescents. Despite the same parenting styles, mothers and fathers tend to play distinct parenting roles, leading to different parent-adolescent interaction patterns. Investigating the differences in effects between authoritarian paternal and maternal parenting styles on the parent-adolescent emotional shared activities provides insight into adolescent parenting. The present study used the electroencephalography hyperscanning technique to examine parent-adolescent interbrain synchrony (IBS) during a video co-viewing task, focusing on the effects of parental overprotection and overinvolvement. The results showed that parent-adolescent IBS in the beta and gamma bands were negatively correlated with authoritarian paternal parenting style levels. However, parent-adolescent IBS in the beta band was positively correlated with authoritarian maternal parenting style levels. These findings expand the neural basis underlying parent-adolescent emotional shared activities under authoritarian paternal and maternal parenting styles, emphasizing the significance of recognizing fathers' and mothers' differences in adolescent parenting.
{"title":"Associations of authoritarian parenting with parent-adolescent interbrain synchrony in emotional co-experiencing situations","authors":"Yangdi Chen , Xinqi Li , Mingping Lin , Xiaoqing Li , Xinmei Deng","doi":"10.1016/j.appdev.2025.101806","DOIUrl":"10.1016/j.appdev.2025.101806","url":null,"abstract":"<div><div>Authoritarian parenting styles could undermine the relationship between parents and their adolescents. Despite the same parenting styles, mothers and fathers tend to play distinct parenting roles, leading to different parent-adolescent interaction patterns. Investigating the differences in effects between authoritarian paternal and maternal parenting styles on the parent-adolescent emotional shared activities provides insight into adolescent parenting. The present study used the electroencephalography hyperscanning technique to examine parent-adolescent interbrain synchrony (IBS) during a video co-viewing task, focusing on the effects of parental overprotection and overinvolvement. The results showed that parent-adolescent IBS in the beta and gamma bands were negatively correlated with authoritarian paternal parenting style levels. However, parent-adolescent IBS in the beta band was positively correlated with authoritarian maternal parenting style levels. These findings expand the neural basis underlying parent-adolescent emotional shared activities under authoritarian paternal and maternal parenting styles, emphasizing the significance of recognizing fathers' and mothers' differences in adolescent parenting.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101806"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144125284","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101810
Robert D. Laird , Megan M. Zeringue
This study tested a set of adolescent attributes, social experiences, and beliefs as predictors of risky driving maneuvers and driving in risky conditions. Newly licensed adolescents (n = 138, Mage = 17.07 years, 55 % female) reported on driving risk factors, driving exposure, parents' restrictions, risky driving maneuvers, and driving in risky conditions. Controlling for age, driving exposure and parents' restrictions, more risky driving maneuvers, both within the first six months of driving and after one year of driving experience, were linked with higher levels of sensation seeking, lower levels of self-control, and especially with stronger peer models of risky driving. The risk factors did not collectively predict driving in risky conditions. The risk factors are associated with more risky driving maneuvers and driving violations during the earliest stages of driving, when the behaviors are likely to be most risky because drivers are also inexperienced and more likely to make errors.
{"title":"Predicting risky driving maneuvers and driving in risky conditions by adolescents","authors":"Robert D. Laird , Megan M. Zeringue","doi":"10.1016/j.appdev.2025.101810","DOIUrl":"10.1016/j.appdev.2025.101810","url":null,"abstract":"<div><div>This study tested a set of adolescent attributes, social experiences, and beliefs as predictors of risky driving maneuvers and driving in risky conditions. Newly licensed adolescents (<em>n</em> = 138, <em>M</em><sub>age</sub> = 17.07 years, 55 % female) reported on driving risk factors, driving exposure, parents' restrictions, risky driving maneuvers, and driving in risky conditions. Controlling for age, driving exposure and parents' restrictions, more risky driving maneuvers, both within the first six months of driving and after one year of driving experience, were linked with higher levels of sensation seeking, lower levels of self-control, and especially with stronger peer models of risky driving. The risk factors did not collectively predict driving in risky conditions. The risk factors are associated with more risky driving maneuvers and driving violations during the earliest stages of driving, when the behaviors are likely to be most risky because drivers are also inexperienced and more likely to make errors.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101810"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167513","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 : 2025-05-01DOI: 10.1016/j.appdev.2025.101803
Joanna Smogorzewska , Grzegorz Szumski , Paweł Grygiel , Sandra Bosacki
The present study tested the longitudinal (3 waves) relations among children's advanced theory of mind (AToM), emotional closeness with the teacher, and social functioning at school (loneliness and social skills). Seven hundred and fifty-one typically developing Polish children (344 boys and 416 girls, M age = 7.45 years (SD = 0.50 years) at T1) took part in the study. It has been demonstrated that (1) children who had AToM at T1 were able to establish closer, more positive relations with their teacher later on that were beneficial for children's functioning; (2) closeness with the teacher was found to mediate the relations between previous levels of AToM and later social functioning of children; (3) AToM abilities reduced children's levels of dissatisfaction with peer relationships. Overall, the study emphasises the importance of positive contact between children and their teachers for children's social functioning at school.
{"title":"Does emotional closeness with the teacher mediate the relationship between children's advanced theory of mind and social functioning at school?","authors":"Joanna Smogorzewska , Grzegorz Szumski , Paweł Grygiel , Sandra Bosacki","doi":"10.1016/j.appdev.2025.101803","DOIUrl":"10.1016/j.appdev.2025.101803","url":null,"abstract":"<div><div>The present study tested the longitudinal (3 waves) relations among children's advanced theory of mind (AToM), emotional closeness with the teacher, and social functioning at school (loneliness and social skills). Seven hundred and fifty-one typically developing Polish children (344 boys and 416 girls, <em>M</em> age = 7.45 years (<em>SD</em> = 0.50 years) at T1) took part in the study. It has been demonstrated that (1) children who had AToM at T1 were able to establish closer, more positive relations with their teacher later on that were beneficial for children's functioning; (2) closeness with the teacher was found to mediate the relations between previous levels of AToM and later social functioning of children; (3) AToM abilities reduced children's levels of dissatisfaction with peer relationships. Overall, the study emphasises the importance of positive contact between children and their teachers for children's social functioning at school.</div></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"98 ","pages":"Article 101803"},"PeriodicalIF":2.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941706","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}
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