Loneliness is a perceived discrepancy between desired and experienced social relationships that may arise from lack of intimate attachment to another person (e.g., friend) or lack of involvement in larger networks (e.g., peer groups). This study assessed how multiple aspects of friendship and peer group involvement were associated with Indonesian adolescents’ self‐reported loneliness. Participants were 754 twelfth‐grade Indonesian students (413 girls, Mage = 16.5 years). Reciprocated friendships were calculated from within‐grade nominations and both dyadic members rated the quality of their friendship. Peer groups were generated from Social Cognitive Mapping (SCM) and within‐group centrality and group visibility were determined using SCM. Group popularity was derived using peer nominations. A Structural Equation Model revealed that multiple aspects of friendship and group involvement, except for friend‐rated friendship quality, were concurrently associated with loneliness. An interaction between within‐group centrality and group popularity was found for boys, suggesting that being central in a group may be more important for boys in low‐status than those in high‐status groups. The results revealed that quantity and quality of friendship as well as position in the peer group and status of the peer group were associated with loneliness. The comparable associations of loneliness with aspects of friendship and group involvement may be a function of Indonesian culture in which both group involvement and friendships are valued.
{"title":"Loneliness in Indonesian adolescents: Associations with quantity and quality of friendship and status within and between peer groups","authors":"Keqin Zhang, Urip Purwono, Doran C. French","doi":"10.1111/sode.12771","DOIUrl":"https://doi.org/10.1111/sode.12771","url":null,"abstract":"Loneliness is a perceived discrepancy between desired and experienced social relationships that may arise from lack of intimate attachment to another person (e.g., friend) or lack of involvement in larger networks (e.g., peer groups). This study assessed how multiple aspects of friendship and peer group involvement were associated with Indonesian adolescents’ self‐reported loneliness. Participants were 754 twelfth‐grade Indonesian students (413 girls, Mage = 16.5 years). Reciprocated friendships were calculated from within‐grade nominations and both dyadic members rated the quality of their friendship. Peer groups were generated from Social Cognitive Mapping (SCM) and within‐group centrality and group visibility were determined using SCM. Group popularity was derived using peer nominations. A Structural Equation Model revealed that multiple aspects of friendship and group involvement, except for friend‐rated friendship quality, were concurrently associated with loneliness. An interaction between within‐group centrality and group popularity was found for boys, suggesting that being central in a group may be more important for boys in low‐status than those in high‐status groups. The results revealed that quantity and quality of friendship as well as position in the peer group and status of the peer group were associated with loneliness. The comparable associations of loneliness with aspects of friendship and group involvement may be a function of Indonesian culture in which both group involvement and friendships are valued.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"30 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabrielle Sky Cardwell, Pamela M. Cole, Brooke Weaver, Jenna M. Leadbeater, Erika S. Lunkenheimer, Kristin A. Buss, Lisa Gatzke‐Kopp, Nilam Ram
The emergence of self‐regulation during the preschool years is due, in part, to children's development of cognitive resources that can regulate their behavior. However, there is little direct evidence that age influences the extent to which young children's strategies involve such resources. We investigated age differences in the extent that young children's strategies imply cognitive resources. A sample of 154 children (77 girls; M age 45.15 months, range 30–60 months) and mothers from middle‐class families (M income = $89,541) in a small mid‐Atlantic American city (94.2% White). They participated in a 9‐min delayed reward task in which mothers told children they must wait to open a gift; children were reminded every 3 min. The latency, frequency, and average duration of the extent to which children's strategies implied cognitive resources were examined in relation to task time and age. In line with Kopp's framework, results from multilevel models indicated older preschool‐age children engaged strategies implying higher‐level cognitive resources more quickly and frequently, but not longer than younger children. Regardless of age, children engaged cognitive resources more quickly, more often, and longer in the first 3 min of the task than later in the task, suggesting that such engagement was not sustained. The findings are discussed in terms of both the emergence and complexities of regulatory strategy development.
{"title":"Developmental differences in young children's implied use of cognitive resources in their self‐regulation strategies","authors":"Gabrielle Sky Cardwell, Pamela M. Cole, Brooke Weaver, Jenna M. Leadbeater, Erika S. Lunkenheimer, Kristin A. Buss, Lisa Gatzke‐Kopp, Nilam Ram","doi":"10.1111/sode.12769","DOIUrl":"https://doi.org/10.1111/sode.12769","url":null,"abstract":"The emergence of self‐regulation during the preschool years is due, in part, to children's development of cognitive resources that can regulate their behavior. However, there is little direct evidence that age influences the extent to which young children's strategies involve such resources. We investigated age differences in the extent that young children's strategies imply cognitive resources. A sample of 154 children (77 girls; <jats:italic>M</jats:italic> age 45.15 months, range 30–60 months) and mothers from middle‐class families (<jats:italic>M</jats:italic> income = $89,541) in a small mid‐Atlantic American city (94.2% White). They participated in a 9‐min delayed reward task in which mothers told children they must wait to open a gift; children were reminded every 3 min. The latency, frequency, and average duration of the extent to which children's strategies implied cognitive resources were examined in relation to task time and age. In line with Kopp's framework, results from multilevel models indicated older preschool‐age children engaged strategies implying higher‐level cognitive resources more quickly and frequently, but not longer than younger children. Regardless of age, children engaged cognitive resources more quickly, more often, and longer in the first 3 min of the task than later in the task, suggesting that such engagement was not sustained. The findings are discussed in terms of both the emergence and complexities of regulatory strategy development.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"10 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite increasing racial diversity in the United States, and the particular growth of multiracial populations, questions about how children perceive others’ (bi)racial identities remain poorly understood. In two preregistered studies, we asked White and racially minoritized American children (N = 157; 4–11‐years old) and White and multiracial adults (N = 226) how acceptable it was for monoracial people (Black or White; Study 1) and/or biracial people (Black–White; Studies 1 and 2) to claim either a monoracial or biracial identity. Consistent with past research with adults, children said that monoracial people should claim (only) the monoracial identity which matched their ancestry. Judgements about biracial identity were more variable. White and multiracial adults (Study 2) reported that biracial targets could claim a racial identity that matched either or both of their parents, with biracial claims being evaluated most positively. Exploratory analyses on children's judgements about biracial people's identity claims (Study 1) revealed different patterns of development for White children and children from minoritized backgrounds. Whereas White children became more likely with age to report that all identity claims were acceptable, children from racially minoritized groups became more likely with age to endorse biracial targets who claimed a biracial identity. These findings suggest that children's own racial background and age may have a larger impact on their perceptions of biracial people's identities, compared to their perceptions of monoracial people's identities.
{"title":"Judgements of identity claims vary for monoracial and biracial people","authors":"Elizabeth A. Quinn‐Jensen, Zoe Liberman","doi":"10.1111/sode.12770","DOIUrl":"https://doi.org/10.1111/sode.12770","url":null,"abstract":"Despite increasing racial diversity in the United States, and the particular growth of multiracial populations, questions about how children perceive others’ (bi)racial identities remain poorly understood. In two preregistered studies, we asked White and racially minoritized American children (<jats:italic>N </jats:italic>= 157; 4–11‐years old) and White and multiracial adults (<jats:italic>N </jats:italic>= 226) how acceptable it was for monoracial people (Black or White; Study 1) and/or biracial people (Black–White; Studies 1 and 2) to claim either a monoracial or biracial identity. Consistent with past research with adults, children said that monoracial people should claim (only) the monoracial identity which matched their ancestry. Judgements about biracial identity were more variable. White and multiracial adults (Study 2) reported that biracial targets could claim a racial identity that matched either or both of their parents, with biracial claims being evaluated most positively. Exploratory analyses on children's judgements about biracial people's identity claims (Study 1) revealed different patterns of development for White children and children from minoritized backgrounds. Whereas White children became more likely with age to report that all identity claims were acceptable, children from racially minoritized groups became more likely with age to endorse biracial targets who claimed a biracial identity. These findings suggest that children's own racial background and age may have a larger impact on their perceptions of biracial people's identities, compared to their perceptions of monoracial people's identities.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"7 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Julia S. Feldman, Melvin N. Wilson, Daniel S. Shaw
Activation parenting (AP) is a parenting construct derived from research and theory on paternal caregiving that includes behaviors that challenge children to approach novel situations, explore their environments, and take physical and socioemotional risks through a balance of encouragement and limit‐setting. Although components of AP have been linked to different domains of children's self‐regulation skills, comprehensive measures of AP and longitudinal research on families from low socioeconomic backgrounds are lacking. These limitations greatly constrain our understanding of the potential benefits of paternal AP for children's self‐regulation development, including the maturation of inhibitory control (IC) in early childhood. Thus, the present study tested associations between paternal AP at age 3 and growth in parent‐reported IC across ages 3–5 in a sample of low‐income, ethnically diverse fathers. Participating fathers (N = 171; 9% Black, 47% White, 8% Latinx, 61% not Latinx; mean household income = $25,145) and their children (51% female) were drawn from the Early Steps Multisite Study. AP during a clean‐up task at child age 3 years, but not a teaching task, was associated with greater growth in IC across ages 3–5 years. Implications of the current findings are presented for understanding associations between paternal AP and children's IC and broader self‐regulation skills with diverse samples of caregivers.
{"title":"Paternal activation parenting and growth in children's inhibitory control across early childhood","authors":"Julia S. Feldman, Melvin N. Wilson, Daniel S. Shaw","doi":"10.1111/sode.12768","DOIUrl":"https://doi.org/10.1111/sode.12768","url":null,"abstract":"Activation parenting (AP) is a parenting construct derived from research and theory on paternal caregiving that includes behaviors that challenge children to approach novel situations, explore their environments, and take physical and socioemotional risks through a balance of encouragement and limit‐setting. Although components of AP have been linked to different domains of children's self‐regulation skills, comprehensive measures of AP and longitudinal research on families from low socioeconomic backgrounds are lacking. These limitations greatly constrain our understanding of the potential benefits of paternal AP for children's self‐regulation development, including the maturation of inhibitory control (IC) in early childhood. Thus, the present study tested associations between paternal AP at age 3 and growth in parent‐reported IC across ages 3–5 in a sample of low‐income, ethnically diverse fathers. Participating fathers (<jats:italic>N</jats:italic> = 171; 9% Black, 47% White, 8% Latinx, 61% not Latinx; mean household income = $25,145) and their children (51% female) were drawn from the Early Steps Multisite Study. AP during a clean‐up task at child age 3 years, but not a teaching task, was associated with greater growth in IC across ages 3–5 years. Implications of the current findings are presented for understanding associations between paternal AP and children's IC and broader self‐regulation skills with diverse samples of caregivers.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What does it mean to become attached? Three longitudinal studies established the empirical basis for the existing four‐phase model of attachment formation, a model that has remained unmodified and unexamined for over half a century. In this paper, I revisit the research questions, methods, and findings from the seminal studies to reevaluate the current model. The evidence indicates two distinct definitions of attachment onset. In the first two phases of the model, becoming attached is defined by changes in within‐subject behaviors leading to the selection of a discriminated figure. Defined this way, attachment onset is analogous to how bond formation is currently defined in other mammals and how imprinting is understood in birds. In contrast, the third and fourth phases of the model define attachment onset by forming a goal‐corrected relationship. This second definition is human‐centric and relies on secure base behavior as the signature criterion, the same criteria used to classify secure and insecure patterns of attachment. I argue for a narrower definition of attachment by removing goal‐corrected behavior as a criterion and focusing on the normative process of selection. In addition, I integrate contemporary work on pair bonding in humans and other animals to propose new avenues for conceptualizing and studying attachment formation in infancy and beyond in filial and sexual bonds.
{"title":"Revisiting the seminal studies of attachment formation and reevaluating what it means to become attached","authors":"Harry Freeman","doi":"10.1111/sode.12765","DOIUrl":"https://doi.org/10.1111/sode.12765","url":null,"abstract":"What does it mean to become attached? Three longitudinal studies established the empirical basis for the existing four‐phase model of attachment formation, a model that has remained unmodified and unexamined for over half a century. In this paper, I revisit the research questions, methods, and findings from the seminal studies to reevaluate the current model. The evidence indicates two distinct definitions of attachment onset. In the first two phases of the model, becoming attached is defined by changes in within‐subject behaviors leading to the selection of a discriminated figure. Defined this way, attachment onset is analogous to how bond formation is currently defined in other mammals and how imprinting is understood in birds. In contrast, the third and fourth phases of the model define attachment onset by forming a goal‐corrected relationship. This second definition is human‐centric and relies on secure base behavior as the signature criterion, the same criteria used to classify secure and insecure patterns of attachment. I argue for a narrower definition of attachment by removing goal‐corrected behavior as a criterion and focusing on the normative process of selection. In addition, I integrate contemporary work on pair bonding in humans and other animals to propose new avenues for conceptualizing and studying attachment formation in infancy and beyond in filial and sexual bonds.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"7 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Roman Stengelin, Ljubica Petrović, Maleen Thiele, Robert Hepach, Daniel B. M. Haun
Social motivation is theorized to promote Theory of Mind development in childhood, but research testing this link is scarce and largely limited to urban middle‐class milieus of the Global North. Here, we investigated the link between social motivation (i.e., social reward responsivity) and Theory of Mind (i.e., false belief understanding) among N = 59 Hai||om children (AgeRange = 2.3–8.0 years) from rural Namibia, an indigenous community where children's social experience with peers and adults differs much from urban middle‐class milieus typically sampled in developmental science research. Children's preference for adult, but not peer faces predicted their false belief performance. Moreover, their false belief performance increased with age, showing mastery of the current false belief task by the preschool years. These results accommodate universalist claims on the link between social motivation and Theory of Mind while suggesting a particular contribution of the social reward responsivity to adult social partners.
根据理论，社会动机可促进儿童期心智理论的发展，但检验这种联系的研究却很少，而且主要局限于全球北方的城市中产阶级环境。在这里，我们调查了来自纳米比亚农村的 N = 59 名儿童（年龄范围 = 2.3-8.0 岁）的社交动机（即社交奖赏反应性）与心智理论（即对错误信念的理解）之间的联系。儿童对成人面孔的偏好能预测他们的错误信念表现，而对同伴面孔的偏好不能预测他们的错误信念表现。此外，他们的错误信念表现会随着年龄的增长而提高，这表明他们在学龄前阶段就已经掌握了当前的错误信念任务。这些结果符合关于社会动机与心智理论之间联系的普遍主义主张，同时也表明了社会奖赏反应性对成人社会伙伴的特殊贡献。
{"title":"Social reward predicts false belief understanding in Namibian Hai||om children","authors":"Roman Stengelin, Ljubica Petrović, Maleen Thiele, Robert Hepach, Daniel B. M. Haun","doi":"10.1111/sode.12767","DOIUrl":"https://doi.org/10.1111/sode.12767","url":null,"abstract":"Social motivation is theorized to promote Theory of Mind development in childhood, but research testing this link is scarce and largely limited to urban middle‐class milieus of the Global North. Here, we investigated the link between social motivation (i.e., social reward responsivity) and Theory of Mind (i.e., false belief understanding) among <jats:italic>N</jats:italic> = 59 Hai||om children (<jats:italic>Age<jats:sub>Range</jats:sub></jats:italic> = 2.3–8.0 years) from rural Namibia, an indigenous community where children's social experience with peers and adults differs much from urban middle‐class milieus typically sampled in developmental science research. Children's preference for adult, but not peer faces predicted their false belief performance. Moreover, their false belief performance increased with age, showing mastery of the current false belief task by the preschool years. These results accommodate universalist claims on the link between social motivation and Theory of Mind while suggesting a particular contribution of the social reward responsivity to adult social partners.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"76 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Danyka Therriault, Jean‐Pascal Lemelin, Jean Toupin, Michèle Déry
The quality of peer attachment in adolescence is an important determinant of psychosocial adjustment. To date, few clear conclusions can be drawn about the most important factors associated with the quality of peer attachment. This study aimed to identify the most important individual and relational factors associated with peer attachment quality, and to establish their relative contribution. Early adolescents (N = 634, 45.7% girls), 11.29 years on average at the first measurement time, participated in the longitudinal study. Individual and relational factors were measured at T1; parent and peer attachment quality were measured at T2, 2 years later. First, a multiple linear regression analysis was performed using the global score for peer attachment as the outcome variable. Second, a path model, including the three specific attachment dimensions (trust, communication, and alienation), was tested. The invariance of the models by sex was also examined. The analyses showed that peer attachment was associated positively with the adolescent–parent attachment relationship, the adolescent's age, as well as the teacher–student relationship, and associated negatively with the presence of internalizing behavior problems and social rejection. These variables helped explain 21.3% of the total variance. Give or take a few nuances, these same variables were also related to the three specific peer attachment dimensions. Sex differences were observed for the associated factors of these specific dimensions. This study highlights the importance of certain relational variables, in both family and school contexts, as correlates of peer attachment.
{"title":"Peer attachment in adolescence: What are the individual and relational associated factors?","authors":"Danyka Therriault, Jean‐Pascal Lemelin, Jean Toupin, Michèle Déry","doi":"10.1111/sode.12762","DOIUrl":"https://doi.org/10.1111/sode.12762","url":null,"abstract":"The quality of peer attachment in adolescence is an important determinant of psychosocial adjustment. To date, few clear conclusions can be drawn about the most important factors associated with the quality of peer attachment. This study aimed to identify the most important individual and relational factors associated with peer attachment quality, and to establish their relative contribution. Early adolescents (<jats:italic>N</jats:italic> = 634, 45.7% girls), 11.29 years on average at the first measurement time, participated in the longitudinal study. Individual and relational factors were measured at T1; parent and peer attachment quality were measured at T2, 2 years later. First, a multiple linear regression analysis was performed using the global score for peer attachment as the outcome variable. Second, a path model, including the three specific attachment dimensions (trust, communication, and alienation), was tested. The invariance of the models by sex was also examined. The analyses showed that peer attachment was associated positively with the adolescent–parent attachment relationship, the adolescent's age, as well as the teacher–student relationship, and associated negatively with the presence of internalizing behavior problems and social rejection. These variables helped explain 21.3% of the total variance. Give or take a few nuances, these same variables were also related to the three specific peer attachment dimensions. Sex differences were observed for the associated factors of these specific dimensions. This study highlights the importance of certain relational variables, in both family and school contexts, as correlates of peer attachment.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142207693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigated the influence of family alliance on infants’ vagal tone. Physiological studies have shown that the quality of mother–infant interactions can influence infants’ vagal tone, which is an important indicator of emotion regulation. Although research has shown that family‐level relationships have a unique impact on child development, little is known about the association between the quality of mother–father–infant interactions and infants’ physiological regulation during a family interaction task. We hypothesized that infants in families with a greater family alliance, that is, degree of coordination reached by parents when completing a task, will have higher vagal tone than will infants in families with a lower family alliance. We also hypothesized that this association would be mediated by the amount of intrusive and withdrawn parental behaviors and by the impact of these behaviors on the infant during mother–father–infant interactions. This study included 82 parents with their 3‐month‐old infants. Results showed that family alliance was associated with infants’ vagal tone during triadic interactions and that the impact of intrusive/withdrawn parental behaviors on the interaction partially mediated this association.
{"title":"Family alliance and infants’ vagal tone: The mediating role of infants’ reactions to unadjusted parental behaviors","authors":"Valentine Rattaz, Hervé Tissot, Nilo Puglisi, Manuella Epiney, Chantal Razurel, Nicolas Favez","doi":"10.1111/sode.12761","DOIUrl":"https://doi.org/10.1111/sode.12761","url":null,"abstract":"We investigated the influence of family alliance on infants’ vagal tone. Physiological studies have shown that the quality of mother–infant interactions can influence infants’ vagal tone, which is an important indicator of emotion regulation. Although research has shown that family‐level relationships have a unique impact on child development, little is known about the association between the quality of mother–father–infant interactions and infants’ physiological regulation during a family interaction task. We hypothesized that infants in families with a greater family alliance, that is, degree of coordination reached by parents when completing a task, will have higher vagal tone than will infants in families with a lower family alliance. We also hypothesized that this association would be mediated by the amount of intrusive and withdrawn parental behaviors and by the impact of these behaviors on the infant during mother–father–infant interactions. This study included 82 parents with their 3‐month‐old infants. Results showed that family alliance was associated with infants’ vagal tone during triadic interactions and that the impact of intrusive/withdrawn parental behaviors on the interaction partially mediated this association.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"53 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel A. Ghosh, Julie C. Bowker, Kenneth H. Rubin
Supportive parent‐adolescent relationships are known to promote adolescent adjustment, but less is known about the interactive roles of supportive relationships with mothers, fathers, and best friends. The current study examined the interactive relations between mother‐adolescent, father‐adolescent, and best friend relationship support on adolescent internalizing and externalizing problems across the high school transition. Participants (N = 368, Mage = 13.60, 47% male, 58% White) reported on their perceived support from mothers, fathers, and best friends (at Time 1 [Grade 8]) and their depressive symptoms and externalizing behaviors (at Times 1 and 2 [Grade 9]). Path models revealed no interaction effects involving support from mothers, fathers, and best friends when predicting externalizing symptoms. However, when predicting T2 depressive symptoms, several compensatory interaction effects were found. Father supportiveness moderated the association between maternal supportiveness and later depressive symptoms, and maternal supportiveness similarly moderated the relation between father supportiveness and depressive symptoms. In both instances, more support from one parent was related to fewer depressive symptoms when youth experienced an unsupportive relationship with the other parent. Best friend support also moderated the associations between both maternal support and paternal support and later depressive symptoms, such that maternal and paternal support were related to fewer subsequent depressive symptoms when youth experienced low and average (but not high) levels of friend support. The findings highlight the importance of considering networks of close relationships in the study of depressive symptoms during adolescence.
{"title":"Interactions between relationship support from mothers, fathers, and best friends as related to adolescent adjustment during the transition to high school","authors":"Rachel A. Ghosh, Julie C. Bowker, Kenneth H. Rubin","doi":"10.1111/sode.12760","DOIUrl":"https://doi.org/10.1111/sode.12760","url":null,"abstract":"Supportive parent‐adolescent relationships are known to promote adolescent adjustment, but less is known about the interactive roles of supportive relationships with mothers, fathers, and best friends. The current study examined the interactive relations between mother‐adolescent, father‐adolescent, and best friend relationship support on adolescent internalizing and externalizing problems across the high school transition. Participants (<jats:italic>N</jats:italic> = 368, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 13.60, 47% male, 58% White) reported on their perceived support from mothers, fathers, and best friends (at Time 1 [Grade 8]) and their depressive symptoms and externalizing behaviors (at Times 1 and 2 [Grade 9]). Path models revealed no interaction effects involving support from mothers, fathers, and best friends when predicting externalizing symptoms. However, when predicting T2 depressive symptoms, several compensatory interaction effects were found. Father supportiveness moderated the association between maternal supportiveness and later depressive symptoms, and maternal supportiveness similarly moderated the relation between father supportiveness and depressive symptoms. In both instances, more support from one parent was related to fewer depressive symptoms when youth experienced an unsupportive relationship with the other parent. Best friend support also moderated the associations between both maternal support and paternal support and later depressive symptoms, such that maternal and paternal support were related to fewer subsequent depressive symptoms when youth experienced low and average (but not high) levels of friend support. The findings highlight the importance of considering networks of close relationships in the study of depressive symptoms during adolescence.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"129 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ashley M. Fraser, Peter J. Reschke, Andrea K. Busby, Emily J. Takamasa, Jennie Jasperson, Bethany Sycamore
Limited literature has examined parents’ unsolicited trait, mental state, and coping talk about media characters by race as they co‐view with their children. We observed 195 US parents describing an illustrated depiction of racialized social exclusion for their child (53% male; Mage = 5.46 years; 60% White) in their home setting. Families discussed a Black child being excluded by White children or a White child being excluded by Black children. Parents’ victim, emotion, personality, and coping talk about the excluded child were coded. Parents were more likely to use victim talk (e.g., “she's being excluded”) and emotion talk (e.g., “she's sad”) when the excluded child was Black and were more likely to use personality talk (e.g., “she's shy”) when the excluded child was White. We further explored parents’ demographic, personal, and neighborhood correlates with their trait, mental state, and coping talk. White parents with greater levels of egalitarian attitudes used more victim talk and coping talk (e.g., “she should go play with them”) about the White excluded child. Being more politically conservative was associated with White parents using more coping talk about the Black excluded child. White parents living in predominantly Black neighborhoods were less likely to use victim talk toward the Black child. BIPOC parents showed more nuanced patterns. These findings suggest that parents’ unsolicited racial messaging varies by racial identification, sociodemographic characteristics, and neighborhood context.
{"title":"Parents’ differential trait, mental state, and coping talk about White and Black child storybook characters","authors":"Ashley M. Fraser, Peter J. Reschke, Andrea K. Busby, Emily J. Takamasa, Jennie Jasperson, Bethany Sycamore","doi":"10.1111/sode.12758","DOIUrl":"https://doi.org/10.1111/sode.12758","url":null,"abstract":"Limited literature has examined parents’ unsolicited trait, mental state, and coping talk about media characters by race as they co‐view with their children. We observed 195 US parents describing an illustrated depiction of racialized social exclusion for their child (53% male; <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 5.46 years; 60% White) in their home setting. Families discussed a Black child being excluded by White children or a White child being excluded by Black children. Parents’ victim, emotion, personality, and coping talk about the excluded child were coded. Parents were more likely to use victim talk (e.g., “she's being excluded”) and emotion talk (e.g., “she's sad”) when the excluded child was Black and were more likely to use personality talk (e.g., “she's shy”) when the excluded child was White. We further explored parents’ demographic, personal, and neighborhood correlates with their trait, mental state, and coping talk. White parents with greater levels of egalitarian attitudes used more victim talk and coping talk (e.g., “she should go play with them”) about the White excluded child. Being more politically conservative was associated with White parents using more coping talk about the Black excluded child. White parents living in predominantly Black neighborhoods were less likely to use victim talk toward the Black child. BIPOC parents showed more nuanced patterns. These findings suggest that parents’ unsolicited racial messaging varies by racial identification, sociodemographic characteristics, and neighborhood context.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"55 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141739626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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