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}
Donia Tong, Oksana Caivano, Jennifer Lavoie, Victoria Talwar
The current study examined whether age and parental reports of children's problematic lying, behavioural inhibition system (BIS) activity, and reward responsiveness predicted children's antisocial lie‐telling. Children from mostly middle and upper‐class Canadian families (ages 3–12, M = 6.23, SD = 2.52) participated in a modified Temptation Resistance Paradigm (TRP), where they were given opportunities to tell a self‐protective lie (to conceal a transgression) and an instrumental lie (to obtain a reward). Parents completed measures of their children's problematic lying tendencies, BIS activity, and reward responsiveness. Age and parent‐reported problematic lying and BIS activity were significant predictors of lie‐telling behaviour in the TRP. Instrumental liars were younger than dual liars (those who told both types of lies) and truth‐tellers. Truth‐tellers had lower parent‐reported problematic lying than instrumental and dual liars but not self‐protective liars. Dual liars had lower parent‐reported BIS activity than truth‐tellers; there were no differences among truth‐tellers, self‐protective liars, and instrumental liars. This study contributes to our understanding of the role of temperamental factors in children's lie‐telling propensity and the predictive utility of parent‐reported predictors for children's antisocial lie‐telling propensity. Our findings indicate that parents can identify and potentially address their children's problematic lying using their knowledge about their children's temperamental traits.
本研究探讨了年龄和父母对儿童撒谎问题的报告、行为抑制系统（BIS）活动和奖励反应是否会预测儿童的反社会撒谎行为。大部分来自加拿大中上层家庭的儿童（3-12 岁，中位数 = 6.23，标准差 = 2.52）参加了经改进的抵制诱惑范式（TRP），在该范式中，他们有机会说自我保护性谎言（以隐瞒过失）和工具性谎言（以获得奖励）。家长完成了对孩子的问题性说谎倾向、BIS活动和奖励反应能力的测量。年龄和家长报告的问题性说谎及 BIS 活动是预测 TRP 中说谎行为的重要因素。工具性说谎者比双重说谎者（同时说两种类型的谎）和说真话者更年轻。与工具性说谎者和双重说谎者相比，说真话者的父母报告的问题性说谎率较低，但与自我保护说谎者相比，说假话者的父母报告的问题性说谎率较低。与说真话的孩子相比，双重说谎者的家长报告的 BIS 活动较少；说真话的孩子、自我保护型说谎者和工具型说谎者之间没有差异。本研究有助于我们了解气质因素在儿童说谎倾向中的作用，以及家长报告的儿童反社会说谎倾向预测因子的预测作用。我们的研究结果表明，家长可以利用他们对孩子气质特征的了解来识别并解决孩子的问题性说谎。
{"title":"Parent‐reported problematic lying tendencies and BIS/BAS activity as predictors of children's antisocial lie‐telling","authors":"Donia Tong, Oksana Caivano, Jennifer Lavoie, Victoria Talwar","doi":"10.1111/sode.12759","DOIUrl":"https://doi.org/10.1111/sode.12759","url":null,"abstract":"The current study examined whether age and parental reports of children's problematic lying, behavioural inhibition system (BIS) activity, and reward responsiveness predicted children's antisocial lie‐telling. Children from mostly middle and upper‐class Canadian families (ages 3–12, <jats:italic>M</jats:italic> = 6.23, <jats:italic>SD</jats:italic> = 2.52) participated in a modified Temptation Resistance Paradigm (TRP), where they were given opportunities to tell a self‐protective lie (to conceal a transgression) and an instrumental lie (to obtain a reward). Parents completed measures of their children's problematic lying tendencies, BIS activity, and reward responsiveness. Age and parent‐reported problematic lying and BIS activity were significant predictors of lie‐telling behaviour in the TRP. Instrumental liars were younger than dual liars (those who told both types of lies) and truth‐tellers. Truth‐tellers had lower parent‐reported problematic lying than instrumental and dual liars but not self‐protective liars. Dual liars had lower parent‐reported BIS activity than truth‐tellers; there were no differences among truth‐tellers, self‐protective liars, and instrumental liars. This study contributes to our understanding of the role of temperamental factors in children's lie‐telling propensity and the predictive utility of parent‐reported predictors for children's antisocial lie‐telling propensity. Our findings indicate that parents can identify and potentially address their children's problematic lying using their knowledge about their children's temperamental traits.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"42 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141739632","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}
Daniela Teodora Seucan, Raluca Diana Szekely‐Copîndean, Laura Visu‐Petra
Understanding what others think and feel, an essential ingredient of social functioning, develops early on, allowing children to understand and evaluate other people's actions. To assess whether those actions break or uphold moral rules (moral judgments), children must consider the agent's intentions and whether the action harms or helps others. The present study investigated longitudinally the changes and interrelations between cognitive and affective perspective‐taking and moral evaluations in 3‐ to 5‐year‐old preschoolers (N = 92, 43 girls). We assessed children's first‐order theory of mind and their ability to understand other people's emotions. Next, we presented them with two moral stories which measured how children evaluated the “good” or “bad” nature of the character's intention, and whether the character deserved to be punished. Controlling for inhibitory control—which is thought to help individuals integrate information about intention—and for time across development, our main findings showed that moral judgment was positively associated with theory of mind and that both moral judgment and punishment were positively associated with the ability to understand other people's emotions. There were developmental effects for each of the measured variables, improvements being visible 15 months later, especially in the case of the theory of mind and punishment attributions. We discuss our findings in light of recent models of moral judgment regarding the processes involved in children's moral judgments and put forward future methodological directions.
{"title":"Preschoolers’ moral judgment and punishment attribution: Longitudinal links to theory of mind and emotion understanding","authors":"Daniela Teodora Seucan, Raluca Diana Szekely‐Copîndean, Laura Visu‐Petra","doi":"10.1111/sode.12756","DOIUrl":"https://doi.org/10.1111/sode.12756","url":null,"abstract":"Understanding what others think and feel, an essential ingredient of social functioning, develops early on, allowing children to understand and evaluate other people's actions. To assess whether those actions break or uphold moral rules (moral judgments), children must consider the agent's intentions and whether the action harms or helps others. The present study investigated longitudinally the changes and interrelations between cognitive and affective perspective‐taking and moral evaluations in 3‐ to 5‐year‐old preschoolers (<jats:italic>N</jats:italic> = 92, 43 girls). We assessed children's first‐order theory of mind and their ability to understand other people's emotions. Next, we presented them with two moral stories which measured how children evaluated the “good” or “bad” nature of the character's intention, and whether the character deserved to be punished. Controlling for inhibitory control—which is thought to help individuals integrate information about intention—and for time across development, our main findings showed that moral judgment was positively associated with theory of mind and that both moral judgment and punishment were positively associated with the ability to understand other people's emotions. There were developmental effects for each of the measured variables, improvements being visible 15 months later, especially in the case of the theory of mind and punishment attributions. We discuss our findings in light of recent models of moral judgment regarding the processes involved in children's moral judgments and put forward future methodological directions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570151","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}
Young children's lie‐telling behavior is associated with their theory of mind (ToM) development. However, current evidence is primarily based on cross‐sectional studies, with very little longitudinal evidence on the causal relation between the two constructs. The current study provided much‐needed cross‐lagged longitudinal evidence on the association between ToM and lying in young children. Adopting a short‐term longitudinal design, we tested 104 normally developing children's (64 boys, M = 54.0 months) false belief understanding and lie‐telling behaviors three times at 4‐month intervals. Results showed the cross‐lagged model fit the data well. Lie‐telling behaviors exhibited moderate stability across the three time points, while ToM exhibited moderate stability between the first two time points but not between Time 2 and Time 3. Earlier false belief understanding significantly predicted children's later lie‐telling behavior, controlling for family socioeconomic status, child age, gender, only child status, and Time 1 verbal ability and inhibitory control. On the contrary, earlier lie‐telling did not predict later false beliefs understanding. We concluded that earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa.
{"title":"Earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa","authors":"Zhenlin Wang, Xiaozi Gao, Yihan Shao","doi":"10.1111/sode.12757","DOIUrl":"https://doi.org/10.1111/sode.12757","url":null,"abstract":"Young children's lie‐telling behavior is associated with their theory of mind (ToM) development. However, current evidence is primarily based on cross‐sectional studies, with very little longitudinal evidence on the causal relation between the two constructs. The current study provided much‐needed cross‐lagged longitudinal evidence on the association between ToM and lying in young children. Adopting a short‐term longitudinal design, we tested 104 normally developing children's (64 boys, <jats:italic>M</jats:italic> = 54.0 months) false belief understanding and lie‐telling behaviors three times at 4‐month intervals. Results showed the cross‐lagged model fit the data well. Lie‐telling behaviors exhibited moderate stability across the three time points, while ToM exhibited moderate stability between the first two time points but not between Time 2 and Time 3. Earlier false belief understanding significantly predicted children's later lie‐telling behavior, controlling for family socioeconomic status, child age, gender, only child status, and Time 1 verbal ability and inhibitory control. On the contrary, earlier lie‐telling did not predict later false beliefs understanding. We concluded that earlier false belief understanding predicts later lie‐telling behavior in preschool children, but not vice versa.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"54 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570153","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}
Adva Eichengreen, Yung‐Ting Tsou, Lisa‐Maria van Klaveren, Anat Zaidman‐Zait, Alexander Koutamanis
Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hard researched in the schoolyard context. We exploratively compared preadolescents (M = 10.48, SD = .93) with (N = 8) and without (N = 207) hearing loss in their continuous schoolyard interactions during 21 recess assessments, using proximity sensors and field observations, alongside measurements of peer acceptance, friendships and sense of connectedness, based on peer nominations and self‐reports. Deaf and hard‐of‐hearing preadolescents spent less time interacting in the schoolyard, a trend which was stable throughout recess. Deaf and hard‐of‐hearing students interacted with the same number of partners as their classmates, but posthoc analyses suggest that towards the end of long recess periods they had a sharper drop in the number of their interaction partners. Field observations suggest that deaf and hard‐of‐hearing preadolescents who were socially active became more isolated the longer the break lasted, and that physical proximity did not necessarily indicate positive interactions. Findings underscore the importance of using multimethod designs that assess various dimensions of social participation and account for the temporal dynamics of recess interactions. Proximity sensors, combined with qualitative observations, enabled to detect social difficulties not detected by more traditional measures, hence valuable for social inclusion research and interventions.
{"title":"Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents","authors":"Adva Eichengreen, Yung‐Ting Tsou, Lisa‐Maria van Klaveren, Anat Zaidman‐Zait, Alexander Koutamanis","doi":"10.1111/sode.12755","DOIUrl":"https://doi.org/10.1111/sode.12755","url":null,"abstract":"Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hard researched in the schoolyard context. We exploratively compared preadolescents (<jats:italic>M</jats:italic> = 10.48, <jats:italic>SD</jats:italic> = .93) with (<jats:italic>N </jats:italic>= 8) and without (<jats:italic>N </jats:italic>= 207) hearing loss in their continuous schoolyard interactions during 21 recess assessments, using proximity sensors and field observations, alongside measurements of peer acceptance, friendships and sense of connectedness, based on peer nominations and self‐reports. Deaf and hard‐of‐hearing preadolescents spent less time interacting in the schoolyard, a trend which was stable throughout recess. Deaf and hard‐of‐hearing students interacted with the same number of partners as their classmates, but posthoc analyses suggest that towards the end of long recess periods they had a sharper drop in the number of their interaction partners. Field observations suggest that deaf and hard‐of‐hearing preadolescents who were socially active became more isolated the longer the break lasted, and that physical proximity did not necessarily indicate positive interactions. Findings underscore the importance of using multimethod designs that assess various dimensions of social participation and account for the temporal dynamics of recess interactions. Proximity sensors, combined with qualitative observations, enabled to detect social difficulties not detected by more traditional measures, hence valuable for social inclusion research and interventions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"49 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551561","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}
Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang
The present study aimed to examine the longitudinal relationship between social inhibition and behavior problems in preschoolers, as well as the potential moderating role of maternal parenting styles (authoritative, authoritarian, and permissive) in this relationship. A total of 196 preschoolers aged 3–4 years (MT1 = 3.460, SD = .594) and their mothers participated in the study, which involved two‐time points. Specifically, teachers assessed preschoolers' social inhibition at the first time point (November 2018). After 1 year (November 2019), mothers reported parenting styles and preschoolers' behavior problems. The results revealed that higher levels of social inhibition were positively associated with increased behavior problems in preschoolers. Furthermore, it was found that a high maternal authoritative parenting style buffered the positive association between social inhibition and preschoolers' behavior problems. However, maternal authoritarian and permissive parenting styles did not act as moderators. These findings emphasized the importance of maternal authoritative parenting style for behavior problems in preschoolers with social inhibition.
{"title":"The effect of social inhibition on preschoolers' behavior problems: The moderating role of maternal parenting styles","authors":"Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang","doi":"10.1111/sode.12754","DOIUrl":"https://doi.org/10.1111/sode.12754","url":null,"abstract":"The present study aimed to examine the longitudinal relationship between social inhibition and behavior problems in preschoolers, as well as the potential moderating role of maternal parenting styles (authoritative, authoritarian, and permissive) in this relationship. A total of 196 preschoolers aged 3–4 years (<jats:italic>M</jats:italic><jats:sub>T1</jats:sub> = 3.460, SD = .594) and their mothers participated in the study, which involved two‐time points. Specifically, teachers assessed preschoolers' social inhibition at the first time point (November 2018). After 1 year (November 2019), mothers reported parenting styles and preschoolers' behavior problems. The results revealed that higher levels of social inhibition were positively associated with increased behavior problems in preschoolers. Furthermore, it was found that a high maternal authoritative parenting style buffered the positive association between social inhibition and preschoolers' behavior problems. However, maternal authoritarian and permissive parenting styles did not act as moderators. These findings emphasized the importance of maternal authoritative parenting style for behavior problems in preschoolers with social inhibition.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"750 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507217","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}
Anna Bennet, Yana Kuchirko, May Ling D. Halim, Philip R. Costanzo, Carol L. Martin, Adam Stanaland, Diane Ruble
Exposure to diverse peers can expand children's experiences and skillsets, and these positive effects linger beyond childhood. Yet, little is known about the ethnic/racial, gender, and age diversity in children's peer groups and how it may shift over time. Even less is known about these patterns among US nonwhite children. In the present study, we thus explored how diversity (with regard to ethnicity/race, gender, and age) in ethnically minoritized children's peer groups change from infancy through early childhood and tested whether the diversity of early peer groups remained stable across time. Over a 6‐year period we followed 234 children (ages 1–6; 115 girls) from three large ethnic/racial minority groups in the United States: African American, Dominican American, and Mexican American. With age, children's peer groups increased in ethnic/racial diversity but decreased in gender and age diversity. Moreover, children's early peer diversity (at/around age 2–4) positively predicted the diversity of their later peer groups (at/around age 6) across all three types of diversity. This study provides novel insights into how children's peer groups change and grow in early development, particularly focusing on children from backgrounds that have been historically underrepresented in psychological science.
{"title":"A 6‐year longitudinal exploration of diversity in ethnically/racially minoritized children's early peer circles","authors":"Anna Bennet, Yana Kuchirko, May Ling D. Halim, Philip R. Costanzo, Carol L. Martin, Adam Stanaland, Diane Ruble","doi":"10.1111/sode.12744","DOIUrl":"https://doi.org/10.1111/sode.12744","url":null,"abstract":"Exposure to diverse peers can expand children's experiences and skillsets, and these positive effects linger beyond childhood. Yet, little is known about the ethnic/racial, gender, and age diversity in children's peer groups and how it may shift over time. Even less is known about these patterns among US nonwhite children. In the present study, we thus explored how diversity (with regard to ethnicity/race, gender, and age) in ethnically minoritized children's peer groups change from infancy through early childhood and tested whether the diversity of early peer groups remained stable across time. Over a 6‐year period we followed 234 children (ages 1–6; 115 girls) from three large ethnic/racial minority groups in the United States: African American, Dominican American, and Mexican American. With age, children's peer groups increased in ethnic/racial diversity but decreased in gender and age diversity. Moreover, children's early peer diversity (at/around age 2–4) positively predicted the diversity of their later peer groups (at/around age 6) across all three types of diversity. This study provides novel insights into how children's peer groups change and grow in early development, particularly focusing on children from backgrounds that have been historically underrepresented in psychological science.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"67 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601544","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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