Developmental Psychology最新文献

Well-being has been thoroughly studied worldwide mostly using questionnaires. Still, it is unclear what well-being means in specific contexts, as studies found that both well-being and underlying psychological needs may vary across cultures. In Aruba, concerns were raised regarding youth well-being. Therefore, this project used a mixed-method approach to explore the development of young people's well-being in Aruba. By taking a culture and human development approach, this project aims to conceptualize the concept and measurement of well-being in context. Students (n = 422) from three vocational schools in Aruba responded to a questionnaire based on the Self Determination Theory. Their age ranged from 16 to 25 years old, 52.7% were female, 43.9% male and 3.4% identified themselves as other. A total of 193 participants identified themselves as Aruban (43.7%), 130 as Aruban mixed with another culture (29.4%) and 118 as non-Aruban (26.7%). A total of 33 students from the larger sample participated in semistructured interviews. Results show moderate rates of satisfaction on the psychological needs questionnaire. Interviews with a subset of the research participants provide a more nuanced understanding of their psychological needs and reveal other needs as well. Cluster analysis shows three subgroups within the interview sample. One group was a less motivated group, the second group had a challenging home environment, and the third group showed high signs of ambition. The discussion focuses on the importance of using mixed methods and considering the cultural context when exploring concepts such as well-being in majority world countries. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Despite increasing awareness of sample, author, and editor representation and measurement equivalence in developmental psychology (DP), implicit and nuanced unevenness in the knowledge production consolidating the persisting Minority World dominance remains less explored. Inspired by Chen's (2010) "Asia as Method," this commentary introduces and investigates interreferencing among Majority World countries as a methodological approach that could potentially break through the Minority World dominance. A survey of 3,879 empirical articles from four top DP journals (Developmental Psychology, Child Development, Developmental Science, International Journal of Behavioral Development) up to 2022 showed that the total volume and proportion of studies including any Majority World sample(s) grew from the 2003-2013 period (11.41%) to the 2018-2022 period (14.72%). Nevertheless, studies including multiple Majority World samples (and potentially, using each other as points of reference) remain rare (1.31%), and existing interreferencing studies appear to be the fruits of exceptional teams rather than routinized scholarly practices. While challenging, interreferencing among Majority World countries is important as it can help demonstrate the contextual diversity within the Majority World; identify and test border-crossing processes and their developmental impacts; generate new scholarly insight; avoid essentialist or nationalist interpretation of research findings; and alleviate power imbalance in international research teams. Without excluding Minority World scholarship or undervaluing studies that include single Majority World samples, interreferencing can help Majority World scholars accumulate a greater presence, build allegiance, and develop a stronger sense of subjectivity that would lead to theoretical and methodological breakthroughs in the long run. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Adolescents' experiences of discrimination and their health consequences are understudied in non-Western cultures. Using data from 90 rural Chinese adolescents (M_age = 13.70; 49% female), this study examined cumulative and daily experiences of peer discrimination (based on socioeconomic status, gender, parental migration status, appearance, grades) and their associations with diurnal cortisol output. Data highlighted a high prevalence of peer discrimination, with 85% of the sample reporting any type of cumulative discrimination in the current semester and 56% of the sample reporting any type of daily discrimination over three consecutive days. At the within-person level, daily peer discrimination (regardless of type) was associated with exaggerated cortisol functioning (i.e., more pronounced rise and fall as indicated by steeper slopes and lower bedtime levels) on the same day; daily discrimination based on parental migration status was also associated with higher cortisol awakening responses on the next day. At the between-person level, cumulative discrimination based on socioeconomic status and gender (but not other factors) was associated with exaggerated cortisol functioning (higher waking levels, steeper slopes). The study also offered a methodological example for collecting daily and cortisol data in rural boarding schools in China. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This article describes the adaptation of the MacArthur-Bates Communicative Development Inventory (CDI) for South Africa's 11 official spoken languages. The CDI is a parent-report tool that measures early language development from 8 to 30 months. We developed cross-linguistically comparable CDIs, representing two distinct language families, West Germanic and southern Bantu, using a common protocol. We describe our approach to item construction and harmonization across languages and to obtaining sociodemographic information in different cultural settings. Issues such as language contact and variation, sampling, data collection, and quality control are discussed as well as item selection and instrument reliability and validity. This study highlights key issues for CDI adaptations and other instrument development in understudied contexts and discusses the theoretical implications of adding this diverse set of cross-linguistically comparable languages for early child language research. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The quality of the home language environment and communicative interactions between caregivers and children are crucial components of child language development. We used the Language ENvironment Analysis (LENA) technology to assess children's language environments (adult word count, conversational turns, and child vocalizations) among a sample of children and their caregivers in rural Lesotho. We assessed whether a parenting intervention led to improvements in children's language environments. LENA data were collected from a randomly selected subsample of children enrolled in a cluster-randomized controlled trial. Language environment data were collected at the 12-month follow-up from 607 children (50.4% female; 28-81 months of age) and their caregivers using two different methodological approaches. For the 299 children (157 intervention; 142 control) in Sample 1 who wore the LENA device at home over 2 days, children's home language environments did not differ significantly by intervention and control conditions. For the 308 children (152 intervention; 156 control) in Sample 2 who wore the LENA device during a brief video-recorded caregiver-child interaction task, adult word count (0.4 SD; CI [0.026, -0.76]), conversational turns (0.31 SD; CI [0.03, 0.59]), and child vocalization count (0.36 SD; CI [0.03, 0.68]) were significantly higher during the interaction task in the intervention arm compared to the control arm. Interactions in the intervention arm were also characterized by significantly less silence. Our study demonstrates that despite the challenges it presents, measuring children's development in majority world settings remains an important priority, and that consideration of the local context should be prioritized within this research agenda. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Positive youth development (PYD) has gained considerable traction among developmental scientists, but past studies were generally conducted among youth samples from Minority World countries. This study investigated the factorial validity of the newly developed 7Cs model of PYD (competence, confidence, connection, character, caring, contribution, and creativity). Specifically, we compared four measurement models (one-factor, seven-factor, higher order, and bifactor) among emerging adults living in five Southeast Asian countries. The study also aimed to establish evidence of measurement invariance across gender, age, education, and country of origin. Criterion-related validity was also sought using COVID-19 socially responsive behaviors and anxiety. Controlling for the influence of gender, age, and education, sample-level comparisons were also performed on the 7Cs. Data came from 1,888 emerging adults (M_age = 24.10; SD_age = 6.89) from Indonesia (n = 253), Malaysia (n = 289), the Philippines (n = 496), Singapore (n = 306), and Thailand (n = 544) during the pandemic. The results supported the superiority of the seven-factor model, which exhibited strict invariance across gender, age, and education and partial scalar invariance across country of origin. The 7Cs exhibited mixed associations with the pandemic-related measures. Significant differences were found in the 7Cs across the five countries. The study provides additional evidence on the theoretical validity of the 7Cs model among youth from understudied settings, while also highlighting avenues for refining current PYD measures. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Researchers have raised concerns about parental migration's effects on various aspects of the left-behind children's development. However, there is limited understanding of how parental migration influences children over the life course. This study aimed to fill this gap by investigating how exposure to parental migration during childhood shapes later development in Indonesia and the Philippines, two major labor-sending countries in Southeast Asia. Adopting a life course perspective, we examine how the timing, sequence, and cumulative extent of parental migration affect children's outcomes. We used longitudinal data from 1,023 households in 2008 (with children aged 4.56 on average) and 849 households in 2016/17 (with children aged 12.78 on average). Retrospective information on children's exposure to parental migration during early childhood (under 3), middle childhood (4-5), and late childhood (6-10) was constructed for its impact on individuals' school performance and psychological well-being during early adolescence (11-14). The findings indicate that the timing of children's initial exposure to parental migration impacts certain aspects of their development. In Indonesia, paternal migration during middle or late childhood is associated with a trade-off between improved school performance and reduced prosocial behavior. For Filipino children, maternal migration during the first 3 years is linked to higher levels of internalizing problems, while migration during middle and late childhood reduces the risk of such problems. These findings underscore the importance of tailored policies and support programs that acknowledge the diverse impacts of parental migration across different developmental stages, considering distinct cultural contexts. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Parental ethnotheories delineate culturally shared beliefs about the nature of children and normative parenting in a particular cultural niche. Using a sequential mixed-methods design, we assessed parental ethnotheories in a non-White, educated, industrialized, rich, and developed cultural context of Türkiye and developed a parental beliefs scale (PBS) with a culturally informed emic approach in two studies. Study 1 relied on semistructured interviews with 125 Turkish parents (79 mothers, 46 fathers) to better understand parents' beliefs on the child's nature and proper parenting with particular attention to the key demographic characteristics reflecting intracultural diversity. This qualitative inquiry informed the generation of items for a PBS about the nature of children and parenting. In Study 2, we investigated the factor structure, measurement invariance, and the predictive power of the PBS on parenting behaviors with a nationally representative sample of 1,397 parents (796 mothers, 601 fathers) of children aged 3-17 years. Factor analysis revealed three factors representing constraining beliefs, autonomy-enabling beliefs, and beliefs in the malleability of the child. Structural and measurement invariance analyses partially supported the equivalence of the three-factor structure across parent and child gender and child age groups. Regression analyses indicated that constraining beliefs strongly and positively predicted psychological control and punitive behaviors. Autonomy-enabling beliefs predicted positive parenting, while malleability beliefs primarily predicted sociocultural control. Parent education and socioeconomic status moderated the effects of parental beliefs on parenting behaviors. The results were discussed based on parents' gender and socioeconomic status within a developing country, exemplifying a culturally informed assessment approach for the majority world. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Using data from three interrelated studies of Korean adolescents in South Korea (N = 524; M_age = 14.98), China (N = 267; M_age = 15.24), and the United States (N = 408; M_age = 14.76), this study tested the psychometric properties and measurement invariance of multiple measures of family process, including those originally developed for subgroups of Asian Americans and commonly used Western measures. The results showed excellent psychometric properties of the scales in each group and supported metric and scalar invariances, at least partial for some, of the examined measures, providing cross-culturally comparable instruments for diverse Korean communities across the United States and majority countries. The findings also showed nuanced cultural variations despite similar conceptualizations of the constructs across groups. The study compared the means of the family process measures and examined the associations among these measures and with youth adjustments. The results from these urban samples in three different sociopolitical and economic contexts may reflect a complex interplay of culture and minority status in shaping the family process and its impact on youth development, illustrating how the modern Korean family process is flexible and responsive to local contexts. The findings of this study present useful instruments and warrant additional research on the antecedents, mechanisms, and implications of the family process to maximize youth potential in respective contexts. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Researchers have been interested in exploring the distinguishing features of Chinese parenting and its role in child development, yet research in this area has been hindered by the limited availability of appropriate measures. Based on a perspective focusing on care-based power-assertive parenting (CBPAP) that explicitly emphasizes two integrated aspects of Chinese parenting, care and power assertion, parent- and child-report measures of CBPAP were developed and examined in the present study in samples with a rural background in China. Mothers of kindergarten children (N = 1,214; M_age = 54 months, 515 boys) completed the parent-report measure of CBPAP, and students in fourth grade in elementary schools (N = 714; M_age = 10 years, 385 boys) completed the child-report measure for maternal CBPAP and paternal CBPAP. Data on children's adjustment were collected from multiple sources. The results indicated a satisfactory fit of a one-factor model and internal consistency in the measures. Measurement invariance tests indicated the equivalence of the factor structure of the measures across gender and grades. Moreover, the CBPAP measures were positively associated with children's social and academic competence and negatively associated with children's behavioral problems. The study provided evidence for the psychometric properties of the measures and their meaningful relations with children's social, behavioral, and school adjustment. (PsycInfo Database Record (c) 2026 APA, all rights reserved).