Developmental Psychology最新文献

The present study examines the interaction between household chaos, parental control, and parental rejection/acceptance (i.e., warmth) in predicting adolescent executive function (EF) skills in a diverse sample. We tested a three-way interaction to understand the direct and interactive effects of household chaos, parental control, and parental rejection/acceptance on adolescent EF within a short-term longitudinal study design. Participants were 14- to 15-year-olds and their parents (n = 220 mother-adolescent dyads, n = 139 father-adolescent dyads, 48% females) from approximately equal numbers of African American (34%), Hispanic American (36%), and European American (29%) U.S. families. Mothers, fathers, and adolescents completed interviews and questionnaires, and adolescents completed EF tasks of cognitive control. Better adolescent EF was predicted by lower level household chaos, but no main effects of adolescent perceptions of control or rejection on adolescent EF were observed. For mothers, only a three-way interaction emerged among controlling behavior, rejection, and household chaos: Among mothers who showed higher levels of rejection (i.e., low warmth) toward their adolescents, the negative association between controlling behavior and adolescent EF was significant in more chaotic households. In contrast, no association between maternal controlling behavior and adolescent EF emerged in less chaotic households regardless of the extent of maternal rejection. When multiple risk factors such as maternal rejection and household chaos coexist, the detrimental impact of maternal controlling behavior on adolescent EF becomes pronounced. No similar effect emerged for fathers, suggesting that these processes may be specific to the mother-adolescent relationship. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The dual systems model of adolescent development asserts that the neurobiological systems underlying reward/motivational processes and cognitive control mature at different rates, resulting in an "imbalance" during adolescence whereby adolescents are biased toward rewards but unable to exert sufficient executive control in risk-taking contexts. While a hypothesized imbalance between these systems is central to the dual systems model, few studies have investigated longitudinal trajectories within and between each system with age. Therefore, this validation study assessed the developmental trajectories of the reward and control systems, and directly quantified within-person differences between these systems using an accelerated longitudinal design, including up to five biennial assessments per participant. The sample included 166 predominately White individuals from middle-class to upper-middle-class backgrounds, aged 9-29 years, of which 54% were female at birth. Results indicate that both self-reported reward sensitivity and laboratory-based executive functions increase rapidly during early adolescence and plateau by early adulthood. Findings provide evidence for a unique period of developmental imbalance with heightened reward sensitivity relative to executive control present in early adolescence and imply that most adolescents demonstrate top-down regulatory control over incentive-reward motivation by mid-to-late adolescence. However, some individuals deviate from this mean-level trend, suggesting that individual differences in neurodevelopment must be considered as important determinants of decision-making in later adolescence. Further research into how developmental differences between reward and control systems relate to decision-making processes, including risk-taking tendencies, is an important future direction for this research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

One hundred twenty-six children (between 6 and 13 years) in 71 families who were resettled in Canada, as a result of the Syrian Civil War, were followed up over 3 years, using a sibling comparison, longitudinal design. This design allowed us to test the hypothesis that host country receptive language competence (L2) protects refugee children's mental health in families with limited resources (low parental education, large family size). The sibling comparison design unconfounded within- and between-family processes. Results using multilevel growth curve modeling showed that children's externalizing behavior started high and decreased over the 3 years of study. Receptive L2 was found to protect refugee children from the risks of low parental education and large family size while ruling out the possibility that this protective process occurred between families. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

With the aim of unraveling the developmental dynamics of executive functions (EF), this person-oriented longitudinal study investigated the stability and change of EF across 3 years from middle childhood into early adolescence. A community sample of 1,657 school children (52% female) completed behavioral tasks measuring three cool (inhibition, working memory updating, cognitive flexibility) and two hot EF facets (affective decision making [DM], delay of gratification) at three timepoints. Via random-intercept latent transition analyses, children were assigned to one of four profiles of EF performance at T1 (M_age = 8.36, SD = 0.95) and T2 (M_age = 9.11, SD = 0.93): all-average, low-delay, regulated-DM, and low-inhibition. At T3 (M_age = 11.06, SD = 0.92), the regulated-DM and low-inhibition profiles disbanded, and new high-hot EF and mixed-hot EF profiles emerged. Across 3 years, 35% of children remained assigned to their initial profile, whereas 22% of children experienced profile transitions reflecting increasing EF performance (e.g., all-average to high-hot EF), and 21% experienced decreasing performance (e.g., all-average to low-delay). Profile membership was differentially associated with age and binary sex. These results suggest substantial interindividual differences and intraindividual change across EF performance-particularly at the onset of adolescence and for hot facets. The findings offer new explanations for contradictory results from variable-oriented research on hot EF development. Furthermore, by disaggregating unique longitudinal EF transitions, differentiated patterns of stability and change were revealed. The findings provide a basis for future research and applications targeting individual EF strengths and weaknesses during development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This study tests Frankenhuis and Panchanathan's (2011) evolutionary commitment hypothesis by examining individual differences in susceptibility to the effects of parenting during early and late childhood. Drawing from the Future of Families and Child Well-Being Study (N = 4,898; 2,342 girls; White/Black/Latinx/other = 590/1,601/813/261) and the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364; 659 girls; White/non-Hispanic = 1,097, Black = 176, other = 91), we investigated whether the consistency of early-life conditions affects later susceptibility to parenting with respect to children's cognitive functioning and problem behavior. We hypothesized that children with more consistent early-life experiences of threat will show decreased susceptibility to later parenting (H1), whereas those exposed to greater unpredictability of income will demonstrate increased susceptibility (H2). Susceptibility was measured using influence statistics. While empirical support was not forthcoming in the case of the National Institute of Child Health and Human Development Study, there was evidence in the Future of Families and Child Wellbeing Study consistent with H2 (but not H1). Despite the limited evidence for the evolutionary commitment hypothesis, more research is needed before strong conclusions can be drawn about the evolutionary commitment hypothesis. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Parental racial socialization has promotive and protective effects on children's development as they navigate their racialized worlds. Few studies have focused on how Asian American parents navigate conversations about race and racism with their children during middle childhood and early adolescence, even though children during this period are making sense of race-related topics and their racial-ethnic identities. The present study qualitatively explored Asian American parents' racial socialization motivations and beliefs. Semistructured interviews were conducted with a diverse sample of 68 Asian American parents (M_age = 43.4 years, SD = 5.0; 78% mothers) with children between the ages of 6 and 12, residing across the United States. About two thirds of the parents were second generation and one third were first generation. Data were coded and thematically analyzed using a hybrid inductive-deductive approach. The results indicated that many parents were motivated to engage in conversations about race and racism with their children because they believed knowledge of racism and the ability to cope with and respond to racial discrimination would benefit their children's development. However, some parents reported waiting to have such conversations because they believed talking about race and racism with their children would be detrimental to their children's well-being. Qualitative differences by generational status and family racial-ethnic makeup (i.e., monoracial, multiracial) suggest that parents' racial socialization decisions are reflective of their acculturation experiences and that racial socialization engagement among parents of multiracial children is sometimes dependent on their children's racialized experiences. Implications for researchers and practitioners are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Exposure to ethnic-racial discrimination is a common experience for immigrant and ethnic-racial minoritized youth in the United States. Given the detrimental effects of exposure to ethnic-racial discrimination for minoritized youth development and adjustment, it is important to elucidate risk-reducing mechanisms, processes set in motion in response to risk that support adolescent adjustment. Specifically, this study investigated whether ethnic-racial identity (ERI) achievement and affirmation functioned as mediating mechanisms that reduced the negative effects of peer ethnic-racial discrimination on youth adjustment, particularly their bicultural competence development. The sample included 749 U.S. Mexican-origin youth (30% Mexico-born; 51% male) followed from early to late adolescence (M_age = 12.79-17.38 years; 2004-2013). Longitudinal mediation analyses revealed that middle-adolescent ERI achievement (but not affirmation) served as a risk reducer, mediating the association between early-adolescent exposure to peer ethnic-racial discrimination and late-adolescent bicultural competence. Specifically, early-adolescent exposure to peer ethnic-racial discrimination was associated with increases in late-adolescent bicultural competence via increases in middle-adolescent ERI achievement. These findings were consistent across youth with different social positions based on gender and nativity status. Findings highlight minoritized youth resilience characterized by increased bicultural competence in the face of peer ethnic-racial discrimination. Importantly, this resilience was possible via increases in their ERI achievement. This study advances a developmental understanding of adaptive responses to peer ethnic-racial discrimination across adolescence and elucidates intervening mechanisms that can promote youth positive development in the context of marginalization. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Parents' critical consciousness has been theorized to facilitate race conversations that center on how social structures, policies, and historical factors perpetuate inequities, but few studies have investigated this link empirically. The current analysis examines the associations between Black and white parents' critical consciousness and their anti-racist socialization amid the 2020 Black Lives Matter movement. Participants were 725 parents (344 Black, 381 white, M_age = 38.08, SD = 7.00) of 8- to 11-year-old children who completed an online survey between October 2020 and January 2021, following the murder of George Floyd. Using latent profile analysis, the results show how Black and white parents' critical consciousness profiles are differentially related to whether and how they discussed Black Lives Matter with their children. Overall, both Black and white parents with higher levels of critical consciousness were more likely to engage in anti-racist socialization that countered dominant white supremacist and anti-Black ideologies, though fewer white parents did so than Black parents. The article discusses the implications of the findings for fostering critical racial socialization practices and offers a (re)conceptualization of racial socialization as a form of critical action for parents. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Moving is a common experience for U.S. families and may negatively affect the mental health of both parents and children. In this study, we examined how residential mobility is associated with changes in mental health over time among mothers and children in the Future of Families and Child Wellbeing Study (previously "Fragile Families") from the child's birth to age 15. Using path analyses, we found that moving frequently when children were young was associated with greater depression among mothers when their children were 5, which, in turn, was associated with maternal and child mental health outcomes in the middle childhood and adolescent periods. That is, maternal depression acted as a pathway through which early residential mobility was associated with both maternal and child outcomes over time. This study highlights the complex interplay between residential mobility and maternal and child mental health and the critical role of maternal depression. Results underscore the need to support mothers who move frequently to support their own and their children's mental health in the years to follow. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Families of color often face daily racist incidents that lead to dynamic interactions and race-based messaging between parents and children; however, few studies have examined this phenomenon in Asian American families. Using 60 days of daily-diary data from a national sample of 108 adolescents (53.7% girls; range = 11-18-year-old; M_age = 14.8 years, SD_age = 1.7, 29.6% low-income), this study examined (a) how different forms of parental racial-ethnic socialization (PRES) moderated associations between racial-ethnic discrimination (RED) and Asian American adolescents' psychosocial well-being and (b) how coping strategies mediated links between PRES and psychosocial outcomes. Results suggested that cultural socialization and post-discrimination emotional support protected Asian American adolescents from the effects of RED on their affect and problem behaviors, whereas preparation for bias intensified the negative impact of RED on youth's psychological well-being. Active problem solving mediated the relationship between effective PRES approaches and youth's psychosocial outcomes. This study highlights the need for evidence-based approaches to enhance racial-ethnic socialization skills among Asian American parents, as these efforts may be crucial for fostering resilience in their adolescent children. (PsycInfo Database Record (c) 2025 APA, all rights reserved).