The present study investigated the development of social identity centrality dimensions (i.e., Muslim, ethnic, and American identity centrality) among Muslim American youth as well as associations between religious discrimination and social identity centrality trajectories. Data were collected once annually from 2015 to 2017 with 220 Muslim American youth (M = 14.20, SD = 0.94) in the Midwest United States (girls = 53.2%; boys = 42.3%; missing = 4.5%). Participants were Arab (62.3%), Somali (15.9%), and African American (8.6%), among other ethnic groups (less than 2%). Latent growth curve models indicated that Muslim and ethnic identity centrality displayed negative trajectories and that American identity centrality increased over time. Surprisingly, religious discrimination was not associated with social identity centrality trajectories. This research suggests that Muslim American youths' minoritized social identities develop similarly, whereas youths' American social identity develops differently than these identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
本研究调查了美国穆斯林青少年社会身份中心性维度(即穆斯林身份中心性、种族身份中心性和美国身份中心性)的发展情况,以及宗教歧视与社会身份中心性轨迹之间的关联。从2015年到2017年,每年收集一次数据,对象是美国中西部的220名美国穆斯林青年(中=14.20,标差=0.94)(女孩=53.2%;男孩=42.3%;缺失=4.5%)。参与者的种族包括阿拉伯人(62.3%)、索马里人(15.9%)和非裔美国人(8.6%),其他种族的比例不到 2%。潜增长曲线模型显示,穆斯林和种族身份中心性呈现负轨迹,而美国身份中心性则随着时间的推移而增加。令人惊讶的是,宗教歧视与社会身份中心性轨迹无关。这项研究表明,美国穆斯林青少年的少数民族社会身份发展相似,而青少年的美国社会身份发展则与这些身份不同。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
{"title":"Social identity development and religious discrimination among Muslim American youth.","authors":"Josefina Bañales, Muniba Saleem, Sohad Murrar, Deborah Rivas-Drake, Bernardette J Pinetta","doi":"10.1037/dev0001806","DOIUrl":"10.1037/dev0001806","url":null,"abstract":"<p><p>The present study investigated the development of social identity centrality dimensions (i.e., Muslim, ethnic, and American identity centrality) among Muslim American youth as well as associations between religious discrimination and social identity centrality trajectories. Data were collected once annually from 2015 to 2017 with 220 Muslim American youth (<i>M</i> = 14.20, <i>SD</i> = 0.94) in the Midwest United States (girls = 53.2%; boys = 42.3%; missing = 4.5%). Participants were Arab (62.3%), Somali (15.9%), and African American (8.6%), among other ethnic groups (less than 2%). Latent growth curve models indicated that Muslim and ethnic identity centrality displayed negative trajectories and that American identity centrality increased over time. Surprisingly, religious discrimination was not associated with social identity centrality trajectories. This research suggests that Muslim American youths' minoritized social identities develop similarly, whereas youths' American social identity develops differently than these identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2024-03-28DOI: 10.1037/dev0001729
Ryan F Lei, Aaron J Cohen, Peony Wong, Sa-Kiera Tiarra Jolynn Hudson
Children psychologically exclude Black women from their representations of women, but the mechanisms underlying this marginalization remain unclear. Across two studies (N = 129; 49 boys, 78 girls, two gender unreported; 79 White, 27 Black, six Latinx, five Asian, and 12 unreported), the present work tests hair texture as one possible perceptual mechanism by which this might occur. In both studies, children gender-categorized Black, White, and Asian men and women using MouseTracker. Children were slower and had more complex patterns in categorizing Black women when they had textured hair (Study 1A), but not when they had straight hair (Study 1B). Implications for the development of gender as a social category are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Investigating hair cues as a mechanism underlying Black women's intersectional invisibility.","authors":"Ryan F Lei, Aaron J Cohen, Peony Wong, Sa-Kiera Tiarra Jolynn Hudson","doi":"10.1037/dev0001729","DOIUrl":"10.1037/dev0001729","url":null,"abstract":"<p><p>Children psychologically exclude Black women from their representations of women, but the mechanisms underlying this marginalization remain unclear. Across two studies (<i>N</i> = 129; 49 boys, 78 girls, two gender unreported; 79 White, 27 Black, six Latinx, five Asian, and 12 unreported), the present work tests hair texture as one possible perceptual mechanism by which this might occur. In both studies, children gender-categorized Black, White, and Asian men and women using MouseTracker. Children were slower and had more complex patterns in categorizing Black women when they had textured hair (Study 1A), but not when they had straight hair (Study 1B). Implications for the development of gender as a social category are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140307339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2024-07-08DOI: 10.1037/dev0001789
Adam J Hoffman, Hannah L Schacter
Given the importance of self-esteem for promoting adolescents' social, psychological, and academic adjustment and the growing importance of social identities during adolescence, this five-wave study examined whether an identity-based self-affirmation intervention attenuated declines in adolescent self-esteem following the high school transition. A sample of ninth graders in the United States (N = 388; Mage = 14.05; 60.6% female; 35.8% male; 3.6% nonbinary, trans, or identifying with another gender; 46% White, 19% Black, 17% Asian, 6% Arab, Middle Eastern, North African, 6% Biracial/Multiethnic, 3% Latinx/Hispanic, and 3% another race/ethnicity) was recruited for the study. Following completion of a baseline online survey assessing self-esteem, participants were assigned to one of three conditions and corresponding writing exercises: identity-based self-affirmation, values-based self-affirmation, or control. Participants completed the same writing exercise during the first three waves of the study, and they completed measures of self-esteem at all five waves. Results indicated that participants in the self-affirmation conditions, but not the control condition, were protected from declining self-esteem across 1 year. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"The promise of an identity-based self-affirmation intervention in protecting against self-esteem declines at the high school transition.","authors":"Adam J Hoffman, Hannah L Schacter","doi":"10.1037/dev0001789","DOIUrl":"10.1037/dev0001789","url":null,"abstract":"<p><p>Given the importance of self-esteem for promoting adolescents' social, psychological, and academic adjustment and the growing importance of social identities during adolescence, this five-wave study examined whether an identity-based self-affirmation intervention attenuated declines in adolescent self-esteem following the high school transition. A sample of ninth graders in the United States (<i>N</i> = 388; <i>M</i><sub>age</sub> = 14.05; 60.6% female; 35.8% male; 3.6% nonbinary, trans, or identifying with another gender; 46% White, 19% Black, 17% Asian, 6% Arab, Middle Eastern, North African, 6% Biracial/Multiethnic, 3% Latinx/Hispanic, and 3% another race/ethnicity) was recruited for the study. Following completion of a baseline online survey assessing self-esteem, participants were assigned to one of three conditions and corresponding writing exercises: identity-based self-affirmation, values-based self-affirmation, or control. Participants completed the same writing exercise during the first three waves of the study, and they completed measures of self-esteem at all five waves. Results indicated that participants in the self-affirmation conditions, but not the control condition, were protected from declining self-esteem across 1 year. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2024-07-08DOI: 10.1037/dev0001781
GeckHong Yeo, Eddie M W Tong
The college transition is a time of great emotional lability, and sharing emotional experiences with parents can be beneficial for first-year students. Guided by the social sharing of emotions framework and the cultural theory on self-construal, this study investigated the developmental course of freshmen's emotional disclosure with parents during the first semester and the mediating role of independence-orientation in two Asian contexts-Beijing (China) and Singapore. Using experience sampling method (online diary), 205 Chinese freshmen (Mage = 19.43) and 291 Singapore freshmen (Mage = 19.44) reported on four facets of emotional disclosure with parents (frequency, intimacy, negativity, and positivity) across four timepoints and their independence-interdependence orientation (Time 1). Latent growth curve modeling comparing the two Asian samples revealed that frequency increased for Chinese students and decreased for Singapore students. Intimacy indicated upward trajectories for both Asian samples, whereas negativity and positivity showed downward trajectories but were less pronounced for Chinese students. Mediated latent growth curve modeling revealed that the cultures predicted independence-orientation, which in turn negatively predicted increase in frequency for the Singapore sample and positively predicted decrease for the Chinese sample. Independence-orientation negatively predicted increase in intimacy, positively predicted decline in negativity, and negatively predicted decline in positivity. In sum, we found complex and differentiated trajectories for the four facets of emotional disclosure in two Asian samples and the mediating role of independence-orientation in explaining cultural differences in the trajectories, which have implications for understanding emotional disclosure to parents during the developmental phase of the college transition in Asian contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Trajectories of emotional disclosure with parents during the college transition among Asian first-year students.","authors":"GeckHong Yeo, Eddie M W Tong","doi":"10.1037/dev0001781","DOIUrl":"10.1037/dev0001781","url":null,"abstract":"<p><p>The college transition is a time of great emotional lability, and sharing emotional experiences with parents can be beneficial for first-year students. Guided by the social sharing of emotions framework and the cultural theory on self-construal, this study investigated the developmental course of freshmen's emotional disclosure with parents during the first semester and the mediating role of independence-orientation in two Asian contexts-Beijing (China) and Singapore. Using experience sampling method (online diary), 205 Chinese freshmen (<i>M</i><sub>age</sub> = 19.43) and 291 Singapore freshmen (<i>M</i><sub>age</sub> = 19.44) reported on four facets of emotional disclosure with parents (frequency, intimacy, negativity, and positivity) across four timepoints and their independence-interdependence orientation (Time 1). Latent growth curve modeling comparing the two Asian samples revealed that frequency increased for Chinese students and decreased for Singapore students. Intimacy indicated upward trajectories for both Asian samples, whereas negativity and positivity showed downward trajectories but were less pronounced for Chinese students. Mediated latent growth curve modeling revealed that the cultures predicted independence-orientation, which in turn negatively predicted increase in frequency for the Singapore sample and positively predicted decrease for the Chinese sample. Independence-orientation negatively predicted increase in intimacy, positively predicted decline in negativity, and negatively predicted decline in positivity. In sum, we found complex and differentiated trajectories for the four facets of emotional disclosure in two Asian samples and the mediating role of independence-orientation in explaining cultural differences in the trajectories, which have implications for understanding emotional disclosure to parents during the developmental phase of the college transition in Asian contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk that are most beneficial to children's number understanding. The current project examines whether embedding number talk in goal-based stories leads to more robust number learning than providing the same numeric input outside of this context. Parent-child dyads (N = 71; child age = 3 years) were randomly assigned within their preintervention cardinal number understanding levels to one of three conditions: rich counting books (narrative and pictures involving a number goal), sparse counting books (text and pictures that provide opportunities to count and label the same cardinalities as in the rich condition but with no narrative), or nonnumerical control books that involve labeling colors of objects. Children's number knowledge was measured at pretest and at 2 and 4 weeks into the intervention. Findings showed that children randomized to rich counting book condition showed significantly greater cardinal number knowledge and counting skill by the final testing session compared to children in the sparse counting book condition and the color control book condition, which did not significantly differ from each other. Results have implications for the types of number talk that most effectively support children's number learning in the home environment and for the design of interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books.","authors":"Cristina Carrazza, Susan C Levine","doi":"10.1037/dev0001826","DOIUrl":"https://doi.org/10.1037/dev0001826","url":null,"abstract":"<p><p>Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk that are most beneficial to children's number understanding. The current project examines whether embedding number talk in goal-based stories leads to more robust number learning than providing the same numeric input outside of this context. Parent-child dyads (<i>N</i> = 71; child age = 3 years) were randomly assigned within their preintervention cardinal number understanding levels to one of three conditions: rich counting books (narrative and pictures involving a number goal), sparse counting books (text and pictures that provide opportunities to count and label the same cardinalities as in the rich condition but with no narrative), or nonnumerical control books that involve labeling colors of objects. Children's number knowledge was measured at pretest and at 2 and 4 weeks into the intervention. Findings showed that children randomized to rich counting book condition showed significantly greater cardinal number knowledge and counting skill by the final testing session compared to children in the sparse counting book condition and the color control book condition, which did not significantly differ from each other. Results have implications for the types of number talk that most effectively support children's number learning in the home environment and for the design of interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leher Singh, Dana Basnight-Brown, Bobby K Cheon, Rowena Garcia, Melanie Killen, Reiko Mazuka
Increasing geographical and cultural diversity in research participation has been a key priority for psychological researchers. In this article, we track changes in participant diversity in developmental science over the past decade. These analyses reveal surprisingly modest shifts in global diversity of research participants over time, calling into question the generalizability of our empirical foundation. We provide examples from the study of early child development of the significant epistemic and ethical costs of a lack of geographical and cultural diversity to demonstrate why greater diversification is essential to a generalizable science of human development. We also discuss strategies for diversification that could be implemented throughout the research ecosystem in the service of a culturally anchored, generalizable, and replicable science. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
提高研究参与的地域和文化多样性一直是心理学研究人员的首要任务。在本文中,我们追踪了过去十年来发展科学领域参与者多样性的变化。这些分析表明,随着时间的推移,研究参与者的全球多样性发生了令人惊讶的微小变化,这让我们对我们的经验基础是否具有普遍性产生了疑问。我们从儿童早期发展研究中举例说明了缺乏地域和文化多样性所带来的重大认识论和伦理代价,从而说明为什么更大程度的多样性对于可推广的人类发展科学至关重要。我们还讨论了可在整个研究生态系统中实施的多样化战略,以服务于一门立足于文化、可普及和可复制的科学。(PsycInfo Database Record (c) 2024 APA, all rights reserved)。
{"title":"Ethical and epistemic costs of a lack of geographical and cultural diversity in developmental science.","authors":"Leher Singh, Dana Basnight-Brown, Bobby K Cheon, Rowena Garcia, Melanie Killen, Reiko Mazuka","doi":"10.1037/dev0001841","DOIUrl":"https://doi.org/10.1037/dev0001841","url":null,"abstract":"<p><p>Increasing geographical and cultural diversity in research participation has been a key priority for psychological researchers. In this article, we track changes in participant diversity in developmental science over the past decade. These analyses reveal surprisingly modest shifts in global diversity of research participants over time, calling into question the generalizability of our empirical foundation. We provide examples from the study of early child development of the significant epistemic and ethical costs of a lack of geographical and cultural diversity to demonstrate why greater diversification is essential to a generalizable science of human development. We also discuss strategies for diversification that could be implemented throughout the research ecosystem in the service of a culturally anchored, generalizable, and replicable science. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computational models of development have the potential to address a key challenge in emotional development research: investigating not only what changes across development but also how these changes come about. Drawing on connectionist and Bayesian methods, this review considers how computational modeling could augment the processes of theorizing and behavioral research to investigate causal processes underlying emotional development. As an illustrative example, we consider how different modeling approaches could help researchers evaluate different ideas about how children come to reason about others' emotions in increasingly sophisticated ways across development. This example is just a starting point; we propose that computational modeling could be an invaluable tool for exploring a variety of yet unresolved "how" questions in emotional development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
情绪发展的计算模型有可能解决情绪发展研究中的一个关键挑战:不仅要研究在整个发展过程中发生了哪些变化,还要研究这些变化是如何产生的。本综述借鉴联结主义和贝叶斯方法,探讨了计算建模如何增强理论化和行为研究过程,以调查情绪发展的因果过程。作为一个示例,我们考虑了不同的建模方法如何帮助研究人员评估不同的观点,即儿童如何在整个发展过程中以越来越复杂的方式推理他人的情绪。这个例子只是一个起点;我们建议,计算建模可以成为探索情绪发展中各种尚未解决的 "如何 "问题的宝贵工具。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
{"title":"Computational modeling approaches to emotional development.","authors":"Andrea G Stein, Seth D Pollak","doi":"10.1037/dev0001830","DOIUrl":"https://doi.org/10.1037/dev0001830","url":null,"abstract":"<p><p>Computational models of development have the potential to address a key challenge in emotional development research: investigating not only what changes across development but also how these changes come about. Drawing on connectionist and Bayesian methods, this review considers how computational modeling could augment the processes of theorizing and behavioral research to investigate causal processes underlying emotional development. As an illustrative example, we consider how different modeling approaches could help researchers evaluate different ideas about how children come to reason about others' emotions in increasingly sophisticated ways across development. This example is just a starting point; we propose that computational modeling could be an invaluable tool for exploring a variety of yet unresolved \"how\" questions in emotional development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Childhood maltreatment is associated with a range of negative social and psychological outcomes at different developmental stages. Using data from a prospective longitudinal study of the consequences of childhood maltreatment, we examine whether childhood maltreatment predicts lower levels of social connectedness and more depression symptoms over a 30-year time period and examine the directionality of the trajectories from childhood into middle adulthood. Children (ages 0-11 years) with documented histories of maltreatment and demographically matched controls were followed into adulthood across four waves: 1989-1995 (n = 1,196; Mage = 29.2 years, SD = 3.9), 2000-2002 (n = 896; Mage = 39.5 years, SD = 3.6), 2003-2005 (n = 808; Mage = 41.2 years, SD = 3.6), and 2009-2010 (n = 649; Mage = 47.0 years, SD = 3.5). Social connectedness and depressive symptoms were measured at all four time points. Random intercept cross-lagged panel models were used to estimate bidirectional relationships between social connectedness and depression symptoms and the extent to which the trajectories differed for the maltreated and control groups. Individuals with documented histories of childhood maltreatment generally had significantly lower levels of social connectedness and higher levels of depression compared to matched controls. Depression was associated with lower levels of social connectedness concurrently at ages 39, 41, and 47. Depression predicted lower social connectedness, and social connectedness predicted lower depression in middle adulthood, but not young adulthood. Better understanding of the long-term impact of childhood maltreatment on social connectedness and depression has implications for designing effective interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Childhood maltreatment, social connectedness, and depression: A prospective analysis of trajectories over time.","authors":"Hang Heather Do, Cathy Spatz Widom","doi":"10.1037/dev0001836","DOIUrl":"https://doi.org/10.1037/dev0001836","url":null,"abstract":"<p><p>Childhood maltreatment is associated with a range of negative social and psychological outcomes at different developmental stages. Using data from a prospective longitudinal study of the consequences of childhood maltreatment, we examine whether childhood maltreatment predicts lower levels of social connectedness and more depression symptoms over a 30-year time period and examine the directionality of the trajectories from childhood into middle adulthood. Children (ages 0-11 years) with documented histories of maltreatment and demographically matched controls were followed into adulthood across four waves: 1989-1995 (<i>n</i> = 1,196; <i>M</i><sub>age</sub> = 29.2 years, <i>SD</i> = 3.9), 2000-2002 (<i>n</i> = 896; <i>M</i><sub>age</sub> = 39.5 years, <i>SD</i> = 3.6), 2003-2005 (<i>n</i> = 808; <i>M</i><sub>age</sub> = 41.2 years, <i>SD</i> = 3.6), and 2009-2010 (n = 649; Mage = 47.0 years, SD = 3.5). Social connectedness and depressive symptoms were measured at all four time points. Random intercept cross-lagged panel models were used to estimate bidirectional relationships between social connectedness and depression symptoms and the extent to which the trajectories differed for the maltreated and control groups. Individuals with documented histories of childhood maltreatment generally had significantly lower levels of social connectedness and higher levels of depression compared to matched controls. Depression was associated with lower levels of social connectedness concurrently at ages 39, 41, and 47. Depression predicted lower social connectedness, and social connectedness predicted lower depression in middle adulthood, but not young adulthood. Better understanding of the long-term impact of childhood maltreatment on social connectedness and depression has implications for designing effective interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christina C Moore, Julie A Hubbard, Fanny Mlawer, Zachary Meehan, Megan Bookhout
The goals of the present study were to investigate links between changes in peer victimization from elementary to high school and adolescent reactive aggression (Goal 1), whether heightened autonomic nervous system (ANS) reactivity to social and nonsocial stress increases risk for adolescent reactive aggression (Goal 2), and whether increased ANS reactivity strengthens the association between changes in victimization and adolescent reactive aggression (Goal 3). Participants included 145 adolescents (Mage = 16; 54% female; 76% European American, 13% African American, 11% Latino American, 7% Asian American, 5% of mixed race or ethnicity; 60% with family incomes of $100,000 or greater). We collected self-report data in elementary (Time 1 [T1]); (Time 2 [T2]); middle (Time 3 [T3]); and high school (Time 4 [T4]) to assess victimization. At T4, we measured self-reported reactive and proactive aggression, and ANS reactivity (preejection period [PEP], respiratory sinus arrhythmia [RSA]) to peer rejection and nonsocial frustration. More positive victimization slope over time (meaning both less decreasing slopes and increasing slopes) predicted greater adolescent reactive, but not proactive aggression (Goal 1). Greater RSA augmentation to peer rejection and more PEP reactivity to nonsocial frustration predicted more reactive, but not proactive aggression (Goal 2). The link between victimization slope and reactive aggression emerged only for adolescents exhibiting RSA augmentation to peer rejection (marginal; Goal 3). (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"The role of changes in peer victimization from elementary to high school and autonomic reactivity on adolescent reactive aggression.","authors":"Christina C Moore, Julie A Hubbard, Fanny Mlawer, Zachary Meehan, Megan Bookhout","doi":"10.1037/dev0001840","DOIUrl":"https://doi.org/10.1037/dev0001840","url":null,"abstract":"<p><p>The goals of the present study were to investigate links between changes in peer victimization from elementary to high school and adolescent reactive aggression (Goal 1), whether heightened autonomic nervous system (ANS) reactivity to social and nonsocial stress increases risk for adolescent reactive aggression (Goal 2), and whether increased ANS reactivity strengthens the association between changes in victimization and adolescent reactive aggression (Goal 3). Participants included 145 adolescents (<i>M</i><sub>age</sub> = 16; 54% female; 76% European American, 13% African American, 11% Latino American, 7% Asian American, 5% of mixed race or ethnicity; 60% with family incomes of $100,000 or greater). We collected self-report data in elementary (Time 1 [T1]); (Time 2 [T2]); middle (Time 3 [T3]); and high school (Time 4 [T4]) to assess victimization. At T4, we measured self-reported reactive and proactive aggression, and ANS reactivity (preejection period [PEP], respiratory sinus arrhythmia [RSA]) to peer rejection and nonsocial frustration. More positive victimization slope over time (meaning both less decreasing slopes and increasing slopes) predicted greater adolescent reactive, but not proactive aggression (Goal 1). Greater RSA augmentation to peer rejection and more PEP reactivity to nonsocial frustration predicted more reactive, but not proactive aggression (Goal 2). The link between victimization slope and reactive aggression emerged only for adolescents exhibiting RSA augmentation to peer rejection (marginal; Goal 3). (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laura Bechtiger, Annekatrin Steinhoff, Jessica Dollar, Susan Keane, Susan Calkins, Lilly Shanahan
Adolescent friendships of positive quality promote well-being for decades to come. But what impedes the development of positive friendship quality? The present study examined whether maternal depressive symptoms during early childhood predict children's friendship quality into adolescence, and whether observed negative parenting behavior and children's earlier friendship quality, social skills, and their own depressive symptoms in middle childhood mediate these associations. We used six waves of data from a prospective longitudinal community sample (N = 396). The study followed children and their mothers across 13 years from child ages 2-15 years (52% female, 67% White, 26% Black), collecting multi-informant data (from mothers, children, teachers, and behavioral observations). The significance of indirect effects was estimated with structural equation modeling. Exposure to high levels of maternal depressive symptoms in early childhood (child ages 2-5 years) was negatively correlated with children's later adolescent friendship quality (at age 15). Structural equation models revealed that this association was mediated by children's poorer social skills (age 7) and friendship quality (age 10). Negative parenting behavior and children's depressive symptoms did not mediate this association. Maternal depressive symptoms have downstream associations with children's friendship quality into adolescence, including via children's social skills. Promoting the social skills of children exposed to maternal depressive symptoms could have long-term positive effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
{"title":"Developmental cascades from maternal depressive symptoms in childhood to adolescents' friendship quality: A 13-year longitudinal study.","authors":"Laura Bechtiger, Annekatrin Steinhoff, Jessica Dollar, Susan Keane, Susan Calkins, Lilly Shanahan","doi":"10.1037/dev0001834","DOIUrl":"https://doi.org/10.1037/dev0001834","url":null,"abstract":"<p><p>Adolescent friendships of positive quality promote well-being for decades to come. But what impedes the development of positive friendship quality? The present study examined whether maternal depressive symptoms during early childhood predict children's friendship quality into adolescence, and whether observed negative parenting behavior and children's earlier friendship quality, social skills, and their own depressive symptoms in middle childhood mediate these associations. We used six waves of data from a prospective longitudinal community sample (<i>N</i> = 396). The study followed children and their mothers across 13 years from child ages 2-15 years (52% female, 67% White, 26% Black), collecting multi-informant data (from mothers, children, teachers, and behavioral observations). The significance of indirect effects was estimated with structural equation modeling. Exposure to high levels of maternal depressive symptoms in early childhood (child ages 2-5 years) was negatively correlated with children's later adolescent friendship quality (at age 15). Structural equation models revealed that this association was mediated by children's poorer social skills (age 7) and friendship quality (age 10). Negative parenting behavior and children's depressive symptoms did not mediate this association. Maternal depressive symptoms have downstream associations with children's friendship quality into adolescence, including via children's social skills. Promoting the social skills of children exposed to maternal depressive symptoms could have long-term positive effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142337186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}