Pub Date : 2022-10-01DOI: 10.1353/mpq.2022.a905092
Lindsay N. Gabel, Andrew R. Daoust, T. Olino, Jessica A. Grahn, C. Durbin, E. Hayden
Abstract:Individual differences in emotional reactivity emerge early in development and predict important child outcomes. Unfortunately, methods used to assess these often fail to tap dynamic changes in emotion, obscuring nuanced relationships between maladaptive emotional reactivity and early internalizing psychopathology. We therefore explored the utility of an emerging, multimethod approach for examining children’s emotional reactivity. Thirty-nine children (22 girls; Mage = 7.19 years, SD = .76) viewed 11 video clips eliciting happiness, sadness, or fear. We used multilevel growth curve modeling to estimate change in children’s self-reported and observed emotion across clips of increasing potency. Higher anxious/depressive symptoms predicted steeper trajectories of child-rated happiness and lower happiness and fear toward low-intensity clips. Higher depressive symptoms predicted lower child-rated sadness toward a low-intensity clip. The limited associations between children’s symptoms and emotion ratings averaged across clips suggested that modeling child emotion across stimuli of varying intensity yields a valuable index of emotional reactivity.
{"title":"Children’s Emotional Reactivity to Emotionally Evocative Stimuli: Associations With Internalizing Symptoms","authors":"Lindsay N. Gabel, Andrew R. Daoust, T. Olino, Jessica A. Grahn, C. Durbin, E. Hayden","doi":"10.1353/mpq.2022.a905092","DOIUrl":"https://doi.org/10.1353/mpq.2022.a905092","url":null,"abstract":"Abstract:Individual differences in emotional reactivity emerge early in development and predict important child outcomes. Unfortunately, methods used to assess these often fail to tap dynamic changes in emotion, obscuring nuanced relationships between maladaptive emotional reactivity and early internalizing psychopathology. We therefore explored the utility of an emerging, multimethod approach for examining children’s emotional reactivity. Thirty-nine children (22 girls; Mage = 7.19 years, SD = .76) viewed 11 video clips eliciting happiness, sadness, or fear. We used multilevel growth curve modeling to estimate change in children’s self-reported and observed emotion across clips of increasing potency. Higher anxious/depressive symptoms predicted steeper trajectories of child-rated happiness and lower happiness and fear toward low-intensity clips. Higher depressive symptoms predicted lower child-rated sadness toward a low-intensity clip. The limited associations between children’s symptoms and emotion ratings averaged across clips suggested that modeling child emotion across stimuli of varying intensity yields a valuable index of emotional reactivity.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"437 - 477"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48400413","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}
Pub Date : 2022-10-01DOI: 10.1353/mpq.2022.a905091
Zhangjing Luo, A. Lahat, M. Perlman, Nina Howe, H. Recchia, W. Bukowski, H. Ross
Abstract:We examined the evolution of social pretend play in toddlers and tested whether children’s age, gender, and language abilities were associated with changes in social pretend play over time. We employed a unique observational data set that followed 28 children (Mage = 27 months old; 57% boys) with each of two unfamiliar peers over 18 playdates per dyad. Cross-classified multilevel models revealed a quadratic change in the number of successful initiations in toddlers’ social pretend play over time with a more pronounced curve for older toddlers. Boys’ failed initiations increased linearly over time, whereas girls’ failed initiations remained stable. The length of social pretend play did not change significantly over time. Children’s age and language abilities were positively associated with successful initiations, failed initiations, and length of social pretend play. Very young children engage in social pretend play and the nature of this play evolves as they get to know one another and form relationships.
{"title":"Changes in Social Pretend Play as Toddlers Form Relationships With Peers","authors":"Zhangjing Luo, A. Lahat, M. Perlman, Nina Howe, H. Recchia, W. Bukowski, H. Ross","doi":"10.1353/mpq.2022.a905091","DOIUrl":"https://doi.org/10.1353/mpq.2022.a905091","url":null,"abstract":"Abstract:We examined the evolution of social pretend play in toddlers and tested whether children’s age, gender, and language abilities were associated with changes in social pretend play over time. We employed a unique observational data set that followed 28 children (Mage = 27 months old; 57% boys) with each of two unfamiliar peers over 18 playdates per dyad. Cross-classified multilevel models revealed a quadratic change in the number of successful initiations in toddlers’ social pretend play over time with a more pronounced curve for older toddlers. Boys’ failed initiations increased linearly over time, whereas girls’ failed initiations remained stable. The length of social pretend play did not change significantly over time. Children’s age and language abilities were positively associated with successful initiations, failed initiations, and length of social pretend play. Very young children engage in social pretend play and the nature of this play evolves as they get to know one another and form relationships.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"401 - 436"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42319672","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}
Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.
{"title":"Different Forms of Social Understanding and Preschoolers’ Social Interactions With Peers and Teachers in a Racially and Ethnically Diverse Sample","authors":"P. Garner, Tamera D. Toney","doi":"10.1353/mpq.2022.0011","DOIUrl":"https://doi.org/10.1353/mpq.2022.0011","url":null,"abstract":"Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"215 - 240"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42827181","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}
C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie
Abstract:Peer victimization has been assessed by using various methods, with little attention to methodological variance. Peer victimization assessments of 238 girls (M age = 9.77 years; 50% Black, 50% White) made by peers, teachers, and self in school, and peers and observers in afterschool playgroups, enabled examination of context and reporter effects on measurement. Results underscored the importance of context: (1) Victimization reported by informants in the same context (i.e., teachers and peers in school setting, and peers and observers in playgroup setting) correlated more strongly than with self-reported victimization. (2) Informant ratings of victimization made within similar contexts (school and afterschool playgroups) showed higher agreement than those made in different contexts (school vs. playgroups) even if the same reporter was used across both contexts (peer report in schools and peer report in playgroups). (3) Teacher-reported victimization was more strongly associated with objective academic outcomes than were peer-, self-, or observer-reported victimization, due to the shared academic context.
{"title":"The Importance of Context for Multi-informant Assessment of Peer Victimization","authors":"C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie","doi":"10.1353/mpq.2022.0012","DOIUrl":"https://doi.org/10.1353/mpq.2022.0012","url":null,"abstract":"Abstract:Peer victimization has been assessed by using various methods, with little attention to methodological variance. Peer victimization assessments of 238 girls (M age = 9.77 years; 50% Black, 50% White) made by peers, teachers, and self in school, and peers and observers in afterschool playgroups, enabled examination of context and reporter effects on measurement. Results underscored the importance of context: (1) Victimization reported by informants in the same context (i.e., teachers and peers in school setting, and peers and observers in playgroup setting) correlated more strongly than with self-reported victimization. (2) Informant ratings of victimization made within similar contexts (school and afterschool playgroups) showed higher agreement than those made in different contexts (school vs. playgroups) even if the same reporter was used across both contexts (peer report in schools and peer report in playgroups). (3) Teacher-reported victimization was more strongly associated with objective academic outcomes than were peer-, self-, or observer-reported victimization, due to the shared academic context.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"241 - 265"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47876281","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}
M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns
Abstract:Children with disorganized attachment are not a unified category. This study examined different signs of disorganization in school-age children’s attachment narratives, whether the signs clustered into specific profiles of disorganization, and if the profiles were associated with children’s continuous attachment ratings and mental health. Our binational sample of 8- to 12-year-old children (n = 33) had disorganization as their primary attachment classification. Attachment was measured with the Story Stem procedure and mental health symptoms were measured with the Strengths and Difficulties Questionnaire. Fifteen different signs of disorganization were found that clustered into four unique profiles distinguished by chaotic-frightening, hostile-punitive, caregiving, and dissociative signs. Children with more punitive and frightening signs in their profiles displayed higher attachment disorganization and ambivalence, whereas caregiving and dissociative profiles were associated with attachment avoidance, and the dissociative profile also with more mental health symptoms. Subtypes of middle childhood disorganization need more research and are also important to recognize in clinical practice.
{"title":"Signs of Disorganization in Middle Childhood Attachment Narratives","authors":"M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns","doi":"10.1353/mpq.2022.0013","DOIUrl":"https://doi.org/10.1353/mpq.2022.0013","url":null,"abstract":"Abstract:Children with disorganized attachment are not a unified category. This study examined different signs of disorganization in school-age children’s attachment narratives, whether the signs clustered into specific profiles of disorganization, and if the profiles were associated with children’s continuous attachment ratings and mental health. Our binational sample of 8- to 12-year-old children (n = 33) had disorganization as their primary attachment classification. Attachment was measured with the Story Stem procedure and mental health symptoms were measured with the Strengths and Difficulties Questionnaire. Fifteen different signs of disorganization were found that clustered into four unique profiles distinguished by chaotic-frightening, hostile-punitive, caregiving, and dissociative signs. Children with more punitive and frightening signs in their profiles displayed higher attachment disorganization and ambivalence, whereas caregiving and dissociative profiles were associated with attachment avoidance, and the dissociative profile also with more mental health symptoms. Subtypes of middle childhood disorganization need more research and are also important to recognize in clinical practice.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"266 - 295"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44683284","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}
Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote
Abstract:Adolescents’ interactions with friends were severely disrupted during stay-at-home orders associated with the COVID-19 pandemic. The current study (N = 144, 49% female, 80% European American) considered adolescents’ perceptions of this disruption and the implications of the disruption for their emotional adjustment. Adolescents reported that not seeing friends was the most distressing consequence of the pandemic. Compared to before the pandemic, adolescents reported a large decrease in in-person interactions with friends, which was related to loneliness. There was a small increase in online interactions, which could counteract the effects of fewer in-person interactions, but only if the interactions felt socially connected. Online interactions lacking social connection were related to greater loneliness and depressive symptoms.
{"title":"Adolescents’ In-Person and Online Interactions With Friends During the COVID-19 Pandemic: Associations With Loneliness and Depressive Symptoms","authors":"Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote","doi":"10.1353/mpq.2022.0014","DOIUrl":"https://doi.org/10.1353/mpq.2022.0014","url":null,"abstract":"Abstract:Adolescents’ interactions with friends were severely disrupted during stay-at-home orders associated with the COVID-19 pandemic. The current study (N = 144, 49% female, 80% European American) considered adolescents’ perceptions of this disruption and the implications of the disruption for their emotional adjustment. Adolescents reported that not seeing friends was the most distressing consequence of the pandemic. Compared to before the pandemic, adolescents reported a large decrease in in-person interactions with friends, which was related to loneliness. There was a small increase in online interactions, which could counteract the effects of fewer in-person interactions, but only if the interactions felt socially connected. Online interactions lacking social connection were related to greater loneliness and depressive symptoms.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"296 - 316"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48809421","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}
Pub Date : 2022-07-01DOI: 10.13110/merrpalmquar1982.67.2.00ii
P. Garner, Tamera D. Toney, C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie, M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns, Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote
Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.
{"title":"Consulting Editors July 1, 2022, through October 1, 2022","authors":"P. Garner, Tamera D. Toney, C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie, M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns, Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote","doi":"10.13110/merrpalmquar1982.67.2.00ii","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.67.2.00ii","url":null,"abstract":"Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"215 - 240 - 241 - 265 - 266 - 295 - 296 - 316 - 317 - 321 - i - i"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43360289","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}
Sarah Savoy, F. Faragó, N. Khaleghi, Emily A. Sanchez, Abigail DeGuenther, Jasmine N. Thompson
Abstract:According to Egan and Perry's (2001) multidimensional model of gender identity, gender typicality should be positively related to, and feeling pressure to conform to gender norms should be negatively related to, well-being. In a cross-sectional study of 6- to 11-year-old girls (N = 120), measures of gender typicality (i.e., gender similarity), parental and peer pressure to conform to gender norms, and body image were administered. Girls who perceived greater similarity to girls had higher body esteem, but this association was only significant for girls with low pressure from peers. Girls who perceived greater similarity to boys selected thinner disliked body sizes, but this association was only significant for girls with low pressure from parents. Results support the use of the multidimensional model of gender identity for understanding body image among girls. Protective effects of similarity to boys and girls may be contingent upon whether peer and family contexts foster rigid gender typing.
{"title":"Gender Typicality, Pressure to Conform to Gender Norms, and Body Esteem in 6- to 9-Year-Old Girls","authors":"Sarah Savoy, F. Faragó, N. Khaleghi, Emily A. Sanchez, Abigail DeGuenther, Jasmine N. Thompson","doi":"10.1353/mpq.2022.0007","DOIUrl":"https://doi.org/10.1353/mpq.2022.0007","url":null,"abstract":"Abstract:According to Egan and Perry's (2001) multidimensional model of gender identity, gender typicality should be positively related to, and feeling pressure to conform to gender norms should be negatively related to, well-being. In a cross-sectional study of 6- to 11-year-old girls (N = 120), measures of gender typicality (i.e., gender similarity), parental and peer pressure to conform to gender norms, and body image were administered. Girls who perceived greater similarity to girls had higher body esteem, but this association was only significant for girls with low pressure from peers. Girls who perceived greater similarity to boys selected thinner disliked body sizes, but this association was only significant for girls with low pressure from parents. Results support the use of the multidimensional model of gender identity for understanding body image among girls. Protective effects of similarity to boys and girls may be contingent upon whether peer and family contexts foster rigid gender typing.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"125 - 146"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48950879","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}
C. Frosch, Wendy Middlemiss, Marcus A. Fagan, Joohee G. Kim, Mark A. Lopez, Sarah Savoy, Flóra Faragó, N. Khaleghi, Emily A. Sanchez, Abigail DeGuenther, Jasmine N. Thompson, C. R. Crugnola, A. Tagini, E. Ierardi, D. D. Oh, E. Pomerantz
Abstract:Supporting parents in use of effective, evidence-based discipline remains an important goal for research, practice, and policy. This study explored parental well-being and reported discipline practices with preschoolers (2–5 years). Parents (N = 205; 97 fathers) completed a Qualtrics-based survey assessing discipline practices, feelings of judgment in the parental role, anxiety and depression symptoms, and fear of happiness. Parents higher on anxiety used greater structure/limit setting. Higher parental anxiety and depression symptoms related to greater fear of happiness, and fathers higher on anxiety reported greater judgment in the parental role. For mothers, fear of happiness was modestly and positively associated with use of directive/punitive discipline and negatively associated with use of structure/limit setting. Results suggest parental well-being may be linked to discipline use in unique ways for mothers and fathers. Findings can support researchers and community professionals in understanding an array of parental characteristics that may relate to discipline practices.
{"title":"Exploring Mothers' and Fathers' Reported Use of Discipline Practices With Their Preschoolers: Associations With Parental Well-Being","authors":"C. Frosch, Wendy Middlemiss, Marcus A. Fagan, Joohee G. Kim, Mark A. Lopez, Sarah Savoy, Flóra Faragó, N. Khaleghi, Emily A. Sanchez, Abigail DeGuenther, Jasmine N. Thompson, C. R. Crugnola, A. Tagini, E. Ierardi, D. D. Oh, E. Pomerantz","doi":"10.1353/mpq.2022.0006","DOIUrl":"https://doi.org/10.1353/mpq.2022.0006","url":null,"abstract":"Abstract:Supporting parents in use of effective, evidence-based discipline remains an important goal for research, practice, and policy. This study explored parental well-being and reported discipline practices with preschoolers (2–5 years). Parents (N = 205; 97 fathers) completed a Qualtrics-based survey assessing discipline practices, feelings of judgment in the parental role, anxiety and depression symptoms, and fear of happiness. Parents higher on anxiety used greater structure/limit setting. Higher parental anxiety and depression symptoms related to greater fear of happiness, and fathers higher on anxiety reported greater judgment in the parental role. For mothers, fear of happiness was modestly and positively associated with use of directive/punitive discipline and negatively associated with use of structure/limit setting. Results suggest parental well-being may be linked to discipline use in unique ways for mothers and fathers. Findings can support researchers and community professionals in understanding an array of parental characteristics that may relate to discipline practices.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"124 - 125 - 146 - 147 - 178 - 179 - 213 - 95"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181068","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}
Abstract:Parent–teacher conferences are considered an important bridge between home and school, but there are little data on what teachers discuss during these conferences and whether it is linked to parents' involvement in children's schooling. Parent–teacher conferences (N = 431) with parents of young elementary school children (mean age 7.68 years) were audio-recorded and coded. A subset of 255 parents reported on their involvement in children's schooling approximately 5 months later. Teachers mainly discussed children in the academic context, with little attention to the curriculum or parents' involvement. Teachers concentrated less on math than literacy and adopted less of a process orientation (e.g., a focus on strategies and motivation) for math. Only teachers' process orientation was associated with parents' involvement: The more teachers adopted such an orientation, the more parents were involved.
{"title":"Parent–Teacher Conferences: Teachers' Information Provision and Parents' Involvement in Children's Schooling","authors":"D. D. Oh, E. Pomerantz","doi":"10.1353/mpq.2022.0009","DOIUrl":"https://doi.org/10.1353/mpq.2022.0009","url":null,"abstract":"Abstract:Parent–teacher conferences are considered an important bridge between home and school, but there are little data on what teachers discuss during these conferences and whether it is linked to parents' involvement in children's schooling. Parent–teacher conferences (N = 431) with parents of young elementary school children (mean age 7.68 years) were audio-recorded and coded. A subset of 255 parents reported on their involvement in children's schooling approximately 5 months later. Teachers mainly discussed children in the academic context, with little attention to the curriculum or parents' involvement. Teachers concentrated less on math than literacy and adopted less of a process orientation (e.g., a focus on strategies and motivation) for math. Only teachers' process orientation was associated with parents' involvement: The more teachers adopted such an orientation, the more parents were involved.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"68 1","pages":"179 - 213"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42662276","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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