Pub Date : 2019-05-31DOI: 10.13110/merrpalmquar1982.65.2.0vii
M. Gartstein, G. Hancock, Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. V. Leeuwen, W. Noortgate, K. Verschueren, Natalie V. Miller, C. Johnston, Athanasios Mouratidis, M. Sayıl, A. Kumru, Bilge Selçuk, B. Soenens, Huiyoung Shin, Allison M. Ryan, Elizabeth A. North
Abstract:Temperament growth has been examined in infancy, but the spectrum of reactive and regulatory dimensions was not previously considered. We evaluated linear and nonlinear growth trajectories for overarching factors and fine-grained indicators of infant temperament obtained via parent report (N = 143) at 4, 6, 8, 10, and 12 months of age. Contributions of infant sex, family socioeconomic status, maternal stress, depression, and anxiety to trajectory parameters were also considered. Results indicated nonlinear trajectories as best fitting for negative emotionality (quadratic model) and regulatory capacity/orienting (piecewise), with a linear model deemed most optimal for positive affectivity/surgency. However, models of best fit associated with the overarching temperament factors were not consistently representative of the underlying fine-grained dimensions. Results indicate primarily nonlinear growth of infant temperament across the first year of life and support the importance of fine-grained level analyses. Effects of infant sex, socioeconomic status, maternal stress, anxiety and depression symptoms were generally consistent with hypotheses.
{"title":"Consulting Editors August 1, 2018, through November 1, 2018","authors":"M. Gartstein, G. Hancock, Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. V. Leeuwen, W. Noortgate, K. Verschueren, Natalie V. Miller, C. Johnston, Athanasios Mouratidis, M. Sayıl, A. Kumru, Bilge Selçuk, B. Soenens, Huiyoung Shin, Allison M. Ryan, Elizabeth A. North","doi":"10.13110/merrpalmquar1982.65.2.0vii","DOIUrl":"https://doi.org/10.13110/merrpalmquar1982.65.2.0vii","url":null,"abstract":"Abstract:Temperament growth has been examined in infancy, but the spectrum of reactive and regulatory dimensions was not previously considered. We evaluated linear and nonlinear growth trajectories for overarching factors and fine-grained indicators of infant temperament obtained via parent report (N = 143) at 4, 6, 8, 10, and 12 months of age. Contributions of infant sex, family socioeconomic status, maternal stress, depression, and anxiety to trajectory parameters were also considered. Results indicated nonlinear trajectories as best fitting for negative emotionality (quadratic model) and regulatory capacity/orienting (piecewise), with a linear model deemed most optimal for positive affectivity/surgency. However, models of best fit associated with the overarching temperament factors were not consistently representative of the underlying fine-grained dimensions. Results indicate primarily nonlinear growth of infant temperament across the first year of life and support the importance of fine-grained level analyses. Effects of infant sex, socioeconomic status, maternal stress, anxiety and depression symptoms were generally consistent with hypotheses.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"121 - 157 - 158 - 182 - 183 - 206 - 207 - 231 - 232 - 263 - vii - vii"},"PeriodicalIF":0.8,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46426491","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 : 2019-04-11DOI: 10.13110/MERRPALMQUAR1982.65.1.0028
M. Pratt, Jodi Swanson, Lauren van Huisstede, Larissa M. Gaias
Abstract:Multiple, simultaneous stressors in the family context during early childhood may compromise healthy adjustment to school, with potential long-term implications. Moreover, stressors across multiple contexts (e.g., home and school) can exacerbate the negative influences of stress on children's functioning. We investigated associations between parent-reported accumulated burden of family stressors and standardized early literacy and math scores, teacher-reported classroom participation, and child-reported school liking among 175 kindergartners. We also examined whether teacher–child conflict (i.e., a classroom stressor) exacerbated associations. Cumulative family stressors were negatively associated with children's early literacy, early math, and classroom participation, but were unrelated to school liking. High levels of teacher–child conflict worsened these associations for literacy (significantly) and classroom participation (at trend level). The combination of both high levels of cumulative family stressors and a highly conflictual relationship with teachers was negatively associated with school liking. No interaction was detected for math. Results highlight the role of family stress for school adjustment and address implications of conflictual teacher–child relationships for vulnerable children at the transition to formal schooling.
{"title":"Cumulative Family Stressors and Kindergarten Adjustment: The Exacerbating Role of Teacher– Child Conflict","authors":"M. Pratt, Jodi Swanson, Lauren van Huisstede, Larissa M. Gaias","doi":"10.13110/MERRPALMQUAR1982.65.1.0028","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.1.0028","url":null,"abstract":"Abstract:Multiple, simultaneous stressors in the family context during early childhood may compromise healthy adjustment to school, with potential long-term implications. Moreover, stressors across multiple contexts (e.g., home and school) can exacerbate the negative influences of stress on children's functioning. We investigated associations between parent-reported accumulated burden of family stressors and standardized early literacy and math scores, teacher-reported classroom participation, and child-reported school liking among 175 kindergartners. We also examined whether teacher–child conflict (i.e., a classroom stressor) exacerbated associations. Cumulative family stressors were negatively associated with children's early literacy, early math, and classroom participation, but were unrelated to school liking. High levels of teacher–child conflict worsened these associations for literacy (significantly) and classroom participation (at trend level). The combination of both high levels of cumulative family stressors and a highly conflictual relationship with teachers was negatively associated with school liking. No interaction was detected for math. Results highlight the role of family stress for school adjustment and address implications of conflictual teacher–child relationships for vulnerable children at the transition to formal schooling.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"28 - 53"},"PeriodicalIF":0.8,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47331890","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 : 2019-04-11DOI: 10.13110/MERRPALMQUAR1982.65.1.0054
B. Kurtz-Costes, T. Hudgens, Olivenne D. Skinner, Elizabeth A. Adams, Stephanie J. Rowley
Abstract:We investigated relations among African American parents' reports of ethnic–racial socialization received during their own childhood, their racial attitudes (i.e., perceptions of U.S. racial climate and valuing of intergroup contact), and their 12th-grade children's reports of parents' use of racial pride socialization and preparation for bias. Parents' (N = 193) reports of received racial pride and preparation for bias socialization were related to their children's reports of parents' current use of those types of socialization. The parents' received preparation for bias was positively related to their perceptions of a hostile U.S. racial climate, and parents' perceptions of racial climate predicted adolescents' reports of their parents' use of preparation for bias. Valuing of intergroup contact was unrelated to adolescent reports of either type of racial socialization. Findings support the intergenerational transmission of ethnic–racial socialization in African American families and show that parents' attitudes and behaviors are related in theoretically predicted ways.
{"title":"Parents' Racial Beliefs and Ethnic–Racial Socialization in African American Families","authors":"B. Kurtz-Costes, T. Hudgens, Olivenne D. Skinner, Elizabeth A. Adams, Stephanie J. Rowley","doi":"10.13110/MERRPALMQUAR1982.65.1.0054","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.1.0054","url":null,"abstract":"Abstract:We investigated relations among African American parents' reports of ethnic–racial socialization received during their own childhood, their racial attitudes (i.e., perceptions of U.S. racial climate and valuing of intergroup contact), and their 12th-grade children's reports of parents' use of racial pride socialization and preparation for bias. Parents' (N = 193) reports of received racial pride and preparation for bias socialization were related to their children's reports of parents' current use of those types of socialization. The parents' received preparation for bias was positively related to their perceptions of a hostile U.S. racial climate, and parents' perceptions of racial climate predicted adolescents' reports of their parents' use of preparation for bias. Valuing of intergroup contact was unrelated to adolescent reports of either type of racial socialization. Findings support the intergenerational transmission of ethnic–racial socialization in African American families and show that parents' attitudes and behaviors are related in theoretically predicted ways.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"54 - 80"},"PeriodicalIF":0.8,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41972457","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 : 2019-04-11DOI: 10.13110/MERRPALMQUAR1982.65.1.0101
C. Martins, A. L. Barreto, J. Baptista, A. Osório, E. C. Martins, M. Veríssimo
Abstract:This study investigated the prospective relationship between preschoolers' theory of mind (ToM) skills and academic school readiness, while exploring the possible moderator role played by child gender. The participants were 75 children who were assessed at two time points: when enrolled in the second preschool year (T1) and again 4 months before school entry (T2). The results showed an association between children's ToM abilities at T1 (but not at T2) and later academic readiness at T2, but only for girls, even after accounting for child IQ and maternal education. These findings support the idea that girls and boys can differ in how they use their ToM abilities in their daily life and highlight the relevance of further exploring gender-specific effects when investigating children's social cognition and school readiness.
{"title":"Relations Between Theory of Mind and Academic School Readiness: The Moderating Role of Child Gender","authors":"C. Martins, A. L. Barreto, J. Baptista, A. Osório, E. C. Martins, M. Veríssimo","doi":"10.13110/MERRPALMQUAR1982.65.1.0101","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.1.0101","url":null,"abstract":"Abstract:This study investigated the prospective relationship between preschoolers' theory of mind (ToM) skills and academic school readiness, while exploring the possible moderator role played by child gender. The participants were 75 children who were assessed at two time points: when enrolled in the second preschool year (T1) and again 4 months before school entry (T2). The results showed an association between children's ToM abilities at T1 (but not at T2) and later academic readiness at T2, but only for girls, even after accounting for child IQ and maternal education. These findings support the idea that girls and boys can differ in how they use their ToM abilities in their daily life and highlight the relevance of further exploring gender-specific effects when investigating children's social cognition and school readiness.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"101 - 120"},"PeriodicalIF":0.8,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426267","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 : 2019-04-11DOI: 10.13110/MERRPALMQUAR1982.65.1.0001
T. Wilson, R. Jamison
Abstract:Peer nominations and teacher ratings were used to examine age and sex differences in behaviors associated with perceived coolness during middle childhood. Participants were 470 students in Grades 1, 3, and 5. Participants nominated peers whom they perceived as cool; separate scores were calculated for same-sex coolness and cross-sex coolness (i.e., cool nominations received from same-sex and cross-sex classmates, respectively). Teachers reported on children's prosocial and aggressive behavior. Behavior–coolness associations differed by (a) sex of the target child, (b) age of the target child, and (c) sex of the perceiving child. Most notably, aggressive behavior positively predicted cross-sex coolness for girls (not boys) and for students in Grades 3 and 5 (not Grade 1). Results underscore the value of disaggregating peer nominations by sex. Discussion builds upon the literature on perceived coolness and popularity, which has drawn disproportionately from adolescent samples.
{"title":"Perceptions of Same-Sex and Cross-Sex Peers: Behavioral Correlates of Perceived Coolness During Middle Childhood","authors":"T. Wilson, R. Jamison","doi":"10.13110/MERRPALMQUAR1982.65.1.0001","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.1.0001","url":null,"abstract":"Abstract:Peer nominations and teacher ratings were used to examine age and sex differences in behaviors associated with perceived coolness during middle childhood. Participants were 470 students in Grades 1, 3, and 5. Participants nominated peers whom they perceived as cool; separate scores were calculated for same-sex coolness and cross-sex coolness (i.e., cool nominations received from same-sex and cross-sex classmates, respectively). Teachers reported on children's prosocial and aggressive behavior. Behavior–coolness associations differed by (a) sex of the target child, (b) age of the target child, and (c) sex of the perceiving child. Most notably, aggressive behavior positively predicted cross-sex coolness for girls (not boys) and for students in Grades 3 and 5 (not Grade 1). Results underscore the value of disaggregating peer nominations by sex. Discussion builds upon the literature on perceived coolness and popularity, which has drawn disproportionately from adolescent samples.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"1 - 27"},"PeriodicalIF":0.8,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49613871","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 : 2019-04-01DOI: 10.13110/MERRPALMQUAR1982.65.2.0232
Huiyoung Shin, Allison M. Ryan, Elizabeth A. North
Abstract:This study examined the friendship processes around prosocial and aggressive behaviors and the moderating role of early adolescents' perceived relatedness with teachers. Differences between fifth graders in elementary school and sixth graders in middle school were examined. The sample was from 48 classrooms (N = 879, 51% girls at Wave 1, N = 859, 51% girls at Wave 2; 27 fifth-grade classrooms and 21 sixth-grade classrooms). With longitudinal social network analysis (RSiena [Simulation Investigation for Empirical Network Analysis]; see Ripley, Snijders, Boda, Voros, & Preciado, 2017), we found that friends were similar to each other in pro-social behavior, as well as aggressive behavior, and this similarity was due to selection, as well as influence effects. In general, there was a preference for prosocial friends as they tended to receive the most friend nominations. Perceived relatedness with their teacher amplified students' preference toward prosocial peers as friends, as well as decreased students' preference for aggressive peers as friends. Friendship processes and the moderating role of relatedness with one's teacher showed some differences between fifth and sixth graders. Sixth graders in middle school were less attracted to prosocial peers as friends and showed higher overall prevalence of aggressive behavior compared to fifth graders in elementary school. The moderating role of relatedness with their teacher on friendship preference toward highly prosocial and less aggressive peers was stronger for sixth graders compared to fifth graders.
{"title":"Friendship Processes Around Prosocial and Aggressive Behaviors: The Role of Teacher–Student Relatedness and Differences Between Elementary-School and Middle-School Classrooms","authors":"Huiyoung Shin, Allison M. Ryan, Elizabeth A. North","doi":"10.13110/MERRPALMQUAR1982.65.2.0232","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0232","url":null,"abstract":"Abstract:This study examined the friendship processes around prosocial and aggressive behaviors and the moderating role of early adolescents' perceived relatedness with teachers. Differences between fifth graders in elementary school and sixth graders in middle school were examined. The sample was from 48 classrooms (N = 879, 51% girls at Wave 1, N = 859, 51% girls at Wave 2; 27 fifth-grade classrooms and 21 sixth-grade classrooms). With longitudinal social network analysis (RSiena [Simulation Investigation for Empirical Network Analysis]; see Ripley, Snijders, Boda, Voros, & Preciado, 2017), we found that friends were similar to each other in pro-social behavior, as well as aggressive behavior, and this similarity was due to selection, as well as influence effects. In general, there was a preference for prosocial friends as they tended to receive the most friend nominations. Perceived relatedness with their teacher amplified students' preference toward prosocial peers as friends, as well as decreased students' preference for aggressive peers as friends. Friendship processes and the moderating role of relatedness with one's teacher showed some differences between fifth and sixth graders. Sixth graders in middle school were less attracted to prosocial peers as friends and showed higher overall prevalence of aggressive behavior compared to fifth graders in elementary school. The moderating role of relatedness with their teacher on friendship preference toward highly prosocial and less aggressive peers was stronger for sixth graders compared to fifth graders.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"232 - 263"},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535243","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 : 2019-04-01DOI: 10.13110/MERRPALMQUAR1982.65.2.0183
Natalie V. Miller, C. Johnston
Abstract:We investigated how parents' attributions of blame/responsibility/internal locus for negative events happening to themselves and to their children were related to children's attributions about similar events in their own lives. In a sample of 145 families (including mother, father, and child aged 9–12 years; 73 boys), we tested for unique associations between children's attributions of blame/responsibility/internal locus (child self-attributions) with (a) parents' self-attributions blame/responsibility/internal locus (parent self-attributions) and (b) parents' child attributions of blame/responsibility/internal locus attributions (parents' child attributions). We also examined whether these associations differed across child and parent gender. Using linear regression models, we found children's self-attributions were uniquely negatively related to parents' self-attributions and uniquely positively related to parents' child attributions. There was no evidence these associations differed across same-gender versus opposite-gender parent–child dyads, although when mother and father attributions were entered in the same model, only fathers' child attributions were significantly associated with child self-attributions. Results are suggestive of the importance of parental influence in the formation of children's explanations for their social experiences.
{"title":"Associations Between Parent and Child Attributions for Negative Events","authors":"Natalie V. Miller, C. Johnston","doi":"10.13110/MERRPALMQUAR1982.65.2.0183","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0183","url":null,"abstract":"Abstract:We investigated how parents' attributions of blame/responsibility/internal locus for negative events happening to themselves and to their children were related to children's attributions about similar events in their own lives. In a sample of 145 families (including mother, father, and child aged 9–12 years; 73 boys), we tested for unique associations between children's attributions of blame/responsibility/internal locus (child self-attributions) with (a) parents' self-attributions blame/responsibility/internal locus (parent self-attributions) and (b) parents' child attributions of blame/responsibility/internal locus attributions (parents' child attributions). We also examined whether these associations differed across child and parent gender. Using linear regression models, we found children's self-attributions were uniquely negatively related to parents' self-attributions and uniquely positively related to parents' child attributions. There was no evidence these associations differed across same-gender versus opposite-gender parent–child dyads, although when mother and father attributions were entered in the same model, only fathers' child attributions were significantly associated with child self-attributions. Results are suggestive of the importance of parental influence in the formation of children's explanations for their social experiences.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"183 - 206"},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45508722","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 : 2019-04-01DOI: 10.13110/MERRPALMQUAR1982.65.2.0158
Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. Leeuwen, W. Noortgate, K. Verschueren
Abstract:In this study, the effects of peer acceptance and rejection on global self-esteem and emotional school engagement in adolescents were investigated. Moreover, in line with the differential susceptibility hypothesis, we examined the potential moderating effect of a polymorphism in the serotonin receptor gene (i.e., 5-HTTLPR). The sample consisted of 1,111 Flemish adolescents (49% girls; Mage = 13.79, SD = 0.94) in Grades 7–9. Self-report questionnaires, peer nominations, and saliva sampling were used to collect data. Peer rejection was associated with lower global self-esteem and less emotional school engagement. Contrary to our hypotheses, peer acceptance was not associated with emotional school engagement or global self-esteem. In addition, no significant moderating effects were found. These results indicate that only the negative experience of peer rejection plays a role in adolescents' self-esteem and emotional school engagement. Implications and suggestions for future research are discussed.
{"title":"Emotional School Engagement and Global Self-Esteem in Adolescents: Genetic Susceptibility to Peer Acceptance and Rejection","authors":"Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. Leeuwen, W. Noortgate, K. Verschueren","doi":"10.13110/MERRPALMQUAR1982.65.2.0158","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0158","url":null,"abstract":"Abstract:In this study, the effects of peer acceptance and rejection on global self-esteem and emotional school engagement in adolescents were investigated. Moreover, in line with the differential susceptibility hypothesis, we examined the potential moderating effect of a polymorphism in the serotonin receptor gene (i.e., 5-HTTLPR). The sample consisted of 1,111 Flemish adolescents (49% girls; Mage = 13.79, SD = 0.94) in Grades 7–9. Self-report questionnaires, peer nominations, and saliva sampling were used to collect data. Peer rejection was associated with lower global self-esteem and less emotional school engagement. Contrary to our hypotheses, peer acceptance was not associated with emotional school engagement or global self-esteem. In addition, no significant moderating effects were found. These results indicate that only the negative experience of peer rejection plays a role in adolescents' self-esteem and emotional school engagement. Implications and suggestions for future research are discussed.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"158 - 182"},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47717347","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 : 2019-04-01DOI: 10.13110/MERRPALMQUAR1982.65.2.0207
Athanasios Mouratidis, M. Sayıl, A. Kumru, Bilge Selçuk, B. Soenens
Abstract:Past research has shown that, while psychological control increases the risk for adolescents' antisocial behavior, maternal knowledge of adolescents' activities decreases this risk. Yet, research is somewhat inconclusive about the role of psychologically controlling parenting in parental knowledge. Also, the role of both predictors in prosocial behavior remains largely unknown. In this 1-year, multi-informant, prospective study, we investigated these issues by recruiting a sample of Turkish early adolescents (N = 229, Mage = 11.89 years, SD = 0.32, 47.0% boys) and their mothers. After controlling for baseline adolescent-reported maternal knowledge, we found mother-reported psychological control to negatively predict adolescent-reported maternal knowledge 1 year later. In turn, maternal knowledge related negatively to antisocial behavior and positively to altruistic prosocial behavior (but not to instrumental prosocial behavior). These findings highlight the key role that maternal psychological control and knowledge can have in adolescents' social functioning.
{"title":"Maternal Knowledge as a Mediator of the Relation Between Maternal Psychological Control and Altruistic Prosocial, Instrumental Prosocial, and Antisocial Behavior","authors":"Athanasios Mouratidis, M. Sayıl, A. Kumru, Bilge Selçuk, B. Soenens","doi":"10.13110/MERRPALMQUAR1982.65.2.0207","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0207","url":null,"abstract":"Abstract:Past research has shown that, while psychological control increases the risk for adolescents' antisocial behavior, maternal knowledge of adolescents' activities decreases this risk. Yet, research is somewhat inconclusive about the role of psychologically controlling parenting in parental knowledge. Also, the role of both predictors in prosocial behavior remains largely unknown. In this 1-year, multi-informant, prospective study, we investigated these issues by recruiting a sample of Turkish early adolescents (N = 229, Mage = 11.89 years, SD = 0.32, 47.0% boys) and their mothers. After controlling for baseline adolescent-reported maternal knowledge, we found mother-reported psychological control to negatively predict adolescent-reported maternal knowledge 1 year later. In turn, maternal knowledge related negatively to antisocial behavior and positively to altruistic prosocial behavior (but not to instrumental prosocial behavior). These findings highlight the key role that maternal psychological control and knowledge can have in adolescents' social functioning.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"207 - 231"},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43970849","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 : 2019-04-01DOI: 10.13110/MERRPALMQUAR1982.65.2.0121
M. Gartstein, G. Hancock
Abstract:Temperament growth has been examined in infancy, but the spectrum of reactive and regulatory dimensions was not previously considered. We evaluated linear and nonlinear growth trajectories for overarching factors and fine-grained indicators of infant temperament obtained via parent report (N = 143) at 4, 6, 8, 10, and 12 months of age. Contributions of infant sex, family socioeconomic status, maternal stress, depression, and anxiety to trajectory parameters were also considered. Results indicated nonlinear trajectories as best fitting for negative emotionality (quadratic model) and regulatory capacity/orienting (piecewise), with a linear model deemed most optimal for positive affectivity/surgency. However, models of best fit associated with the overarching temperament factors were not consistently representative of the underlying fine-grained dimensions. Results indicate primarily nonlinear growth of infant temperament across the first year of life and support the importance of fine-grained level analyses. Effects of infant sex, socioeconomic status, maternal stress, anxiety and depression symptoms were generally consistent with hypotheses.
{"title":"Temperamental Growth in Infancy: Demographic, Maternal Symptom, and Stress Contributions to Overarching and Fine-Grained Dimensions","authors":"M. Gartstein, G. Hancock","doi":"10.13110/MERRPALMQUAR1982.65.2.0121","DOIUrl":"https://doi.org/10.13110/MERRPALMQUAR1982.65.2.0121","url":null,"abstract":"Abstract:Temperament growth has been examined in infancy, but the spectrum of reactive and regulatory dimensions was not previously considered. We evaluated linear and nonlinear growth trajectories for overarching factors and fine-grained indicators of infant temperament obtained via parent report (N = 143) at 4, 6, 8, 10, and 12 months of age. Contributions of infant sex, family socioeconomic status, maternal stress, depression, and anxiety to trajectory parameters were also considered. Results indicated nonlinear trajectories as best fitting for negative emotionality (quadratic model) and regulatory capacity/orienting (piecewise), with a linear model deemed most optimal for positive affectivity/surgency. However, models of best fit associated with the overarching temperament factors were not consistently representative of the underlying fine-grained dimensions. Results indicate primarily nonlinear growth of infant temperament across the first year of life and support the importance of fine-grained level analyses. Effects of infant sex, socioeconomic status, maternal stress, anxiety and depression symptoms were generally consistent with hypotheses.","PeriodicalId":51470,"journal":{"name":"Merrill-Palmer Quarterly-Journal of Developmental Psychology","volume":"65 1","pages":"121 - 157"},"PeriodicalIF":0.8,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47299599","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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