Journal of Genetic Psychology最新文献

This study examines both implicit and explicit attitudes toward shyness among mothers of young children in mainland China. The participants were 391 mothers (M_age = 35 years, SD = 3.84 years) of preschool-aged children from one kindergarten in Shanghai, China. At two time points separated by eight months, participants completed the online version of the Implicit Association Test-Shy (IAT-Shy), self-assessed their own shyness and their explicit attitudes about shyness, and rated their children's shyness. Over the eight-month period, Chinese mothers displayed more negative implicit attitudes toward shyness compared with their attitudes toward non-shyness (sociability). Implicit attitudes toward shyness were significantly related to explicit attitudes about shyness but were not significantly associated with maternal or child shyness.

Phubbing has become a widespread phenomenon in the era of mobile Internet. The Phubbing behavior in parent-adolescent relationships and its effects are gaining increasing academic attention. This study aimed to explore the mediating role of parental involvement between parental phubbing and adolescent depression, as well as the moderating role of grit in this relationship. Participants were 670 high school students (390 girls, 58.2%), aged 13 ∼ 19 years (M = 15.73, SD = 0.92). A questionnaire measuring parental phubbing, parental involvement, adolescent grit, adolescent depression, and demographic information was completed by the students on computers. Results showed that parental phubbing exerted an influence on adolescent depression through parental involvement and that the second stage of this mediation process was moderated by adolescent grit. For adolescents with higher grit, the negative association between parental involvement and adolescent depression was weaker. This study sheds light on the mechanism of how parental phubbing is related to adolescent depression and the role of positive adolescent characteristics in this association. Our findings may be useful for designing targeted prevention and intervention programs to reduce adolescent depression symptoms.

This study examines the influence of childhood abuse on friendship quality among Chinese college students, particularly with respect to the underlying psychological mechanisms. A sample of 657 college students aged between 17 and 22 years from Shenyang, China, completed the Childhood Abuse Scale, the Friendship Quality Scale, the Self-Disclosure Index, and the Interpersonal Response Indicator. A latent variable model analysis revealed that childhood abuse significantly predicts decreased friendship quality among college students (β = -0.25, p < 0.001, 95% CI [-0.63, -0.25]). Furthermore, self-disclosure was found to have a partial mediating effect on the relationship between childhood abuse and friendship quality (mediating effect ab = -0.03, p < 0.001). Empathy was identified as a moderator in the relationship between childhood abuse and friendship quality, thus indicating that enhancing empathy could positively impact the development of friendship quality among college students. These findings suggest that friendship quality can be improved through interventions aimed at enhancing self-disclosure and empathy; furthermore, greater attention must be given to students with childhood abuse experiences.

The purpose of this study was to use long-term longitudinal data to determine whether childhood shyness is associated with later negative social cognitions (rejection sensitivity and fear of negative evaluation) in emerging adulthood. Additionally, the prospective exacerbating roles of adolescent victimization and exclusion (self- and peer-reported) were examined. Participants were 119 Dutch individuals (50.5% male) from the Nijmegen Longitudinal Study, assessed at ages 9, 13, 16, and 21. Results showed a positive association between childhood shyness and emerging adult rejection sensitivity that was strengthened by high levels of peer-reported exclusion. There was also a positive association between childhood shyness and later fear of negative evaluation at high levels of exclusion, and a negative association at low levels of exclusion.

Research on the school experiences of children with same-gender parents has been conducted through parents', teachers', and educators' narratives, while children's perspectives are still unexplored in the LGBTQ+ field. The present study explores the quality of school experience in 36 children (6-12 years; M_age = 8.98; SD_age = 2.23) of 30 lesbian mothers (19 boys and 17 girls) born through assisted reproductive techniques. We used the specific section of the Friends and Family Interview regarding children's school experience (school experience section) that provides a measure of a child's school competence in terms of excitement and confidence in schoolwork, relationships with peers and teachers in the school context, and the child's engagement in school. Children describe school environments as contexts where they feel welcomed without episodes of discrimination or homophobic bullying from their peers. We performed a reflexive thematic analysis regarding the answers related to their relationships with their favorite teacher(s). The children suggest feelings of security and acceptance from teachers and report positive relationships with them declined into four different themes: (1) funny teacher and positive school climate; (2) kindness and patience; (3) engaging with 'unconventional activities'; and (4) protective and normative behaviors. The present study underlines the relevance of inclusive curricula, anti-bullying policies, and safe school practices regarding same-gender parent families. Moreover, teachers must be attuned to children's school experiences with same-gender parents and cultivate caring classroom environments.

We tested the mediating effect of the home environment on the link between maternal education level and Chinese primary school children's Language/Literacy and Math test scores and their growth trajectories. Survey data on maternal education and 11 locally meaningful home environment variables (e.g. number of children's books, number of extracurricular activities, childcare) were collected from 231 mothers whose children attended the same school. District-wide test scores at the end of the first semester of the first grade (Time 1), the first (Time 2) and the second semester of the second grade (Time 3) were obtained from the school. Controlling for the child's sex, the father's education level and maternal occupational prestige, structural equation modeling showed that the number of books at home mediated the link between maternal education level and the children's Language/Literacy scores at Times 1, 2 and 3 and the children's Math score at Time 3. The number of extracurricular activities mediated the link between maternal education and the children's Language/Literacy and Math scores at Time 1. The number of children in the household mediated the link between maternal education and Math score at Time 3. Furthermore, for both subjects, growth mixture modeling on the children's test scores across the three times identified two latent classes with different growth parameters. Mediation analysis showed that for Math scores, the number of children in the household mediated the link between maternal education and the latent class membership, but for Language/Literacy scores, none of the home environment variables was significant.