Journal of Genetic Psychology最新文献

This study addressed associations of parents' socialization of children's positive and negative emotions with children's emotional skills and socio-emotional functioning in early childhood with families in Türkiye and the United States (U.S.). One hundred five parents (50 Turkish, 55 U.S.) and their 4- to 5-year-old children reminisced about family events. Videos were coded for parents' emotion coaching and dismissing. Parents self-reported expressiveness and reactions to children's emotions. Experimenters administered tasks assessing children's emotion masking and emotion understanding. Teachers reported children's social competence and behavior problems. Emotion socialization by Turkish and U.S. parents differed according to valence (positive, negative) and mode (expressiveness, reactions, discourse). For both Turkish and U.S. families, encouraging socialization of negative emotions related to children's better masking of negative emotions and poorer masking of positive emotions. For U.S. families, encouraging negative emotions related to children's poorer socio-emotional functioning. When parents encouraged positive emotions, Turkish children scored higher in masking negative emotions, whereas U.S. children scored higher in masking positive emotions and had better socio-emotional functioning. Results suggest that cultural values may influence emotion socialization and its relations to children's socio-emotional development. Particular attention should be paid to socialization modes and positive emotions.

Father absence is a pervasive issue with profound implications for the psychological well-being of individuals. It is associated with various adverse outcomes, including increased perceived stress, which can lead to a host of mental and physical health problems. Despite the well-documented effects of father absence, there is a critical need to understand the underlying mechanisms that mediate this relationship. This research highlights the importance of mindfulness and emotional factors in this dynamic from the perspective of the mindfulness reperceiving model. We conducted this exploration among 408 young adults. Results suggested that mindfulness and positive affect were associated with the relationship between father absence and perceived stress. The model also indicated that father absence was related to perceived stress through the potential chain mediating pathway of 'mindfulness-negative affect'. Individuals experiencing father absence may perceive more stress, potentially due to lower levels of positive affect and reduced mindfulness. Moreover, it highlights a possible pathway where father absence is linked to increased stress through a combination of reduced mindfulness and heightened negative affect. Understanding the mechanisms through which father absence influences perceived stress is crucial for developing effective interventions. The study offers valuable insights into potential therapeutic strategies that can alleviate stress in individuals affected by father absence.

The impact of emotions on individual creativity is complex and diverse, involving the extensive participation of various psychological activities. However, there is still limited understanding of how specific emotions, such as authentic pride, stimulate individual creativity. Therefore, this study surveyed 769 middle school students to explore the influence mechanism of authentic pride on their divergent thinking. The results indicated significant positive correlations among authentic pride, need for cognition, prosocial tendencies, and verbal divergent thinking. Furthermore, authentic pride was found to directly influence verbal divergent thinking. It also exerted indirect effects through the mediating roles of need for cognition and prosocial tendencies individually, as well as through their serial mediation. The findings of this study support the Broaden-and-Build Theory and the Motivated Information Processing Model, providing new insights for fostering the divergent thinking of middle school students.

This study investigates the relationship between conscientiousness and conduct problems in primary school students, with a focus on the mediating roles of student-teacher closeness and self-control. Drawing on the Five-Factor Model of personality, the study explores how individual traits interact with relational and self-regulatory factors to influence behavioral outcomes. A sample of 1,427 students (M_age = 9.48, SD = 1.04) and 95 teachers (M_age = 50.90, SD = 7.87) from 22 schools in northwestern Italy participated. Data were collected using validated questionnaires assessing personality traits, teacher-student relationship quality, emotional intelligence, and behavioral difficulties. Structural equation modeling and bootstrapping procedures confirmed a serial mediation model: higher levels of conscientiousness predicted greater student-teacher closeness and self-control, which in turn were associated with fewer conduct problems. Both direct and indirect pathways were significant, highlighting the importance of personality and contextual factors in shaping student behavior. These findings underscore the need for educational strategies that promote self-regulation and nurturing relationships to support children's behavioral adjustment in school settings.

Indirect reciprocity expects people to selectively benefit prosocial recipients and avoid benefitting antisocial recipients in altruistic behavior. This study aimed to reveal developmental changes in altruistic sharing and preference toward prosocial and antisocial recipients during preschool. Sixty-six preschoolers aged between four and six years participated in the experiment. Initially, participants watched a video where one puppet displayed prosocial behavior and another displayed antisocial behavior. Subsequently, the preschoolers were asked to allocate four stickers between each puppet and themselves. After the allocations were performed, the participants were asked which puppet they preferred. The analyses revealed that older children allocated less selfishly when the recipient was prosocial compared to younger children; however, no differences were noticed in the allocation to antisocial recipients. The preference for prosocial puppets over antisocial puppets was not significant and was not related to resource allocation. The results suggest that the tendency to share more with prosocial recipients increases with age during preschool.

Coping strategies are essential for adolescents' socio-emotional well-being and academic success. This study aims to explore the predictive role of temperament traits, parental care, and overprotection in shaping adolescents' coping strategies. A cross-sectional design was employed to collect data from 1,195 Italian adolescents aged 14-18 years. Stepwise regression analyses were conducted to identify significant predictors of coping strategies. Findings revealed that temperament traits, particularly depressive and cyclothymic temperaments, were the strongest predictors of coping strategies. High parental care perceived by adolescents promoted adaptive coping strategies such as Social Support and Problem Solving, whereas lower parental care levels perceived by adolescents were linked to Avoidance coping strategies. Temperament traits play a more prominent role than parenting in shaping adolescents' coping strategies, suggesting that interventions should focus on biological predispositions while fostering a supportive -family environment.

The quality of dyadic student-teacher relationships appears crucial for promoting children's social adjustment and reducing their internalizing difficulties. The current study aims to assess the psychometric properties of the Student-Teacher Relationship Drawings (STRDs) in the Italian educational context and test its concurrent validity by associations with self- and parent-reported internalizing difficulties. Participants were N = 143 children and early adolescents (n = 79 girls), between 8 and 14 years (M = 10.66, SD = 1.65), attending primary and middle schools in Italy. They were invited to draw a picture of themselves and their teacher and completed an online questionnaire assessing internalizing difficulties (i.e. loneliness, social anxiety, and depression). Parents assessed children's internalizing problems. Overall, findings revealed good psychometric properties of the STRDs, composed of one factor assessing the quality of the student-teacher relationship. Moreover, results from a multivariate regression analysis, controlling for age and sex assigned at birth, suggested that the student-teacher relationship quality was negatively related to children's loneliness and depression. The study suggests that a positive student-teacher relationship, as assessed by children's drawings, could be a protective factor for the development of internalizing difficulties in children and early adolescents.

This study examined children's comprehension of numerical concepts using Piagetian clinical methods with linguistically scaffolded questions to enhance clarity. Piaget theorized that number comprehension requires two key mental relationships: number order and hierarchical inclusion (Kamii). Number order involves establishing a mental sequence for counting without skipping or duplicating, while hierarchical inclusion refers to the ability to mentally integrate smaller quantities within larger ones. A total of 57 pre-kindergarten (n-18) and kindergarten (n-39) children from four U.S.A. early childhood settings participated in Piagetian tasks assessing these concepts. To address critiques of Piaget and Kamii's (2014a) findings-specifically, that children under six struggle with number concepts-this study refined Kamii's 'show me five' Piagetian task by incorporating clarifying questions to mitigate potential linguistic confusion. Results indicated that neither pre-k nor K students fully conceptualized hierarchical inclusion, with pre-k students demonstrating 0% success and K students achieving 41% success. However, K students showed strong proficiency in number order (95%), while pre-k students demonstrated 72% success, remaining below Piaget's 75% threshold for conceptual readiness. These findings underscore the need for refined assessment strategies to better support the development of early numerical comprehension and to ensure that instructional and assessment methods align with children's cognitive readiness.

Although we know that problematic social media use is related to psychological distress, the role of doomscrolling and psychological adjustment in this relationship are scarcely addressed. The objective of the current study was to explore the relationships between problematic social media use and psychological distress with a serial mediation analysis that included doomscrolling and psychological adjustment. The participants consisted of 398 adolescents whose ages ranged between 14 and 18 years (M_age= 16.76, SD = 1.01). The data were collected using the Bergen Social Media Addiction Scale, Doomscrolling Scale, Brief Psychological Adjustment Scale-6, and Depression Anxiety Stress Scales-21. Analyses revealed both doomscrolling and psychological adjustment mediated the relationship between problematic social media use and psychological distress. In addition, doomscrolling and psychological adjustment had the serial mediating role between problematic social media use and psychological distress. These findings contribute to elucidating the mechanisms between problematic social media use and psychological distress. In conclusion, problematic social media use leads to psychological distress through doomscrolling and poor psychological adjustment.

The purpose of the study was to explore the perceptions of nursing education stakeholder of the inclusion of students with disabilities in nursing education programs in the United Arab Emirates (UAE) and barriers to their inclusion. A sequential exploratory mixed-methods design was used. Data was collected using unstructured interviews and questionnaires. Thematic analysis of the interviews with seven nursing education stakeholders revealed the following barriers to the inclusion of nursing students with disabilities: (1) Nature of disability, (2) knowledge of nursing faculty, (3) attitudes, (4) communication, (5) resources, (6) nursing program requirements, (7) admission and support policies, and (8) disability outreach activities. In total, 284 nursing education students and 29 nursing education faculty members from health science academic institutions in Abu Dhabi, Ajman, Al-Ain, and Al Dhafra in the UAE completed the questionnaires. The descriptive and inferential statistical analysis of the responses of nursing education faculty members and nursing education students was performed using SPSS software. The findings showed that both educators and students had concerns regarding the inclusion of students with disabilities. However, implementing facilitators and overcoming barriers can enhance the accessibility of nursing students with disabilities to nursing education programs. The findings also showed significant differences in the perception of nursing students and faculty of inclusion concerning their interactions with students with disabilities and having completed a course about individuals with disabilities.