Journal of Genetic Psychology最新文献

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.

Undoubtedly, COVID-19 represents the biggest global emergency of the twenty-first century. Far from being only an infectious disease, COVID-19 caused social and economic disruption, with an exacerbation of gender inequality across different spheres, including in family duties and responsibilities as well as in occupations and income levels. In this scenario, the study aimed at drawing a picture of gender-related differences about thoughts and feelings relating to time, namely time perspective, during the COVID-19 lockdown. Time perspective - a cognitive style revealing the individual's tendency to mainly focus on the past, the present or the future - influences motivational levels that, in turn, triggers behavior. In this sense, time perspective is a noteworthy factor in elucidating how people cope with adverse events. The Adolescent and Adult Time Inventory was administered to 852 emerging adults (M_age = 24.77; 50% female) through an online survey. Results showed that women had more negative views about time, spent more time thinking about temporal dimensions, and tended to use more negative emotional terms to define the present and the future compared to men. Albeit data were collected during COVID-19, the lack of studies comparing time perspective before and after the pandemic does not allow us to ascertain the pandemic's impact on gender differences. Hence, a further understanding of the impact of COVID-19 on thoughts and feelings about time by women and men needs to be addressed to successfully cope with future stressful events.

This retrospective study compared the speech-language development of a pair of dizygotic twin girls during the first 2 years of life: one with typical development (Twin A) and one with atypical development (Twin B), who was later diagnosed with Rett syndrome (RTT). Audio snippets were extracted from home videos, with nearly equal representation from each child. The audio analysis focused on articulatory complexity, voice characteristics, and linguistic variability. Despite sharing the same social-communicative environment, the twins' speech-language development diverged. From the first to second year of life, articulatory complexity and variability increased in the typically developing Twin A. In contrast, Twin B produced a high number of vocalizations in the 7th month, including canonical sounds with substantial variability. However, her vocalization quantity, complexity, and variability subsequently decreased, resulting in only sporadically discernable canonical vocalizations during her second year. This developmental trajectory points to very early stagnation and regression in Twin B, occurring earlier than typically observed. While Twin B displayed a range of typical vocalization features, deviations in the density and distribution of inspiratory and high-pitched vocalizations during the first year further suggest early speech-language abnormalities in RTT, preceding frank developmental stagnation and regression. As the study relied on limited retrospective data, the findings should be interpreted with caution, and further investigation is needed. Nevertheless, this twin study provides a unique perspective that deepens our understanding of early speech-language developmental profiles in RTT, especially in light of the intertwinement of genetic, individual, and contextual factors.

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.

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.