Journal of Genetic Psychology最新文献

Anxiety and social withdrawal are common internalizing problems among children linked to poor emotion regulation (ER). We investigated how specific components of ER (emotion awareness, emotion regulation strategy) are associated with generalized anxiety and social withdrawal in the two ER domains (intrapersonal and interpersonal). Study participants were 398 fourth- and fifth-grade students (49% girls) and 22 teachers from a Midwestern state in the United States. Study constructs were measured with student self-report, peer nominations, and teacher reports. We found anxiety was linked to poorer intrapersonal emotion awareness and greater use of adaptive and maladaptive intrapersonal regulation strategies. Social withdrawal was associated with poorer interpersonal emotion awareness and lower use of supportive and unsupportive interpersonal regulation strategies. Social withdrawal was also negatively associated with intrapersonal, adaptive strategy. The findings highlight the relevance of intrapersonal and interpersonal domains of ER in helping anxious and socially withdrawn children regarding their unique emotion regulation difficulties.

This study aimed to investigate the chain mediating roles of anxiety and inhibitory control in the relationship between bullying victimization and internet addiction among Chinese adolescents, as well as the moderating effect of physical activity. A cross-sectional design was employed, sampling 1,585 adolescents from 5 provinces in China during February-March 2024. Data on bullying victimization, internet addiction, anxiety, inhibitory control, and physical activity were collected and analyzed using a moderated chain mediation model. The data suggest that bullying victimization is associated with internet addiction, and this association is also mediated by anxiety and inhibitory control. Furthermore, physical activity was found to significantly moderate the relationship between anxiety and inhibitory control. This study contributes to the understanding of how bullying victimization, anxiety, and inhibitory control are interrelated in the context of internet addiction development, with physical activity influencing this interplay. It highlights the potential of physical activity as a factor in mitigating the impact of bullying and its association with internet addiction.

Accumulating evidence, as outlined by Self-Determination Theory (SDT), highlights the crucial role of emotion dysregulation and basic psychological needs in shaping various psychological outcomes. Parental psychological control may play a key role in understanding how these processes develop within the family context. This study aims to examine the intergenerational transmission of basic psychological needs and emotion dysregulation from parents to adolescents, focusing on the indirect association of parental psychological control within this relationship. 210 Italian families living in the same household, consisting of biological parents and one adolescent (55% female) aged between 13 and 18 years old (M = 15.71, SD = 1.76) participated in the study. The results showed that both mothers' and fathers' higher emotion dysregulation were related to their own higher levels of psychological control, while higher maternal need frustration was related to higher perceptions of parental psychological control in adolescents. In turn, higher perceptions of parental psychological control in adolescents were related to adolescents' higher need frustration and emotion dysregulation. Furthermore, higher maternal emotion dysregulation was linked to higher adolescent emotion dysregulation, and higher paternal need frustration was linked to higher adolescent need frustration. These findings are explored in the context of SDT and highlight the significance of both emotion regulation ability and needs in shaping adolescent adjustment.

This study aimed to explore the sources of happiness of individuals across different stages of their lives. A phenomenological study, which is a qualitative research approach, was designed. The sample consists of 129 participants (62 women, 67 men). Thematic analysis was conducted to analyze the data, and common themes were identified for each life stage. The analysis of the themes revealed that children and adolescents expressed the sources of happiness mostly through hedonic values, whereas individuals in middle adulthood and late middle age predominantly expressed them in eudaimonic values. Sources of happiness in all life stages include the themes of closeness to family, closeness to friends, social relations, altruistic attitudes, social peace, and traveling. In young adulthood and later life stages, the theme of spirituality emerged, including concepts such as the meaning and purpose of life, belief in God, gratitude to God, and being connected with nature. In childhood, the themes of playing games, receiving gifts, and experiencing surprises were prominent sources of happiness, whereas in adolescence, the themes were eating favorite things and achieving autonomy. Health, money, being successful, hope, hobbies, being valued and appreciated were found to be other common sources of happiness across various life stages.

Despite extensive research on the intergenerational transmission of values, the continuity of parenting practices and underlying cognitive processes of transmission have received relatively little attention. We explored the mediating role of introjected and identified internalization on the intergenerational continuity of four parenting practices related to religion (assurance, disapproval/punishment, social involvement, and encouraged skepticism). We focused on Catholicism as an important test case based on its distinctive components amongst other Christian denominations. In addition to responding to items that measured religious value internalization, 279 community members from the United States were asked to reflect on their parents' use of four religious parenting practices during their childhood, as well as the current practices they are employing with their own children. Respondents' recollections of their parents' religious parenting practices significantly predicted their own current religious parenting practices. Whereas these associations were significantly mediated through identified internalization for all four practices, only the associations between past and current social involvement and disapproval/punishment were also mediated through introjected internalization. Recollection of parenting practices predict adult children's implementation of the same practices with their own children through their level of internalization of their parents' beliefs. Importantly, the efficacy of different types of internalization appears to depend on the specific nature of the behavior to be maintained.

The aim of the present research was to investigate the psychometric properties of the Children's Character Strengths Inventory in an Iranian elementary school population. 464 elementary school-aged children were selected randomly. Exploratory factor analysis revealed a statistically suitable structure for the questions of the inventory. Confirmatory factor analysis was compared with two 'four-factor and six-factor models.' The results showed that the proposed structure of the inventory is confirmed by the data obtained from the sample of Iranian children. The significant correlation of children's character strengths inventory with parents' opinion about their children's character strengths is a confirmation of convergent reliability. Based on the results, it can be argued that the 89-item Children's Character Strengths Inventory is a valid and reliable tool for Iranian elementary school children and it can be used to identify children's character strengths.

Future-oriented cognition involves several domains that are critical to daily functioning, such as planning, prospective memory, episodic foresight, saving, and delay of gratification. The current study investigated the role of family characteristics in the development of future-oriented cognition, specifically whether parents' future-oriented cognition (i.e. planning, prospective memory, episodic foresight, saving, and delay of gratification) and socioeconomic status were related to their child's future-oriented cognition. In Study 1, 146 parents of 3- to 5-year-olds completed several measures assessing their own and their child's future-oriented cognition, cognitive skills, and behavioral tendencies. Parents' future-oriented cognition, parent education, and family income were related to children's future-oriented cognition. However, only parents' saving, prospective memory, and episodic foresight (but not planning or delay of gratification) were related to the corresponding domains of children's future-oriented cognition after controlling for children's age, executive function, delay aversion, delay discounting, and future orientation. Study 2 focused on prospective memory as a specific domain of future-oriented cognition: Parents of 2- to 6-year-olds (N = 179) completed measures of their own and their child's prospective memory and executive function. Family income, parents' prospective memory, and their executive function were related to children's prospective memory. However, none of these relations remained significant after controlling for children's age and executive function. Children's family characteristics seem to influence the development of future-oriented cognition in early childhood alongside age and cognitive abilities.

Given the increase in enrollment of Iranian females in secondary educational settings and the diverse experience of women in education in Iran examining the contributing factors that relate to academic outcomes for female students is essential. Yet while the importance of school belonging has been established, the potential mediating role of academic engagement has yet to be explored in an Iranian context. The present study aims to examine the mediating role of academic engagement in the relationship between school belonging and academic achievement. among female high school students in Iran. A sample of 241 female high school students (M age = 16.18, SD = 0.74) from a single school in Qazvin, Iran, participated in the study. Participants completed online questionnaires to assess their sense of school belonging and academic engagement. Academic achievement was measured by calculating the cumulative grade point averages based on transcripts of the participants for the academic year 2021-2022. Structural equation modeling indicated that both school belonging (β = 0.418, p < .01) and academic engagement (β = 0.241, p < .01) significantly and positively predicted academic achievement among high school students. Bootstrapping analysis revealed that academic engagement partially mediates the relationship between school belonging and academic achievement. These results emphasize the importance of promoting a sense of belonging and cultivating academic engagement to improve academic outcomes for female high school students in Iran.

The Approximate Number System allows individuals to approximately perceive large quantities and is usually tested by comparing different dots array. However, during non-symbolic comparisons, performance can be impacted by visual and non-numerical attributes of the stimuli. Our study aims to explore the role of the quantities and size perception in preschoolers' in a double-digit numbers task. Different groups of participants were trained with a non-symbolic training involving pairing each two-digit coupling with the corresponding numerosities, with a size training pairing each coupling with a single dot of varying size or with a memory training. The results showed significant improvements in the non-symbolic and memory training groups but not in the size training group. This suggests that associating double-digit numbers with quantities, as in non-symbolic training, enhances early preschoolers' numerical abilities.

Infants show a personal preference for fair over unfair distributors from the first months of life, demonstrating an early sense of distributive fairness. However, there is a lack of knowledge on how such infants' preferences can be influenced by maternal factors. This study explored the role of maternal social referencing on the development of fairness by presenting 11-month-old infants with familiarization events and a test trial performed by their mothers. Mothers assessed their infants' preferences by using a forced-choice task, showing specific visual cues (i.e. gaze shift and head turn) to motivate infants to choose unfair over fair distributors (Experiment 1), and without visual cues (Experiment 2). Infants manifested a head-orienting preference for unfair over fair distributors only when their mothers used visual cues. These results provided evidence for the potential influence of maternal visual cues on infants' orienting preferences for unfair distributors, thereby supporting the role of early social interactions in shifting infants' attention towards distributors.