Journal of Genetic Psychology最新文献

The study investigated whether adults' memories of parental acceptance-rejection in childhood predict their current levels of forgiveness and vengeance as mediated by psychological (mal)adjustment. The data were collected from 252 young adults (Women = 137, Men = 115, Age range = 18 - 22 years; Mage = 19.42; SD = 0.99). Measures used were the Adult Parental Acceptance-Rejection Questionnaire (PARQ) short form for fathers and mothers, the Adult Personality Assessment Questionnaire (PAQ) short form for adults, the Heartland Forgiveness Scale (HFS), the Vengeance Scale (VS-10), and the Personal Information Form. Mediation analysis indicated that memories of maternal and paternal rejection predicted vengeance as mediated by psychological maladjustment among both men and women. Further, women's and men's memories of parental (both maternal and paternal) acceptance predicted forgiveness as mediated by psychological adjustment.

The study investigated relations among memories of parental (maternal and paternal) acceptance-rejection, forgiveness, and vengeance, as mediated by psychological (mal)adjustment. The sample consists of 323 Turkish adults (50% females; Age range: 18-61 years; Mage = 35.73, SD  = 10.41) from Istanbul, Turkiye. Participants responded to mother and father versions of the adult Parental Acceptance-Rejection Questionnaire (adult PARQ; short form), the adult Personality Assessment Questionnaire (adult PAQ; short form), the Heartland Forgiveness Scale, the Vengeance Scale, and the Personal Information Form. The results showed that both men and women remembered their parents as substantially warm and accepting during childhood and self-reported having fair psychological adjustment. Men and women were found to be equally likely to be forgiving as unforgiving and reported no dispositions toward vengeance. However, men reported higher levels of vengeance as compared to women. Psychological adjustment mediated the relations between parental acceptance and forgiveness, while psychological maladjustment mediated the relations between parental rejection and vengefulness for women and men. Implications of the findings and future research directions are discussed.

This study explored correlates of the trait Conscientiousness drawing on longitudinal data from the Millennium Cohort Study (MCS), with a sample of 7,436 mothers. Data were collected when participants' children were born and again at ages nine months, 3, 11, and 14 years. Structural equation modeling showed that the family poverty indicator, self-esteem, parent-child relationship, children's behavioral problems, and education all had significant and direct effects on maternal trait Conscientiousness. The strongest predictor was self-esteem (measured over 13 years previously), followed by children's behavioral problems and parent-child relationship quality. The implications for helping mothers and their children are considered and limitations are discussed.

Research consistently documents negative consequences for children who are cyber victims, underscoring the need to examine effective management. Disclosure to friends about cyber victimization is advocated; however, research is limited. The present research examined willingness to disclose to friends about being cyber victimized for fourth graders and evaluated the subsequent frequency of cyber victimization when in grade 5 (N = 207). Three groups in Grade 4 were identified: No Victimization, Victimization/No Tell, and Victimization/Tell. Children in the Victimization/Tell group reported a significantly lower frequency of cyber victimization a year later. The Victimization/No Tell group of children did not report a statistically reduced frequency of cyber victimization. The number of classroom mutual friends was ruled out as an explanation. This research supports the use of a strategy for children confiding with friends to reduce subsequent cyber victimization.

The study explored the relative effectiveness of morphological analysis training and context clue training on multidimensional EFL vocabulary knowledge. A total of 90 college English learners were equally and randomly assigned to three groups: a morphological analysis group, a context clue group, and a control group. Vocabulary development was measured in four dimensions: inferencing, grammar, meaning, and collocation. The ANOVA results indicated that both experimental groups outperformed the control group in multiple aspects of word knowledge. In addition, in the word inferencing and meaning tests, the morphological group demonstrated significantly better performance; while the context clue group showed superior word grammar and collocation knowledge. Relevant implications are discussed based on the findings.

Teacher-student relationships (TSR) have been a key focus of study for developmental and educational psychology researchers interested in improving proximal and distal academic outcomes for children and youth. Although prior empirical work suggests some degree of association between TSR and achievement, the co-development of TSR and achievement during elementary grades remains unclear with most findings limited to reading and mathematics achievement. The current study used parallel process growth curve models (PPGCMs) to examine the longitudinal growth trajectories of teacher-student closeness and conflict, and science, reading, and mathematics achievement simultaneously for children followed from kindergarten to third grade in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N = 13,490). Findings from the final PPGCM showed teacher-student closeness in kindergarten was positively associated with science, reading and mathematics achievement in kindergarten (r = 0.234 to 0.277) and the linear growth of achievement through third grade (r = 0.068 to 0.156). Teacher-student conflict in kindergarten was negatively associated with science, reading, and mathematics achievement in kindergarten (r = -0.099 to -0.203) and the linear growth of achievement through third grade (r = -0.081 to -0.135). Child biological sex, family socioeconomic status, and child racial and ethnic identity predicted TSR and achievement developmental trends. Implications of the findings and future directions for research are discussed.

Bullying has been associated with status goals among peers, but this research has not distinguished among forms of bullying, nor included actual status or popularity among peers in an integrated analysis. To this aim, in concurrent correlational data, we examined adolescent status goals as predictors of peer-reported physical, verbal, exclusionary and electronic bullying, and these further as predictors of popularity and peer rejection (N = 256; 67.2% girls; M age = 12.2 years). We also explored potential indirect associations of status goals with popularity and peer rejection via forms of bullying. The findings indicated that verbal bullying was the most common form of bullying. Status goals were positively related to all but physical bullying, yet only verbal bullying partially mediated this association with popularity. Electronic bullying was unrelated to popularity and peer rejection, when controlling for other bullying forms (but was positively related to rejection at the bi-variate level). The findings underscore the importance of assessing bullying as a heterogeneous construct, as related goals and adjustment among peers may depend on its specific form.

Although controversy exists around labels for postpartum depression (PPD), focusing efforts on terms distracts the research community from better understanding the impact of depression on parent-infant relationships. The purpose of this article is to provide a narrative review of research related to how depression experienced in the postpartum period impacts parent-infant relationships. Our review indicates that PPD is pervasive, symptoms often appear during pregnancy, and it has the potential to negatively impact parent-infant relationships. Based on the recent review of literature, intervention efforts should focus on identification and treatment of PPD as early as possible to mitigate detrimental long-term impacts on parent-child relationships.

The present study was designed to examine the direct and indirect relations between acculturative stress and Latinx youth prosocial tendencies. In addition, we considered family conflict, parental support, and parental psychological control as explanatory mechanisms. Participants included 306 (53.8% female, Mage = 15.50, SD = .42; range = 14 to 18) Latinx adolescents and their parents (87.9% mothers). The majority of adolescents were born in the U.S. (n = 206, 68.0%; average time in U.S. = 10 years) and identified as a Mexican heritage group member (n = 248, 81.0%). Findings differed by youth gender and suggest that for boys, parental support (but not psychological control) serves as underlying mechanism in the effects of acculturative stress and family conflict on youth's prosocial behaviors. Contrastingly, for girls, parental support (but not psychological control) serves as underlying mechanism in the negative effects of family conflict (but not acculturative stress) on youth's prosocial behaviors. The findings are discussed in the context of the need for integrative theories that account for cultural, family and gender-related socialization mechanisms to better understand prosocial behaviors among Latinx youth.

Problematic Use of the Internet (PUI) is characterized as the inability to control one's internet use or as an excessive use of the internet that may result in social, psychological, and emotional difficulties (Fernandes et al., 2019). It is regarded nowadays as an increasingly worrisome public heath issue, especially among youth. This study explored the contexts in which youth PUI occurs and its associations with socio-emotional functioning that may lead to a decrease in one's sense of well-being. We conducted this exploration among 783 middle school students from the US (425 students; 54.27%) and Israel (358 students; 45.73%). The overall age of both samples ranged between 12 and 16 (M = 13.94, SD = 1.59). In the Israeli sample, 49.1% of the students were girls and 50.9% were boys, whereas in the US sample, 48.8% were girls and 51.2% were boys. The study examined the role of depressive mood, loneliness, resilience, self-control, and school engagement in mediating the relationship between PUI and well-being, and how country of origin might moderate these relationships. Results indicate PUI was related to lower well-being only for the US sample. Yet, for both samples, higher loneliness was related to lower well-being, and higher school engagement was related to higher well-being. A moderated mediation analysis revealed the socio-emotional variables were all mediators in these associations, but differently for each country sample. The study results are discussed according to key factors required for developing intervention programs for coping with youth PUI behaviors.