Journal of Genetic Psychology最新文献

Despite the importance of understanding the relations between parenting and youth's prosocial behavior, there is surprisingly little research focused on the relations among parenting practices, shame, guilt, and prosocial behaviors. The present study was designed to examine the intervening roles of shame and guilt in relations between parental support and psychological control and public and altruistic prosocial behaviors in college students. The participants were 304 (62.5% female, 76.3% European American, M_age= 18.71, SD = 0.92) college students. We found partial support for our hypotheses. Specifically, we found that parental psychological control was positively linked to shame which, in turn, was positively linked to public prosocial behaviors. In contrast, parental support was positively linked to guilt which, in turn, was positively linked to altruistic prosocial behaviors and negatively linked to public prosocial behaviors. Further, psychological control was directly and positively linked to public prosocial behaviors and negatively linked to altruistic prosocial behaviors. Parental support was directly and positively linked to public prosocial behaviors. Discussion will focus on the implications of the findings for theories of moral socialization and prosocial development.

Aggression among adolescents is a significant public health concern worldwide. To safeguard adolescents' physical and mental health, controlling the incidence of aggressive behavior and its triggers and drivers is necessary. Different risk factors in each environment drive adolescent aggression. These factors are interconnected, making the environment an ecosystem of aggression. This study aims to analyze the factors that influence adolescents' aggressive behavior and provide a basis for formulating measures to reduce such behavior in the future. This multicenter cross-sectional study was conducted in five middle schools in Lingbao City. The participants were junior high school students aged 11-15 years. Data were analyzed from January to March 2020 using the decision tree analysis method. The aggressive behavior scale, adolescent emotion regulation scale, family intimacy and adaptation scale, parental education participation scale, and a simple parenting style questionnaire were used for the investigation. Of the 581 participants, 25.5% demonstrated a tendency for aggressive behavior, while the remaining did not. The decision tree analysis showed that the incidence of adolescent aggression was the highest (54.8%) when the maternal overprotective score was greater than or equal to 17, the adolescent had low emotional control, and the mother's intelligence score was higher than 30. The decision tree model reflects the influencing factors of adolescent aggressive behavior from multiple levels and provides a reference for formulating effective intervention measures to control such behavior and its influencing factors.

Current research in the field of moral socialization needs to address more fully how combinations of discipline practices influence the internalization process. The present study examined young adults' retrospective reports concerning their mother's and father's disciplinary responses to remembered moral transgressions. Participants included 410 undergraduate students (Mage = 19.11 years; 79% female) who self-identified as White (74.9%), Hispanic (8.8%), Multiracial (8.8%), Black (3.2%), Asian (2.7%), and other (1.6%). Young adults provided narrative accounts of maternal and paternal responses to moral transgressions, then rated these responses in terms of their fairness and effectiveness. Discipline responses were coded for the presence of inductive discipline, mild punishment, or their combination. Results indicated that mother's use of inductive discipline with (and without) the presence of mild punishment was viewed as more appropriate than mild punishment used alone. Importantly, inductive discipline combined with mild punishment was viewed as more acceptable than (and equally effective as) inductive discipline alone. Findings for fathers were more limited, suggesting only that inductive discipline when used without mild punishment was viewed as more acceptable than mild punishment alone. Overall, mothers' use of induction with mild punishment in response to their adolescents' moral transgressions may not undermine the internalization of inductive messages and may even enhance its perceived appropriateness.

The goal of the current study was to examine the predictive role of economic stress and community self-efficacy on prosocial behaviors toward friends and strangers, and civic engagement. In addition, we considered the multiplicative effects of economic stress and community self-efficacy on these distinct types of prosocial behaviors (different targets of prosocial behaviors). The sample consisted of 202 young adults (M age = 20.94 years; 76.5% women; 67.5% reported identifying as racially White; 7.7% Black; 5.7% Asian; 5.5% Native; 13.6% other and included groups such as Mestizo, mixed race, and Mexican) who reported on their economic stress, community self-efficacy, and tendencies to engage in prosocial behaviors toward friends and strangers as well as civic engagement. The results demonstrated that economic stress was not directly associated with prosocial behaviors or civic engagement. Community self-efficacy was positively associated with civic engagement and prosocial behaviors toward both friends and strangers. The interaction term was positively associated with prosocial behaviors toward friends. Discussion focuses on the critical role of community self-efficacy as a buffer against stress and as a predictor of multiple forms of prosocial behaviors.

Social withdrawal is the behavioral tendency to remove oneself from social situations - a tendency that often contributes to reductions in individuals' mental health. The current study evaluated the links between different motivations for social withdrawal (shyness, unsociability, social avoidance) and indices of psychosocial adjustment in a Norwegian sample of emerging adults. Participants were N = 194 Norwegian university students who completed self-report measures of life satisfaction, loneliness, and depressive symptoms, as well as withdrawal motivations. Among the results, a newly translated version of the Social Preference Scale-Revised (SPS-R) was validated for use in Norway. Findings showed that shyness was uniquely and positively associated with loneliness and depressive symptoms, as well as lower life satisfaction, whereas social avoidance was positively associated with depressive symptoms. Unsociability was uniquely linked to lower levels of loneliness and depressive symptoms. Findings provide novel information about the psychosocial correlates of social withdrawal motivations during emerging adulthood in the under-explored cultural context of Norway. Understanding nuances in the correlates of different motivations may aid in the development of culturally and developmentally sensitive interventions.

Wayfinding refers to the process of locating unseen destinations in the spatial environment and is an important spatial skill for children. Despite a growing interest in wayfinding development in children, less attention has been focused on documenting the vast methodological heterogeneity of the existing research body, which impacts the ability to synthesize results across different studies. This review aims to systematically catalog and examine the research methods of the wayfinding development literature. We identified a total of 96 studies that examined 4- to 16- year-old children's wayfinding of unfamiliar, large-scale environments and were published between 1965 and 2020. Based on the environments, we grouped these studies into virtual reality (VR) vs. real-life and indoor vs. outdoor. The review revealed a vast diversity in research methods regarding participants, environments, independent variables (IVs), environmental exposure, dependent variables (DVs), and cognitive/behavioral correlates. The field has seen growing research interests in VR environments and atypical development. The most common IVs focused on the environmental features of landmarks and turn information. Relatively less research considered how different cognitive processes such as attention, memory, and learning contribute to wayfinding. Various outcome measures have been used to investigate landmark, route, and survey knowledge regarding DVs. This review showed an imbalance of topic areas in the field, systematic differences between different types of studies, and the need for greater attention on a number of important topics. Finally, we provided targeted, detailed recommendations for future research.

The present study draws on socio-cultural theories and socio-cognitive theories as guiding frameworks to examine responses to bias-based bullying among 481 middle school youth (49% female; 15% immigrant; 36% minoritized ethnicity). Based on student self-report data, we examined: (1) whether middle-schoolers response strategies' from the perspective of the victim being excluded or bullied varied across three hypothetical bias-based bullying scenarios based on participant's immigrant background and gender and by target victim's ethnic im/migrant background (e.g. Arab, Latinx, Black); and (2) whether youth disclosure of actual bullying experiences (i.e. to whom they disclosed their bullying experience) differed by their immigrant background and gender. Findings revealed that none of the immigrant girls reported that they would hit the excluder from the perspective of the Latina hypothetical victim compared to when the hypothetical victim was Black and Arab. In response to their actual experiences, immigrant girls were least likely to tell anyone (e.g. peer, teacher, or parent) if they were bullied at school. Results highlight the importance of fostering family and school administration awareness of bullying victimization and the creation of culturally sensitive school interventions and policies for reporting and preventing the bullying victimization of immigrant children, particularly for immigrant girls.

Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States. There were 2,452 adolescents (M_age = 14.85; SD = .53; 13-16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study. They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration. Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls. Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States. Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization. The social-ecological perspective provides a useful understanding of how various contexts influence bullying.

Using a transactional framework, this study explored social relationships in the classroom as mediators of the association between ethnic-racial identity and academic-related outcomes. Participants were 101 fifth graders of diverse backgrounds who completed computer-based questionnaires about their friendships, ethnic-racial identity, and academic engagement. Teachers reported on closeness in their student-teacher relationships. Relationships in the expected direction were evident; positive associations were observed among public regard dimensions of ethnic-racial identity and cognitive engagement in the classroom. Correlational analyses demonstrated higher friendship quality was associated with cognitive engagement, indicating more self-regulated and strategic approaches to learning for both boys and girls. Further, path analyses revealed that the relationship between public regard and cognitive engagement was mediated by student-teacher closeness for the whole sample. Gender differences were evident; for boys, public regard was related indirectly to language arts and math grades through cognitive engagement whereas for girls this indirect effect was not present. Findings highlight the varied contribution of ethnic-racial identity and classroom relationships on achievement-related outcomes, particularly for boys.

The purpose of the present study was to examine the impact of family relationships and internalizing problems on psychosocial adjustment. Data were collected from 404 Polish children and early adolescents aged 8-13 using standardized instruments to assess the quality of family relationships (i.e., control, support), internalizing problems, and psychosocial adjustment (problem behavior versus prosocial behavior). The findings confirmed positive and negative associations between the quality of family relationships, internalizing problems, problem behavior, and prosocial behavior. Gender differences were also found; girls received more support within family relationships and scored higher in prosocial behavior, whereas boys received more control within family relationships. Regression analyses have shown that control within family relationships and internalizing problems were positive predictors of problem behavior. On the other hand, control within the family relationships was a negative predictor of prosocial behavior. In the final step, four mediation models were tested to check whether internalizing problems would mediate the relationship between family relationships and the child's behavior. Possible future research directions are discussed.