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Context matters!? Insights from comparative research on immigrant adolescents' development
Publication date: March–April 2020Source: Journal of Applied Developmental Psychology, Volume 67Author(s): Peter F. Titzmann, Philipp Jugert, Rainer K. Silbereisen (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - January 23, 2020 Category: Child Development Source Type: research

Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts
Publication date: March–April 2020Source: Journal of Applied Developmental Psychology, Volume 67Author(s): Rebecca J. Bulotsky-Shearer, Veronica A. Fernandez, Krystal Bichay-Awadalla, Jhonelle Bailey, Jenna Futterer, Cathy Huaqing QiAbstractGuided by an ecological model, the study examined the extent to which domains of teacher-child interaction quality moderated associations between early problem behavior within preschool classroom contexts and social competence. A series of multilevel models were estimated using data from a sample of ethnically and linguistically diverse children from low-income backgrounds (N = 937,...
Source: Journal of Applied Developmental Psychology - January 21, 2020 Category: Child Development Source Type: research

Structural and process quality features in Peruvian early childhood education settings
Publication date: March–April 2020Source: Journal of Applied Developmental Psychology, Volume 67Author(s): Emily C. Hanno, Kathryn E. Gonzalez, Rebecca Blazar Lebowitz, Dana Charles McCoy, Armida Lizárraga, Camilla Korder FortAbstractWe examine the relations between several indicators of classroom and program quality, and their associations with children's early vocabulary skills, within 128 classrooms in 64 public early childhood education centers in Lima, Peru. Specifically, we consider the widely-used Classroom Assessment Scoring System™ (CLASS) in relation to traditional indicators of structural quality, including...
Source: Journal of Applied Developmental Psychology - January 21, 2020 Category: Child Development Source Type: research

Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors
This study examined teacher-child emotion talk in a sample of preschool children rated by their teachers as displaying elevated externalizing behaviors (N = 470). Emotion talk was observed using a teacher-child dyadic storybook reading task. We examined the link between emotion talk and children's gains in their observed positive engagement with teachers across the preschool year. To isolate the unique contribution of emotion talk, we accounted for the affective quality of teacher-child interactions and relationships and children's receptive language skills. We also explored whether the link between emotion talk and chil...
Source: Journal of Applied Developmental Psychology - January 21, 2020 Category: Child Development Source Type: research

Is attention the missing link? Coviewing and preschoolers’ comprehension of educational media
Publication date: March–April 2020Source: Journal of Applied Developmental Psychology, Volume 67Author(s): Preeti G. Samudra, Kevin M. Wong, Susan B. NeumanAbstractCoviewing is a commonly recommended practice, but little is known about how coviewing impacts children's educational media viewing experience. We investigated how coviewing impacts attention and comprehension of educational media, as well as the role of baseline vocabulary in understanding these associations. Eighty-three preschoolers viewed two videos on an eye-tracker – one with an adult coviewer and the other without. Children's baseline vocabulary, atten...
Source: Journal of Applied Developmental Psychology - January 21, 2020 Category: Child Development Source Type: research

Children's attitudes to people with mental illness
Publication date: March–April 2020Source: Journal of Applied Developmental Psychology, Volume 67Author(s): Claudine FoxAbstractThis paper reports a study that adopted age-appropriate terminology to investigate 6–11-year-old children's attitudes towards mental illness (N = 120). The study utilized a semi-structured interview technique and card selection tasks to assess the children's attitudes to individuals diagnosed with different mental illnesses (anorexia nervosa, depression and dementia). Their attitudes were measured in terms of social distance, social functioning, emotional response and trait attributions. Find...
Source: Journal of Applied Developmental Psychology - January 21, 2020 Category: Child Development Source Type: research

Editorial Board
Publication date: January–February 2020Source: Journal of Applied Developmental Psychology, Volume 66Author(s): (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - January 14, 2020 Category: Child Development Source Type: research

STEM gender stereotypes from early childhood through adolescence at informal science centers
Publication date: March–April 2020Source: Journal of Applied Developmental Psychology, Volume 67Author(s): Luke McGuire, Kelly Lynn Mulvey, Eric Goff, Matthew J. Irvin, Mark Winterbottom, Grace E. Fields, Adam Hartstone-Rose, Adam RutlandAbstractStereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female edu...
Source: Journal of Applied Developmental Psychology - January 10, 2020 Category: Child Development Source Type: research

Educating parents to enhance children’s reasoning abilities: A focus on questioning style
This study investigated whether parents can be educated to alter parent-child interactions and whether this can improve children's reasoning abilities. Parents of four- to eight-year-olds were randomly assigned to a compact psycho-educational program (N = 34) or control condition (N = 36). Parental questioning style was observed during problem-solving interactions at home and children's scientific and social reasoning were assessed using performance-based tasks. Parents in the educational condition asked significantly more open-ended, observational and explanatory questions at post-test than controls did. Asking relati...
Source: Journal of Applied Developmental Psychology - January 7, 2020 Category: Child Development Source Type: research

Adolescents’ transitions between different views on democracy: Examining individual-level moderators
This study aims to identify individual patterns of adolescents' views on democracy, adolescents' transitions between the patterns over time, and individual-level predictors of these transitions. Two waves of longitudinal survey data from 768 Czech high school students (T1 mean age 15.97) were analyzed using latent transition analysis. Results suggested three basic patterns of adolescents' views on democracy: majority-oriented (disregarding minority rights and interests), conventional (having narrowed understanding of civil liberties), and liberal (supporting both minority rights and civil liberties). Of these, the liberal ...
Source: Journal of Applied Developmental Psychology - December 27, 2019 Category: Child Development Source Type: research

Family dysfunction and Adolescents' anxiety and depression: A multiple mediation model
Publication date: January–February 2020Source: Journal of Applied Developmental Psychology, Volume 66Author(s): Yanhui Wang, Lili Tian, Leilei Guo, E. Scott HuebnerAbstractBased on a social-cognitive model, we examined the multiple mediating roles of self-esteem and loneliness in linking family dysfunction to anxiety and depression in adolescents. Participants at baseline included 921 junior high school students (Mage = 12.98 years; 51.7% girls) from a midsized city located in Northern China. The students completed a multi-measure questionnaire at three time points, six months apart, starting from the initial grade...
Source: Journal of Applied Developmental Psychology - December 17, 2019 Category: Child Development Source Type: research

Disempowering parenting and mental health among Asian American youth: Immigration and ethnicity
This study pinpoints specific aspects of disempowering parenting that may lead to mental distress among FA and KA youth and underscores a need for culturally tailored intervention programs that address the harms of disempowering parenting approaches. (Source: Journal of Applied Developmental Psychology)
Source: Journal of Applied Developmental Psychology - December 17, 2019 Category: Child Development Source Type: research

Daily multidimensional racial discrimination among Black U.S. American adolescents
This study examined frequencies and psychological effects of daily racial discrimination experienced individually, vicariously, online, offline, and through teasing. Participants were 101 Black U.S. American adolescents for this ecological momentary assessment study that measured daily racial discrimination and 14-day depressive symptoms slopes. Confirmatory factor analyses specified subscales, t-test analyses compared subscale means, and hierarchical linear analyses tested associations between subscales and depressive symptoms slopes. Results showed that six subscales fit the data well: individual general, vicarious gener...
Source: Journal of Applied Developmental Psychology - December 12, 2019 Category: Child Development Source Type: research

Do better schools help to prolong early childhood education effects?
Publication date: January–February 2020Source: Journal of Applied Developmental Psychology, Volume 66Author(s): Karin E. Kitchens, William Gormley, Sara AndersonAbstractAs scholars investigate factors to prolong early childhood education (ECE) effects on student achievement, a neglected hypothesis is that subsequent school quality promotes this goal. We test this, using data from 1844 students who attended kindergarten in the Tulsa Public Schools (TPS) in 2006 and who were identifiable in the school district a decade later. Approximately half of those students attended an ECE program. We establish a close link between sc...
Source: Journal of Applied Developmental Psychology - November 25, 2019 Category: Child Development Source Type: research

Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach
This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more co...
Source: Journal of Applied Developmental Psychology - November 24, 2019 Category: Child Development Source Type: research