搜索结果：The Journal of genetic psychology

Although previous research has suggested a close relationship between sources of self-efficacy, mathematics self-efficacy, and student's mathematical ability, the developmental influential mechanism remains a subject of debate. We propose that mathematics self-efficacy plays a crucial role in sources of self-efficacy and mathematical ability. Therefore, this study aimed to explore the developmental relationships between sources of self-efficacy, mathematics self-efficacy, and mathematical ability in primary school students. In this study, 244 primary school students (Mean age = 11.45 years, SD = 0.95) were assessed using the Sources of Self-efficacy Scale, Mathematical Self-Efficacy Scale, and Mathematics Abilities Scale. All participants underwent one follow-up test with a 5-month interval. The results showed a mediating effect of mathematical self-efficacy between sources of self-efficacy and mathematical ability. According to the cross-lagged model, there is an interactive predictive effect between sources of self-efficacy and mathematical self-efficacy. Mathematical self-efficacy has a unidirectional prediction on mathematical ability. In conclusion, sources of self-efficacy affect mathematical ability through mathematical self-efficacy in primary school students. This study found a short-term longitudinal association between sources of self-efficacy, mathematical self-efficacy, and mathematical ability and suggested focusing on different information sources to prompt students' self-efficacy and mathematical ability in primary school.

The purpose of this study is to examine the effectiveness and sustainability of the Social Skills-Based Early Intervention Program designed for socially introverted preschool children. The study group consisted of a total of 20 children, including 10 in the experimental group and 10 in the control group, all aged between 36 and 72 months and attending a preschool institution. The children in the experimental group participated in the Social Skills-Based Early Intervention Program for eight weeks, three days a week, one hour each day. When examining the post-test scores of the children in both the experimental and control groups, it was found that the difference in anxiety-introversion scores was significantly in favor of the experimental group. Following the Social Skills-Based Early Intervention Program, changes were observed in the play behaviors of children in the experimental group; instead of playing alone, they began participating in group games with their peers. It was noted that the children used their social communication skills during play, exhibiting behaviors such as joining a game, initiating a game, and inviting others to play. The results of this study are believed to provide a stepping stone for more comprehensive research into early intervention programs targeting the social skills of socially introverted preschool children especially those who are excessively shy, anxious, or exhibit behavioral inhibition.

Recognizing the limitations of mirror self-recognition as a measure of self development, we use a multidimensional caregiver report measure known as the self-concept questionnaire (SCQ), consisting of four different factors (self-description/evaluation, self-recognition, emotional response to wrongdoing and autonomy) to replicate the previously identified developmental correlates of objective self-awareness for 199 14- to 54-month-old children. Primary caregivers were recruited via an online research platform to answer a survey regarding the development of their child, including the SCQ, and standardized measures of attachment, cognitive development, and social behavior. Correlation and linear regression analyses demonstrated that the established cognitive and social predictors of mirror self-recognition are also related to wider aspects of self-awareness, as measured by the SCQ. Older infants, with strong attachment bonds who placed greater demands on their caregiver and engaged in more pretend play, imitation, self-regulation, and prosociality were likely to have a more developed sense of self. These factors accounted for over 60% of the variance in overall SCQ scores, with pretend play, prosociality, and relational demands making independently significant contributions to the model. To determine causality, we suggest that future observational studies broaden their understanding of the development of the self beyond the mirror mark test of self-awareness and focus on the longitudinal mapping of the social and cognitive process of self-other-differentiation.

In recent years, increased exposure to unrealistic beauty standards on social media has been associated with growing concerns about appearance and psychological distress among adolescents. However, the mechanisms underlying this relationship have been less explored. The aim of this study was to investigate the longitudinal relationship between Body Appearance Perfectionism (BAP) and Social Appearance Anxiety (SAA) among adolescent girls, and the mediating role of the Face Filter Use (FFU), as well as the moderating role of Fear of Missing Out (FoMO), in this relationship was considered. This study was conducted with a longitudinal design on 443 female high school students in Tehran, Iran Completed standard instruments related to BAP, FFU, FoMO and SAA. The results of the analyses showed that BAP significantly predicted SAA over time. Also, the FFU as a mediating variable significantly explained this relationship; such that individuals with higher levels of BAP used more FFU which could lead to increased SAA. Furthermore, the findings showed that FoMO had significant moderating roles in these pathways, such that the magnitude of the relationship between BAP and FFU, and ultimately SAA, were stronger at higher levels of FoMO. Overall, this study suggests that BAP could act as an important risk factor for SAA in adolescents, and this effect is exacerbated by behaviors related to digital image management, particularly the use of appearance filters. Furthermore, the role of FoMO in amplifying these relationships highlights the importance of considering sociocognitive factors in the design of preventive and educational programs.

Developmental trajectories of child mental health problems have often been studied in Western European and North American countries, leaving the Latin American context less explored. Using a growth mixture model (GMM), we aim to explore the variety of emotional and behavioral problems and investigate early home environment factors explaining differentiated developmental patterns in Latin American and European contexts. Two samples were selected: 5,292 children from the Chilean Longitudinal Survey of Early Childhood (ELPI) and 6,523 children from the Generation R Study in the Netherlands. The Home Observation for the Measurement of the Environment (HOME) was used to measure emotional support and early stimulation at home. The Child Behavior Checklist (CBCL) was used to measure emotional and behavioral problems in children at three-time points until the age of 10 years. In ELPI, we identified four trajectories: low stable (20.0%), moderate decreasing (58.6%), high stable (18.2%) and high decreasing (2.8%). In Generation R, we found three trajectories: low (50.3%), moderate (25.5%), and high stable (8.7%). In ELPI, the findings indicate that mothers of children in the most problematic categories display markedly lower emotional responses when compared to their counterparts in the low-risk group. Furthermore, these mothers provide fewer learning materials, have a lower educational level, and display higher depressive symptoms. In the Generation R Study, the high stable group was associated with more maternal depressive symptoms and fewer emotional responses. This study underscores the importance of the protective factor of family environment across cultures in promoting positive emotional child development over time.

Parents play a crucial role in fostering children's emotion regulation skills during early childhood. The Parental Assistance with Child Emotion Regulation (PACER) Questionnaire was newly developed to assess how parents support their children's use of specific emotion regulation strategies. This study was aimed to validate the PACER in the Chinese context. Data were collected from 2002 mothers and 1069 fathers of preschool-aged children in China. The results supported the intended 10-factor structure of the PACER. All subscales demonstrated good to excellent internal consistencies. Measurement invariance was achieved across both child gender and parent gender. The study further explored how parent and child genders were related to parents' reports on the PACER. Using data from a subset of the families that provided both maternal and paternal reports (n = 507), we found that parents' responses generally did not differ between daughters and sons. However, significant gender differences among parents were found, albeit the effect sizes were small. Mothers were more likely to adopt adaptive strategies and less likely to rely on maladaptive strategies compared to fathers. These findings validated the applicability of the PACER in Chinese culture. The parental gender differences observed underscore the need to create tailored interventions for mothers and fathers regarding children's emotion socialization.

The intensive use of digital technologies has become a central element of university life, with potential implications for mental health. There remains a need to understand the cognitive mechanisms that modulate these relationships. The objective of this research is to analyze the relationship between the use of and attitudes toward digital technologies and mental health (anxiety, depression, and perceived stress), as well as the moderating role of the alerting, orienting, and executive attentional networks in Cuban university students. A total of 250 university students participated, selected through non-probabilistic sampling, from different fields of knowledge. Attention was assessed using the Attentional Network Test (ANT), while anxiety, depression, and stress were measured using the GAD-7, PHQ-9, and PSS-10 instruments, respectively. ICT use and attitudes were grouped through exploratory factor analysis. Moderation analyses with conditional effects estimation were conducted. Digital communication and social mobile phone use, as well as attitudes of technological dependence, were positively associated with higher levels of anxiety, depression, and perceived stress, whereas recreational and informational digital consumption did not show significant associations. Formal moderation by attentional networks was not supported. Exploratory inspection of simple slopes revealed directionally consistent patterns, particularly for the orienting network in relation to stress, that are theoretically coherent and warrant investigation in future studies specifically powered to detect interaction effects. These findings underscore the relevance of socially oriented digital use as a risk factor for psychological distress in constrained-connectivity contexts, and highlight the need for future research integrating attentional functioning, emotional regulation, and digital literacy.

Alexithymia refers to difficulties in the expression of one's own emotions. The development of alexithymic traits and the associated risk factors have been extensively studied in primary-school children and adolescents. In contrast, few data are available concerning the preschool period. Therefore, in the present study we used a parent report instrument, the Children's Alexithymia Measure, to assess emotional expression difficulties in a sample of 130 children between 3 and 5 years of age. We also examined the relations of alexithymic scores with concurrent language and temperament measures. The results indicated that children's difficulties were negatively associated with social orientation and naming abilities but positively associated with negative emotionality. Furthermore, the significance of these relations differed across boys and girls. Overall, these data shed light on the factors that contribute to the development of emotional expression difficulties in the preschool period. Future studies should determine whether these same factors may be used to predict the emergence of alexithymic traits in later ages.

With studies primarily focusing on the influence of individual parents' marital satisfaction, less is known about the combined influence of fathers and mothers. Using polynomial regressions and response surface analyses, this study aims to explore the congruence and incongruence between fathers' marital satisfaction and mothers' marital satisfaction on child depression by the child's developmental stage and gender. Participants were 902 Chinese one-child families (in terms of child gender, 41.7% were girls and 58.3% were boys; in terms of child age, 49.7% were emerging adults and 50.3% were minors). Compared to the inconsistent high mother/low father marital satisfaction direction, emerging adult daughter depression was higher when in the inconsistent low mother/high father marital satisfaction direction. On congruence, emerging adult daughters were less depressed when the degree of congruence between father and mother marital satisfaction tended to be moderate. These results emphasize that depression interventions for emerging adults should consider the combined influence of fathers' and mothers' marital satisfaction.

Parents' emotion-related beliefs are widely recognized as key precursors to their emotion socialization practices, which, in turn, influence children's social-emotional development. However, few studies have explored the role of parents' general emotion beliefs in shaping their emotion socialization beliefs and practices. The present study aimed to 1) validate the Emotion Beliefs Questionnaire (EBQ), a measure assessing individuals' general beliefs about emotions, in Chinese culture, and 2) examine whether parents' general emotion beliefs would relate to how they support children's emotion regulation, with their beliefs about children's emotions acting as a mediator in between. Data were collected from 1,069 fathers and 1,495 mothers of preschool children in China. Confirmatory factor analysis supported a three-factor structure of the EBQ in the Chinese context. Measurement invariance was established across parent gender. Structural equation modeling analyses revealed that parents' general beliefs about the controllability of emotions were negatively related to their beliefs about children's abilities to control emotions. Furthermore, parents' beliefs about the usefulness of positive (negative) emotions were positively related to their beliefs about the value of children's positive (negative) emotions. Parents' beliefs about children's emotions were further associated with their support for children's use of adaptive or maladaptive emotion regulation strategies. These findings have demonstrated the applicability of the EBQ in Chinese culture and underscored the critical role of parents' general emotion beliefs in parental emotion socialization.

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&#x2009;=&#x2009;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 (&#x3b2;&#x2009;=&#x2009;0.418, p < .01) and academic engagement (&#x3b2;&#x2009;=&#x2009;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 impact of emotions on individual creativity is complex and diverse, involving the extensive participation of various psychological activities. However, there is still limited understanding of how specific emotions, such as authentic pride, stimulate individual creativity. Therefore, this study surveyed 769 middle school students to explore the influence mechanism of authentic pride on their divergent thinking. The results indicated significant positive correlations among authentic pride, need for cognition, prosocial tendencies, and verbal divergent thinking. Furthermore, authentic pride was found to directly influence verbal divergent thinking. It also exerted indirect effects through the mediating roles of need for cognition and prosocial tendencies individually, as well as through their serial mediation. The findings of this study support the Broaden-and-Build Theory and the Motivated Information Processing Model, providing new insights for fostering the divergent thinking of middle school students.

In the digital age, smartphone addiction is a widespread problem among adolescents. However, belonging, a vital need during adolescence, may be indirectly associated with smartphone addiction via meaningful living. Therefore, this study aimed to examine the mediating role of meaningful living between family, peer, and school belonging and smartphone addiction based on self-determination theory and belonging hypothesis under the umbrella of ecological systems theory. A sample of 532 adolescents aged 13-18&#x2009;years was recruited from three schools in Turkey. Structural equation modeling was applied to analyze the mediation model. The model fit values of the structural model, which includes five latent variables (family, peer, and school belonging, meaningful living, and smartphone addiction) were found to be within the acceptable range. The findings of the present study indicated that meaningful living mediated the relationship between family, peer, and school belonging and smartphone addiction. The current study found that family, school, and peer belonging were positively associated with meaningful living, which, in turn, was associated with lower levels of smartphone addiction. The findings imply that strengthening family, peer, and school belonging may support meaningful living and may be linked to lower smartphone addiction.

Amid rapid social change, whether parent-child value similarity can be sustained through family socialization, and how the Zeitgeist shapes intergenerational transmission, remain key issues. Grounded in Ecological Systems Theory, this study examined the sources and developmental differences of parent-child value similarity from both family and sociocultural perspectives. Using 1,055 Chinese parent-child dyads with adolescents and emerging adults, we compared real and pseudo dyads and applied multiple indicators to assess value similarity. The results revealed a clear family-specific pattern of intergenerational association in parent-child values, such that value similarity was significantly higher in real parent-child dyads than in pseudo dyads. Importantly, this similarity exhibited systematic developmental differences across age groups. In the emerging adults sample, differences between real and pseudo dyads in certain value dimensions (e.g., Distinction and Achievement) were no longer significant, suggesting that these value dimensions may be more strongly shaped by the broader social context (i.e., the Zeitgeist). Further analyses examining the associations between parental values, parental value congruence, and children's values showed differentiated patterns across developmental stages. Specifically, the associations between parental values and children's values varied across developmental stages: higher parental values and greater parental values congruence were significantly associated with higher levels of children's values. In contrast, parental value incongruence was associated with value-dimension-specific and developmental-stage-specific effects. Overall, these findings provide empirical evidence for understanding the relative roles of family processes and sociocultural influences in the intergenerational transmission of values during periods of social transformation, and they offer implications for family education and value guidance.

A growing body of research has identified multiple risk factors contributing to adolescents' problematic online behaviors (POBs) and has documented their cumulative effects. However, previous studies have rarely differentiated types of cumulative risk or examined their interactive influences. To address this gap, the present study conceptualized cumulative risk as comprising two distinct dimensions: general cumulative risk (eg parent-child alienation and peer relationship) and specific cumulative risk (eg parental technoference and peer phubbing). Using data from a sample of 2,852 middle school students, this study employed structural equation modeling (SEM) to simultaneously examine the predictive effects of both risk dimensions, as well as their interactions, on three domains of POBs: problematic mobile phone use, problematic short video use, and problematic social media use. Results indicated that both general and specific cumulative risk significantly and positively predicted all forms of POBs. Furthermore, with the exception of problematic short video use, general cumulative risk amplified the adverse effects of specific cumulative risk on adolescents' POBs. These findings provide empirical support for an integrative risk model of POBs that elucidates the joint effects of general and specific cumulative risk on problematic online engagement. Theoretical implications for understanding risk processes and practical implications for targeted intervention strategies are discussed.

In recent years, research has increasingly explored the role of sadness in children's emotional and social functioning, providing original evidence of the adaptive function sadness plays in socioemotional development. However, contemporary Western society has largely overlooked the value of sadness, often pathologizing it or promoting its suppression in favor of constant happiness. This study examines the associations among state sadness (defined as an emotion contingent on specific events), sympathy, and prosocial behavior in middle childhood. A total of 505 children aged 7-10&#x2009;years old reported the intensity of sadness experienced during a significant personal event and while recalling peers' sad experiences. Children also completed measures of sympathy and prosocial behavior. Using Structural Equation Modeling with Latent Variables, results showed that both personal and peer-related state sadness were positively associated with sympathy, which in turn was strongly related to prosocial behavior. No direct links emerged between sadness and prosociality, suggesting the central mediating role of sympathy in this relationship. These findings highlight how sadness, contingent on meaningful experiences, may reflect emotional sensitivity and be connected to morally relevant responses. Rather than simply a sign of suffering to be avoided, sadness can represent a significant component of social and moral development, with important implications for the psychological development of children and educational practices that support healthy emotional expression.

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&#x2009;=&#x2009;143 children and early adolescents (n&#x2009;=&#x2009;79 girls), between 8 and 14&#x2009;years (M&#x2009;=&#x2009;10.66, SD&#x2009;=&#x2009;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.

Previous research has established a correlation between cyberbullying victimization and sleep problems. However, the longitudinal effect of cyberbullying victimization on sleep quality among college freshmen and the underlying mechanism remain unclear. Grounded in Self-Determination Theory, this study examined whether cyberbullying victimization predicts sleep quality in college freshmen after 6&#x2009;months, and explored the longitudinal mediating role of basic psychological need frustration and the moderating role of parental autonomy support. A total of 740 freshmen were assessed at two time points over a six-month interval through self-reported questionnaires measuring cyberbullying victimization, basic psychological need frustration, parental autonomy support, and sleep quality. The results showed that cyberbullying victimization at Time 1 (T1) did not significantly predict sleep quality at Time 2 (T2). However, basic psychological need frustration at T2 mediated the relationship between cyberbullying victimization at T1 and sleep quality at T2. Furthermore, parental autonomy support at T1 moderated the first stage of the longitudinal mediating pathway. Specifically, when parental autonomy support at T1 was high, the effect of cyberbullying victimization at T1 on basic psychological need frustration at T2 was stronger. These findings reveal the mechanism through which cyberbullying victimization affects sleep quality over time and provide intervention guidance for improving freshmen's sleep quality.

Learning is increasingly understood to be an emotional experience, and research is needed to better understand how students develop emotion regulation abilities to support academic motivation. The current study addresses these questions by applying theory of parent influence on the development of emotion regulation to the context of academic motivation in college students. A sample of 377&#x2009;U.S. college students (80.3% female) completed surveys of mother and father emotion socialization (supportive and nonsuppurative reactions to child negative emotions), emotion regulation and academic motivation. Structural equation modeling (SEM) was used to test relations among these variables. Results indicated that mother and father supportive reactions were associated with significantly lower difficulties in emotion regulation among college students, which in turn was related to higher academic motivation In addition, mother supportive reactions were directly associated with higher intrinsic motivation, and father supportive reactions were directly associated with higher intrinsic motivation and lower amotivation. Findings offer initial evidence that parent emotion socialization may promote academic success over the long term by enhancing student emotion regulation and fostering academic motivation.