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Zhao, Yingying; Gagne, Jeffrey R.; Yu, Fanyi; Chang, Chi-Ning
doi: 10.1080/00221325.2023.2280610pmid: 37975338
Abstract The current study examined associations between maternal negative affectivity (NA) and child disruptive behavior problems. The mediating role of child callous-unemotional (CU) traits in these relationships was also investigated. A multilevel mediation modeling approach was adopted using a sample of 100 families with children between 2.5 and 5.5 years of age (N = 201; mean age = 3.8, standard deviation = 1.0). The mediation models showed significant mediating effects of maternal NA through CU traits for ADHD (β = 0.12, p<.01), ODD (β =0.13, p<.01), and aggression (β =0.16, p<.001), and a significant direct effect for aggression (β = 0.12, p<.05). A structural equation modeling analysis was also performed, and overall, the results were consistent with that from mediation models, which suggested that child CU traits were significantly correlated with maternal NA (β = 0.252, p<.001), ADHD (β = 0.504, p<.001), ODD (β = 0.545, p<.001), and aggression (β = 0.686, p<.001). Our results indicated that maternal NA could serve as a potential risk factor for child CU, which, in turn, may contribute to disruptive behavior during early childhood.
Schweitzer, Sarah; Sonnentag, Tammy L.
doi: 10.1080/00221325.2023.2284900pmid: 38059321
Abstract Over the past two decades, public health research has demonstrated that Adverse Childhood Experiences (ACEs) are associated with significant and prolonged physical and mental health problems, demanding investigation into the factors that may mitigate the poor outcomes. One potential factor that may attenuate the negative impact of ACEs on individuals’ health is social support. An important source of social support, both during and after adverse childhood experiences, is sibling relationships. Consequently, the purpose of the current study was to examine if two components of sibling relationships—perceived warmth and conflict—affect the relationship between ACEs and wellbeing in adulthood. A total of 439 participants (Mage = 35.06, SD = 11.19) completed self-report measures of their ACEs, their perceived warmth and conflict with a living sibling, and their wellbeing. Results revealed that sibling relationships characterized by higher perceived warmth—and, interestingly, higher perceived conflict—attenuated the negative impact of ACEs on wellbeing in adulthood. Findings from the current study provide valuable information about how psychologist, social workers, and other health professionals may use siblings as a source of social support to mitigate the negative effects of ACEs on wellbeing in adulthood.
Davis, Alexandra N.; Carlo, Gustavo; Maiya, Sahitya; Streit, Cara; Roos, Joy
doi: 10.1080/00221325.2023.2293215pmid: 38116757
Abstract The current study examined COVID-19 pandemic racial attitudes in out-group empathy and out-group prosocial behaviors. Participants included 467 young adults who completed measures of their racial attitudes during the pandemic, out-group perspective taking and empathic concern, and out-group prosocial behaviors. Results demonstrated that pandemic-related racial attitudes were significantly, positively associated with out-group perspective taking and out-group empathic concern, which both positively predicted multiple forms of out-group prosocial behaviors, including emotional, dire, compliant, and anonymous prosocial behaviors. These findings highlight the important role of perspective taking and empathic concern toward individuals outside one’s own ethnic group in explaining how racial attitudes during the pandemic were associated with helping behaviors. Discussion focuses on how color-conscious attitudes during an unprecedented U.S. pandemic crisis might be one avenue for promoting prosociality and harmony.
Erwin, Marla J.; Cherry, Katie E.
doi: 10.1080/00221325.2023.2297302pmid: 38214501
Abstract Adults who are beginning or returning to finish a degree program at midlife face different challenges than do their younger counterparts whose college experience begins at 18 years of age. We suspect that internalized ageism, defined as self-directed ageist attitudes and behaviors, may hinder nontraditional age students along with the experience of individual and institutional ageism. To evaluate this notion, we assessed the prevalence of self-reported positive and negative ageist behaviors in 205 students (M = 21.95, SD = 7.28, age range: 16-52 years) and 29 faculty (M = 49.55, SD = 11.07, age range: 33-71 years) in a community college in southeast Louisiana in the spring of 2019. All completed the Relating to Older People Evaluation (ROPE; Cherry & Palmore, 2008) and an open-ended question on how they viewed middle-aged students. Quantitative analyses indicated that students’ ROPE scores exceeded those of the faculty and more positive than negative ageist behaviors were reported. Qualitative analyses revealed mostly positive expectations of middle-aged students among narrative responses to the open-ended question. As a follow-up, 10 nontraditional age students were individually interviewed in person to obtain an in-depth assessment of their community college experience. Strong evidence of internalized, individual, and institutional ageism were evident in their responses. Their narratives also revealed atypical life experiences and rich details of faculty-level and institutional-level policies that supported or hindered their academic progress. Implications of these data for addressing ageism on multiple levels in higher education are considered.
Zhang, Haomin; Jiang, Yue; Xu, Zhaohan; Yin, Song
doi: 10.1080/00221325.2023.2284924pmid: 38014452
Abstract The study explored the relationship between teacher assessments of students’ general language-cognitive and social-emotional abilities and Chinese children’s reading development over an academic year. A series of reading measures (including reading vocabulary, reading comprehension, and lexical inferencing ability) were administered to Chinese-speaking second graders (N = 123) across time. Meanwhile, their six head teachers and assistant head teachers were asked to complete assessments of their language-cognitive and social-emotional abilities prior to the first data collection. By utilizing multivariate analyses, the results demonstrated that teacher-assessed linguistic and social abilities contributed to children’s reading abilities within and across time after autoregressive effects were controlled for. More specifically, language and cognitive abilities made a more salient contribution to reading performance over time. The study suggests that teacher assessments could have diagnostic and preventive functions for enhancing sustainable reading development among Chinese elementary-age students.
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