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Direct linkTheodore E. A. Waters; Rui Yang; Yufei Gu; Victoria Zhu; Lixian Cui; Xuan Li; Niobe Way; Hirokazu Yoshikawa; Xinyin Chen; Sumie Okazaki; Kristen Bernard; Guangzhen Zhang; Zongbao Liang – Child Development, 2025
Despite the long-standing debate over the assumed universality of maternal sensitivity predicting attachment security (i.e., sensitivity hypothesis), few long-term longitudinal investigations on attachment have been conducted outside the Western context. We leveraged data from a prospective 9-year longitudinal study of middle-class families (N =…
Descriptors: Foreign Countries, Mothers, Affective Behavior, Attachment Behavior
Coulombe, Brianne R.; Yates, Tuppett M. – Child Development, 2022
Prosocial and health protective behaviors are critical to contain the COVID-19 pandemic, yet adolescents have been difficult to engage. Attachment security promotes adolescents' capacities to navigate stress, and influences prosocial and health behaviors. Drawing on a diverse sample of 202 adolescents (48% female; 47.5% Latinx) this study…
Descriptors: COVID-19, Pandemics, Prosocial Behavior, Attachment Behavior
Rey-Guerra, Catalina; Zachrisson, Henrik D.; Dearing, Eric; Berry, Daniel; Kuger, Susanne; Burchinal, Margaret R.; Naerde, Ane; van Huizen, Thomas; Côté, Sylvana M. – Child Development, 2023
Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in…
Descriptors: Child Care Centers, Child Behavior, Behavior Problems, Time
Kaufman, Tessa M. L.; Laninga-Wijnen, Lydia; Lodder, Gerine M. A. – Child Development, 2022
Existing literature has mostly explained the occurrence of bullying victimization by individual socioemotional maladjustment. Instead, this study tested the person-group dissimilarity model (Wright et al., "Journal of Personality and Social Psychology," 50: 523-536, 1986) by examining whether individuals' deviation from developmentally…
Descriptors: Victims, Bullying, Peer Acceptance, Peer Relationship
Li Zhao; Weihao Yan; Junjie Peng; Paul L. Harris – Child Development, 2025
This research with two studies examined whether young children's moral judgments of honesty and dishonesty predict their actual cheating behavior. Participants were 200 children aged 3-6 years (2021-2022. Study 1: N = 80, M[subscript age] = 4.96, 40 girls; Study 2: N = 120, M[subscript age] = 4.98, 60 girls; all middle-class Han Chinese). Children…
Descriptors: Moral Values, Decision Making, Cheating, Young Children
Yael Paz; Sydney Sun; Michaela Flum; Yuheiry Rodriguez; Erin Brown; Rista C. Plate; Rebecca Waller – Child Development, 2025
Music is a powerful medium to study emotion recognition. However, findings are mixed regarding the proficiency of young children to detect emotion conveyed by music. Moreover, we lack knowledge about music emotion recognition and callous-unemotional traits, which portend risk for externalizing problems. The current study examined the performance…
Descriptors: Music, Psychological Patterns, Recognition (Psychology), Personality Traits
Plate, Samantha; Yankowitz, Lisa; Resorla, Leslie; Swanson, Meghan R.; Meera, Shoba Sreenath; Estes, Annette; Marrus, Natasha; Cola, Meredith; Petrulla, Victoria; Faggen, Aubrey; Pandey, Juhi; Paterson, Sarah; Pruett, John R., Jr.; Hazlett, Heather; Dager, Stephen; St. John, Tanya; Botteron, Kelly; Zwaigenbaum, Lonnie; Piven, Joseph; Schultz, Robert T.; Parish-Morris, Julia – Child Development, 2022
Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White;…
Descriptors: Infants, Toddlers, Verbal Communication, Autism
Chloe Austerberry; Pasco Fearon; Angelica Ronald; Leslie D. Leve; Jody M. Ganiban; Misaki N. Natsuaki; Daniel S. Shaw; Jenae M. Neiderhiser; David Reiss – Child Development, 2024
This study examined gene-environment correlation (rGE) in intellectual and academic development in 561 U.S.-based adoptees (57% male; 56% non-Latinx White, 19% multiracial, 13% Black or African American, 11% Latinx) and their birth and adoptive parents between 2003 and 2017. Birth mother intellectual and academic performance predicted adoptive…
Descriptors: Genetic Disorders, Adoption, Mothers, Cognitive Ability
V. Paul Poteat; Jerel P. Calzo; Hirokazu Yoshikawa; Daniel Kellogg; Robert A. Marx; Abigail Richburg; Arthur Lipkin – Child Development, 2025
Experiences in gender-sexuality alliances (GSAs) could predict youth's academic engagement through improved social-emotional wellbeing (indicated by school belonging, hope, and positive and negative affect). This study utilized three waves of data, each spaced 2-3 months apart, among 627 youth (87% LGBQ+, 45% trans/nonbinary, 48% youth of color)…
Descriptors: Social Support Groups, LGBTQ People, Well Being, Mental Health
Shakiba, Nila; Gao, Mengyu; Conradt, Elisabeth; Terrell, Sarah; Lester, Barry M. – Child Development, 2022
This study tested two competing models of differential susceptibility and diathesis-stress in a prospective longitudinal study of African American youths (N = 935). It examined whether individual variations in the functioning of the hypothalamic-pituitary-adrenocortical axis at age 11 interact with middle childhood parent-child relationship…
Descriptors: African Americans, Early Adolescents, Preadolescents, Males
Roorda, Debora L.; Koomen, Helma M. Y. – Child Development, 2021
The present study examined reciprocal influences between student-teacher relationship quality and students' externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; M[subscript age] = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about…
Descriptors: Teacher Student Relationship, Student Behavior, Secondary School Students, Secondary School Teachers
Wang, Yiji; Liu, Yanxi – Child Development, 2021
This study sought to elucidate the contributions of inferior executive function and social competence to the development of internalizing and externalizing problems in primary school. Children (N = 1,115), on average 5.36 years old in first grade, were followed across primary school with measures of multi-method and multi-informant. Results of…
Descriptors: Elementary School Students, Grade 1, Young Children, Child Development
Emma Armstrong-Carter; Jonas G. Miller; Liam J. B. Hill; Benjamin W. Domingue – Child Development, 2021
Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children's prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged…
Descriptors: Young Children, Prosocial Behavior, Academic Achievement, At Risk Students
Crockett, Lisa J.; Wasserman, Alexander Michael; Rudasill, Kathleen Moritz; Hoffman, Lesa; Kalutskaya, Irina – Child Development, 2018
This study examined teacher-child conflict as a possible mediator of the effects of temperamental anger and effortful control on subsequent externalizing behavior. Reciprocal influences between teacher-child conflict and externalizing behavior were also examined. Participants were 1,152 children (49% female; 81.6% non-Hispanic White) from the…
Descriptors: Teacher Student Relationship, Psychological Patterns, Self Control, Behavior Problems
Daniel, Ella; Benish-Weisman, Maya; Sneddon, Joanne N.; Lee, Julie A. – Child Development, 2020
Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5-12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus,…
Descriptors: Child Development, Values, Children, Preadolescents
