Abstract

Many preteens are using social media, despite most platforms having an age requirement of 13-year-old. Little is known about how these young users and their parents balance out the opportunities and potential risks of their social media use. To address this gap in our understanding we interviewed nine children (aged 9–12) together with one of their parents to address two research questions: (1) ‘What strategies are used to mediate social media use among preteens?’ (2) ‘What are parents and children's reflections of why different strategies are chosen?’ The findings identify a broader range of mediation strategies than previously discussed in the literature, challenge research suggesting that parents have a typical mediation approach and give new insight into children's role in co-constructing how the mediation strategies are used. This has implications for future policies, interventions and research into the effectiveness of different mediation approaches.

Abstract

Mental health has a profound impact on how we interact with the world. How it shapes prosocial behaviour during middle childhood, a period crucial for establishing healthy relationships, remains poorly understood. Moreover, whilst child mental health and prosocial behaviour are influenced by caregiving experience more broadly, less is known about how they are shaped by parental reflective functioning (PRF), that is parents' capacity to represent their child's underlying mental states. A longitudinal design, with assessments at baseline and 1 year follow-up, was used with 233 children (111 boys; 6–13 years old; 54.9% White, 17.2% Asian, 2.58% Black, 14.2% Multiple ethnic groups, 2.58% Other, 8.58% data unavailable). Using path modelling, we examined interrelations between baseline PRF, baseline child internalizing symptoms, and follow-up child altruistic prosocial behaviour. At baseline, PRF was associated with child internalizing symptoms, whilst PRF and internalizing symptoms positively predicted altruistic behaviour 1 year later. These findings suggest that mental health and caregiving experience are key influences on altruistic behaviour in childhood.

British Journal of Developmental Psychology, Volume 43, Issue 1, Page i-iv, March 2025.

Abstract

The instability and unpredictability of Western societies challenge how individuals plan their life courses shaping the expectations that emerging adults develop in their future. Although there is a well-established interest in studying emerging adulthood, there is limited information regarding the role of family and individual contexts on how emerging adults perceive their futures. The current study examined the association between attachment to parents and emerging adults' values of future expectations (optimism, pessimism, and hope) and self-efficacy's mediating role in that association. The sample was composed of 676 emerging adults, aged between 18 and 30 years (M = 23.04; SD = 3.37). Results showed that attachment to parents and self-efficacy is associated with values of future expectations of emerging adults, and self-efficacy mediates the following links: from the quality of the emotional bond with both parents and the separation anxiety regarding the mother to values of future expectations. These findings are discussed based on attachment theory.

British Journal of Developmental Psychology, Volume 43, Issue 1, Page 36-36, March 2025.

British Journal of Developmental Psychology, Volume 43, Issue 1, Page 66-66, March 2025.

British Journal of Developmental Psychology, Volume 43, Issue 1, Page 1-4, March 2025.

Abstract

This study investigates whether the context in which a word is learnt affects noun and verb learning. There is mixed evidence in studies of noun learning, and no studies of background perceptual context in verb learning. Two-, three-, and four-year-olds (n = 162) saw a novel object moved in a novel way while hearing four novel words, either nouns or verbs. They were asked to generalize the word to a similar action or object shown in the same or different context. Results demonstrate that 2- and 3-year-olds were more accurate at test when learning nouns than verbs, demonstrating that verb learning is difficult; 4-year-olds were successful at learning both word types. For all ages, and both word types, context changes did not impact word learning. These results extend previous findings that context does not influence noun learning, while suggesting perceptual context may not play a major role in verb learning, which is a new finding.

Abstract

Raven's Coloured Progressive Matrices (CPM) is a widely used assessment tool for measuring general cognitive ability in developmental and educational research, particularly in studies involving young children. However, administering the full set of the 36-item CPM can be burdensome for young participants, hindering its practicality in large-scale studies and reducing research efficiency. In the current study, a short form of the CPM was developed based on a sample of preschoolers (n = 336, mean age = 5.8 years) using penalised regression, a machine learning approach that allows for variable selection. The resulting 12-item CPM short form demonstrated a very strong correlation with the total score of the 36-item full form (r = .94). Further investigations into the short form's item stability, content validity, and concurrent validity collectively supported its psychometric properties as a reliable and valid alternative to the full form. The significance of the CPM short form is also discussed.

Abstract

This study investigated the relationships between counting, Rapid Automatized Naming (RAN), and reading and arithmetic abilities in Chinese children at different developmental stages. Study 1 examined 51 kindergarteners (mean age 5.43 years) for character reading accuracy and arithmetic accuracy before formal schooling. Study 2 extended the investigation to 158 primary school children in Grades 1–3, assessing word and sentence reading fluency, arithmetic fluency, and associated cognitive factors. The findings from both studies revealed that RAN significantly predicts reading abilities across all age groups, with its importance increasing in older children. Counting was a crucial predictor for arithmetic skills, especially in early grades. While counting correlated with reading abilities in Chinese, it did not explain unique variance beyond RAN and phonological awareness. These results highlight differences across age groups in cognitive and academic skills, emphasizing the increasing role of RAN in both reading and arithmetic fluency as children progress through primary school. The study underscores the need for linguistically sensitive frameworks in education and suggests potential targets for early screening and intervention to enhance academic outcomes in Chinese children.

Abstract

The aim of this study was to examine whether attachment to each parent moderates the relationship between bullying victimisation and self-esteem. The sample consisted of 250 junior high school students (114 males, 136 females; mean age: 11.3 years). The administered scales were the Bully/Victim Questionnaire Revised, the Inventory of Parent and Peer Attachment for Children and the Rosenberg Self-Esteem Scale. Results showed that early adolescents subjected to bullying had lower self-esteem than non-bullied peers. For girls, attachment to mother also accounted for self-esteem over and above the effect of bullying. For boys, attachment with the father appeared as a pure moderator of the effect of bullying as the association with self-esteem was non-significant when attachment scores were high. The findings suggest that attachment to same sex parents may foster better self-esteem in the face of bullying. Parents' participation in preventive measures could be encouraged.