Merrill-Palmer Quarterly

Social withdrawal refers to the process whereby a child removes him/herself from opportunities for peer interaction. For the last 30 years, social withdrawal research has been predominantly influenced by Asendorpf's (1990) conceptual model characterizing subtypes of social withdrawal based on combinations of social approach and social avoidance motivations (i.e., shyness, unsociability, or social avoidance). In this essay, we highlight some key limitations in this model and present a series of novel theoretical perspectives that offer opportunities to address these issues. These new perspectives are intended to compliment, supplement, and ultimately be integrated with the existing motivational model. Expanding this conceptual model in this regard can reveal novel insights regarding the development and implications of social withdrawal.

Robert J. Coplan

Julie C. Bowker

Looking Beyond Social Motivations: Considering Novel Perspectives on Social Withdrawal in Childhood and Adolescence

超越社会动机：考虑童年和青春期社交退缩的新视角

The present study focused on the role of cognitive, emotional, and interpersonal factors in predicting defending of bullied peer. Specifically, the degree to which peer status moderates the effects of emotional and cognitive factors on defending behavior was tested. The sample included 489 students (257 girls) from grades 4 (mean age, 10.6 years) and 8 (mean age, 14.6 years) in Finland. The reputation of being a defender of victimized classmates was associated with a stronger sense of self-efficacy for defending and greater social status within the peer group. Moreover, perceived popularity moderated the effects of both self-efficacy and affective empathy on having a reputation of a defender. The findings are discussed in terms of their implications for interventions designed to reduce bullying.

Virpi Pöyhönen

Jaana Juvonen

Christina Salmivalli

What Does It Take to Stand Up for the Victim of Bullying?: The Interplay Between Personal and Social Factors

We examine the prediction of individuals' educational and occupational success at age 48 from contextual and personal variables assessed during their middle childhood and late adolescence. We focus particularly on the predictive role of the parents' educational level during middle childhood, controlling for other indices of socioeconomic status and children's IQ, and the mediating roles of negative family interactions, childhood behavior, and late adolescent aspirations. Data come from the Columbia County Longitudinal Study, which began in 1960 when all 856 third graders in a semi-rural county in New York State were interviewed along with their parents; participants were reinterviewed at ages 19, 30, and 48 (Eron et al, 1971; Huesmann et al., 2002). Parents' educational level when the child was 8 years old significantly predicted educational and occupational success for the child 40 years later. Structural models showed that parental educational level had no direct effects on child educational level or occupational prestige at age 48 but had significant indirect effects that were independent of the other predictor variables' effects. These indirect effects were mediated through age 19 educational aspirations and age 19 educational level. These results provide strong support for the unique predictive role of parental education on adult outcomes 40 years later and underscore the developmental importance of mediators of parent education effects such as late adolescent achievement and achievement-related aspirations.

Eric F. Dubow

Paul Boxer

L. Rowell Huesmann

Long-term Effects of Parents' Education on Children's Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations

父母教育对子女教育和职业成功长期影响：家庭互动、儿童攻击性和青少年志向的中介作用

This study investigated the relationships between three psychopathic dimensions (callousness/unemotionality, grandiosity/manipulation, and impulsivity/irresponsibility) and reactive and instrumental aggression in a community sample of early adolescents (N = 243, age M = 12.29, SD = 1.18). The moderating role of moral disengagement (MD) was also tested. The findings from structural equation modeling (SEM) showed that impulsivity/irresponsibility was directly related to reactive but not instrumental aggression. Grandiosity/manipulation was related to both types of aggressive behavior. Moreover, MD was a significant moderator of these associations. Specifically, the positive relationship between grandiose-manipulative traits and instrumental aggression was stronger at high levels of MD. Impulsive-irresponsible traits were positively related to reactive aggression at only low levels of MD and negatively related to instrumental aggression at high levels of MD. Overall, our results highlight the enabling role of MD in aggressive behavior and show that this relationship varies for the different traits associated with psychopathy.

None Gini

None Pozzoli

None Bussey

Moral Disengagement Moderates the Link Between Psychopathic Traits and Aggressive Behavior Among Early Adolescents

道德脱离调节了精神病态特质与早期青少年攻击行为之间的关联

Abstract: The present study examined children's diurnal cortisol as a moderator of the association between parenting sensitivity at bedtime and young children's executive functioning and emotion regulation. Fifty-one children ( M age = 4.47 years) and their families participated. Parenting sensitivity was assessed from video recordings of child bedtime. Average child morning and evening cortisol levels were measured from saliva across 3 days. A greater decline in cortisol from morning to evening reflected healthy diurnal patterning. Children's executive functioning was measured objectively, and parents reported on children's emotion regulation. Regression analyses showed that lower parenting sensitivity at bedtime was associated with lower executive functioning and more labile and less adaptive emotion regulation only for children who showed less cortisol decline from morning to evening, suggesting that adaptive cortisol patterning may be protective in the context of low parenting sensitivity. The findings identify children at greatest risk and inform interventions targeting children's developmental outcomes.

Lauren E. Philbrook

Diurnal Cortisol Change Moderates the Associations Between Bedtime Parenting Sensitivity and Young Children's Executive Functioning and Emotion Regulation

皮质醇日变化调节睡前育儿敏感性与幼儿执行功能及情绪调节之间的关联

Abstract: Parental feeding practices are linked to child disordered eating. Less research has examined these associations in young adult children, particularly college-aged, and studies examining relationships between parent feeding practices and mental health concerns are also limited. Examining these relationships in college students is important because higher education represents a period of marked development and maintenance of maladaptive eating behaviors and mental health concerns. A cross-sectional study with the inclusion of 64 parent-child (i.e., young adult) dyads examined relationships between retrospective parental feeding practices and current disordered eating and mental health concerns in their young adult children. Higher retrospective parental structured feeding practices were associated with lower young adult current disordered eating and mental health concerns. Collegiate health-promotion programs may consider college students' early food environments, particularly structured food environments, as factors that may be associated with adaptive eating behaviors and better mental health outcomes.

Wesley R. Barnhart

Lauren A. Dial

Mercedes Pratt

Amy K. Jordan

Dara R. Musher-Eizenman

Parents' Retrospectively Recalled Structured Feeding Practices Are Associated With Lower Current Disordered Eating and Mental Health Concerns in Their Young Adult Children: Findings in Parent-Child Dyads

父母回顾性回忆的结构化喂养实践与他们年轻成年子女当前较低的饮食失调和心理健康问题相关：亲子对中的发现

Abstract: The transition to early childhood education is important for all stakeholders. This study aimed to examine the expectations of teachers and parents whose children were starting school for the first time regarding themselves and each other during the preparation for and transition to school. Sixteen parents and eight teachers participated in the research study group, which was designed using the case study. Four interviews were conducted with each parent and teacher, and a total of 96 interviews were conducted with both groups. Content analysis was used in the examination of the obtained data. As a result of the research, it was concluded that parents and teachers had shared expectations for children and themselves, but there were also some differences.

Dila Nur Yazici

Berrin Akman

Home-to-Kindergarten Transition of Children: A Comparison of Parent and Teacher Expectations

儿童从家庭到幼儿园的过渡：家长与教师期望的比较

Abstract: Consistent evidence points to the importance of the early childhood home environment for children's concurrent and subsequent development. Yet little is known about the long-term association between parental warmth in early childhood and children's social-emotional well-being in late childhood for children with and without disabilities. To explore these long-term relationships, we conducted a study using data from the Early Head Start Research and Evaluation project. Our results suggest that parental warmth in early childhood is associated with children's, but not teachers', reports of child social-emotional well-being in fifth grade. Additionally, greater levels of parental warmth in early childhood were negatively associated with parent-reported internalizing and externalizing behavior in fifth grade for children with disabilities. Our results indicate that targeted parenting programs through early childhood programs and early intervention services may be an important resource for families with young children with disabilities.

Melissa Stoffers

Cara L. Kelly

Anamarie Whitaker

Tia Navelene Barnes

Long-Term Association Between Parental Warmth and Social-Emotional Well-Being for Children With Disabilities

残疾儿童父母温暖与社会情感健康之间的长期关联

Abstract: Emerging adulthood is a time filled with instability, but disclosure within close egalitarian relationships such as siblings, friends, and romantic partners can help when coping with stress. The present study examines patterns of disclosure across these relationships, as well as specific associations between relationships with siblings and peers. College students ( N = 232, M age = 18.5 years, 62.9% female) reported their frequency of disclosure to their closest-aged sibling, same-gender best friend, and, when applicable, different-gender romantic partner ( N = 85). Results show that patterns of disclosure within relationships differ based on the type of issue that is being disclosed, and peers are chosen most often to be recipients of disclosure. The associations between sibling and peer disclosure are impacted by the sibling gender composition and show a compensatory relationship for individuals from mixed-gender dyads. Taken together, the findings of the present study highlight the unique role each of these relationships plays in emerging adulthood.

Yue Guo

Sonia E. Giron

Anna K. Lindell

Nicole Campione-Barr

Gender-Based Associations Between College Students' Disclosure to Siblings and Disclosure to Best Friends or Romantic Partners

大学生向兄弟姐妹披露与向最好的朋友或恋爱伴侣披露的性别差异关联

Abbreviation	Merrill-palmer Q.
Journal Impact	1.22
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q4)

ISSN	0272-930X, 1535-0266
h-index	79

Publication Information	Publisher: Wayne State University Press，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1996，Proportion of original research papers: 100.00%，Self Citation Rate:0.00%， Gold OA Rate: 0.00%

Merrill-Palmer Quarterly

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Looking Beyond Social Motivations: Considering Novel Perspectives on Social Withdrawal in Childhood and Adolescence

What Does It Take to Stand Up for the Victim of Bullying?: The Interplay Between Personal and Social Factors

Long-term Effects of Parents' Education on Children's Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations

Moral Disengagement Moderates the Link Between Psychopathic Traits and Aggressive Behavior Among Early Adolescents

Diurnal Cortisol Change Moderates the Associations Between Bedtime Parenting Sensitivity and Young Children's Executive Functioning and Emotion Regulation

Diurnal Cortisol Change Moderates the Associations Between Bedtime Parenting Sensitivity and Young Children's Executive Functioning and Emotion Regulation

Parents' Retrospectively Recalled Structured Feeding Practices Are Associated With Lower Current Disordered Eating and Mental Health Concerns in Their Young Adult Children: Findings in Parent-Child Dyads

Home-to-Kindergarten Transition of Children: A Comparison of Parent and Teacher Expectations

Long-Term Association Between Parental Warmth and Social-Emotional Well-Being for Children With Disabilities

Gender-Based Associations Between College Students' Disclosure to Siblings and Disclosure to Best Friends or Romantic Partners