Applied Developmental Science

This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes—epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human variability, relationships and attachment, self-regulation, science of learning, and dynamics of stress, adversity and resilience. Specific attention is given to relational patterns, attunement, cognitive flexibility, executive function, working memory, sociocultural context, constructive development, self-organization, dynamic skill development, neural integration, relational pattern making, and adverse childhood experiences. A companion article focuses on individual-context relations, including the role of human relationships as key drivers of development, how social and cultural contexts support and/or undermine individual development, and the dynamic, idiographic developmental pathways that result from mutually influential individual-context relations across the life span. An understanding of the holistic, self-constructive character of development and interconnectedness between individuals and their physical, social, and cultural contexts offers a transformational opportunity to study and influence the children's trajectories. Woven throughout is the convergence of the science of learning – constructive developmental web, foundational skills, mindsets (sense of belonging, self-efficacy, and growth mindset), prior knowledge and experience, motivational systems (intrinsic motivation, achievement motivation, and the Belief-Control-Expectancy Framework), metacognition, conditions for learning , cultural responsiveness and competence, and instructional and curricular design- and its importance in supporting in integrative framework for children's development. This scientific understanding of development opens pathways for new, creative approaches that have the potential to solve seemingly intractable learning and social problems.

Pamela Cantor

David Osher

Juliette Berg

Lily Steyer

Todd Rose

Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup>

可塑性、适应性与个体性：儿童如何在情境中学习与发展<sup>1</sup>

This study focused on the development of the Socialization of Lying scale for which exploratory factor analysis demonstrated four empirically interpretable subscales: Parents' Values and Direct Socialization about Honesty, Encouragement and Modeling of Lying, Consequences for Lying, and The Child's Problematic Lying. These emergent factors suggest that parents teach and give messages about honesty in explicit and implicit ways that may map onto the different domains in which they socialize the behavior. Future research should focus on further validation and revision of items. This measure can serve as tool for researchers to examine the influence of parent values and socialization practices on children's truth and lie-telling behavior.

Victoria Talwar

Jennifer Lavoie

Angela M. Crossman

Socialization of lying scale: development and validation of a parent measure of socialization of truth and lie-telling behavior

谎言社会化量表：家长测量真实与撒谎行为社会化的开发与验证

Lynne M. Borden

Jaime Ballard

Phillip L. Ealy

Samantha Grant

Mark Otto

Daniel Francis Perkins

Program quality instrument for youth (PQI-youth): validation of a brief, self-report measure

青少年项目质量评估工具(PQI-youth): 一种简短自评量表的验证

Developmental stages present challenges that prepare the individual for new roles. Self-compassion may be a protective factor across this process. The present study aims to: (1) compare self-compassion scores in adolescence, young adulthood, adulthood, and older adulthood using a cross-sectional design and a continuous multigenerational sample; (2) study gender comparisons across age-groups; and (3) study gender comparisons within each age-group. The sample included 242 adolescents, 239 young adults, 208 adults, and 198 older adults. Participants answered the Self-Compassion Scale. Whereas Overall Self-compassion was similar for all age-groups, differences were found in Self-judgment, Common Humanity, Mindfulness, and Over-identification. Comparisons across age-groups for Isolation and Over-identification suggested that, as they age, female individuals develop self-compassion, whereas male individuals may struggle to be self-compassionate. Comparisons within age-groups suggested that, particularly, female adolescents and male adults may struggle the most to be self-compassionate. These findings may inform targeting specific needs, according to age and gender.

L. Tavares

A. Xavier

P. Vagos

P. Castilho

M. Cunha

J. Pinto-Gouveia

Lifespan perspective on self-compassion: Insights from age-groups and gender comparisons

生命历程视角下的自我同情：基于年龄组和性别比较的见解

Francesca De Lise

Valeria Bacaro

Elisabetta Crocetti

Don’t sleep on identity: Longitudinal associations between identity and sleep quality in adolescents with different cultural backgrounds

不要忽视身份：不同文化背景青少年身份与睡眠质量的纵向关联

Feyza Corapci

Duygu Yıldız-Akay

Kıvılcım Değirmencioğlu

Georgiana Susa-Erdogan

The role of prenatal depression and infant negative emotionality on maternal mind-mindedness

产前抑郁和婴儿消极情绪性对母亲心智化倾向的影响

The transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, Mage = 9.85 years). Results showed that teachers' initial perceptions of students' executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers' initial perceptions of students' EF behaviors were associated with children's performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children's self-regulation skills during the school year.

Jenna E. Finch

Elisa B. Garcia

Jelena Obradović

Back to school: Teachers’ initial perceptions of students’ executive function behaviors are important for teacher–student relationships and executive function development

重返校园：教师对学生执行功能行为的初步认知对师生关系和执行功能发展至关重要

Abbreviation	Appl. Dev. Sci.
Journal Impact	1.74
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q3)

ISSN	1088-8691, 1532-480X
h-index	82

Publication Information	Publisher: Psychology Press Ltd，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1997，Proportion of original research papers: 100.00%，Self Citation Rate:0.00%， Gold OA Rate: 14.29%

Applied Developmental Science

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Malleability, plasticity, and individuality: How children learn and develop in context¹

Socialization of lying scale: development and validation of a parent measure of socialization of truth and lie-telling behavior

Program quality instrument for youth (PQI-youth): validation of a brief, self-report measure

Lifespan perspective on self-compassion: Insights from age-groups and gender comparisons

Don’t sleep on identity: Longitudinal associations between identity and sleep quality in adolescents with different cultural backgrounds

Program quality instrument for youth (PQI-youth): validation of a brief, self-report measure

Don’t sleep on identity: Longitudinal associations between identity and sleep quality in adolescents with different cultural backgrounds

Lifespan perspective on self-compassion: Insights from age-groups and gender comparisons

The role of prenatal depression and infant negative emotionality on maternal mind-mindedness

Back to school: Teachers’ initial perceptions of students’ executive function behaviors are important for teacher–student relationships and executive function development

Applied Developmental Science

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience

Malleability, plasticity, and individuality: How children learn and develop in context1

Socialization of lying scale: development and validation of a parent measure of socialization of truth and lie-telling behavior

Program quality instrument for youth (PQI-youth): validation of a brief, self-report measure

Lifespan perspective on self-compassion: Insights from age-groups and gender comparisons

Don’t sleep on identity: Longitudinal associations between identity and sleep quality in adolescents with different cultural backgrounds

Program quality instrument for youth (PQI-youth): validation of a brief, self-report measure

Don’t sleep on identity: Longitudinal associations between identity and sleep quality in adolescents with different cultural backgrounds

Lifespan perspective on self-compassion: Insights from age-groups and gender comparisons

The role of prenatal depression and infant negative emotionality on maternal mind-mindedness

Back to school: Teachers’ initial perceptions of students’ executive function behaviors are important for teacher–student relationships and executive function development

Malleability, plasticity, and individuality: How children learn and develop in context¹