While attachment security is known to foster social competence, the mechanisms linking specific attachment dimensions to adolescent peer relationships remain underexplored. This study examined whether empathic concern (affective empathy) and perspective-taking (cognitive empathy) mediated the associations between attachment avoidance and anxiety in the maternal domain and peer relationship quality. A total of 912 late adolescents (550 females) completed the Experiences in Close Relationships-Relationship Structures Questionnaire (maternal domain), the Interpersonal Reactivity Index, and the Friendship Qualities Scale. Structural equation modeling showed that both attachment avoidance and attachment anxiety were negatively associated with peer relationship quality. Specifically, attachment avoidance was indirectly associated with poorer peer relationships through both lower empathic concern and lower perspective-taking. In contrast, attachment anxiety was indirectly associated with poorer peer relationships through lower empathic concern, but not through perspective-taking. These findings suggest that affective and cognitive empathy play distinct roles in linking adolescent attachment dimensions to peer relationship quality.
This study aimed to evaluate the generalizability of Cronbach's alpha coefficients for the Heartland Forgiveness Scale (HFS) and its subscales across different continents, countries, languages, and samples. Additionally, the effects of age and gender on reliability were examined through meta-regression. A systematic review conducted in accordance with the PRISMA guideline and REGEMA checklist identified 165 studies reporting alpha coefficients for the HFS or its subscales. Meta-ANOVA was used to assess variability across contexts, while meta-regression examined age and gender as moderators. Average alpha coefficients were 0.83 (total), 0.74 (self), 0.78 (others), and 0.78 (situations). Significant differences in reliability emerged across continents, countries, and languages, but not between sample groups. Self-forgiveness reliability was lower for the Turkish version compared to the English version, and lower for studies conducted in Türkiye compared to those conducted in other countries. Age was positively but weakly associated with total scale reliability (R2 = 0.12), with higher reliability in older samples, whereas gender had no significant effect. The HFS generally demonstrates good reliability, but contextual factors like culture and language can impact internal consistency, especially for self-forgiveness.
Parental burnout, or feelings of exhaustion, overwhelm, ineffectiveness, and emotional distancing within the role of a parent, is a common condition among many parents who face high demands of parenting with few resources and support. The current study examined if parental burnout was associated with child development outcomes, and if these associations were mediated by parenting practices. 405 mothers from the United States of America with a child between the ages of 6 and 12 years participated in an online survey consisting of measures of parental burnout, positive and negative parenting practices, and socioemotional and behavioral assessments of their child. Results indicated that greater parental burnout was significantly associated with less positive and more negative parenting practices, and lower levels of children's social, emotional, and behavioral competency. Moreover, positive parenting practices partially mediated the association between burnout and child's social competence, autonomy, emotion regulation, closeness, and prosocial behaviors. Negative parenting practices partially mediated the association between burnout and child's autonomy, compliance, negativity, emotion regulation, conflict, closeness, and externalizing. Although the results are cross-sectional, they may indicate possible deleterious effects parental burnout can have on children. Practitioners, clinicians, and policymakers should use this information to better support parents and families.
The dual systems theory of risky behavior suggests that high levels of reward sensitivity and low levels of self-control are risk factors for externalizing problems. However, the mechanisms underlying the association between sensation seeking and externalizing problems remain unclear. This study used a questionnaire survey to examine the roles of fun seeking, self-control, and age in the relationship between sensation seeking and externalizing problems. The results were as follows: (1) sensation seeking positively predicted the level of externalizing problems; (2) fun seeking and self-control served as multiple mediators in the relationship between sensation seeking and externalizing problems; and (3) age moderated the chain mediating effect of fun seeking and self-control on the relationship between sensation seeking and externalizing problems. Specifically, the chain mediating effect of fun seeking and self-control on the relationship between sensation seeking and externalizing problems was observed only in adolescents. However, among children, fun seeking and self-control were found to be independent of each other, and the chain mediating effect was not observed. These results support the dual-systems model, and can provide valuable insights for the development of targeted prevention and intervention strategies among children and adolescents.
Social-emotional competence is crucial for college students' development, adaptation, and social service ability, and is regarded as a core competence in the current era. This study investigated the effects of physical exercise on college students' social-emotional competence and the mediating role of perceived social support and self-efficacy. From February to April 2025, 3,643 Chinese college students were tested using convenience sampling and relevant scales. Structural equation modeling with the bootstrap method was used for analysis. The results showed a significant positive correlation between physical exercise and social-emotional competence. Physical exercise contributed positively to social-emotional competence, perceived social support, and self-efficacy. Similarly, perceived social support played a positive role in self-efficacy and social-emotional competence, and significant mediating effects were observed across the three paths. These findings have implications for promoting college students' physical and mental health.
Scientific articles typically present research as a coherent sequence of hypotheses, methods, and findings, leaving little room for the intellectual journey that precedes publication. This article inaugurates Behind the Scenes, a new feature of The Journal of Genetic Psychology that explores the ideas, challenges, unexpected discoveries, and critical decisions that shape scientific research beyond the published manuscript. Inspired by Dante Alighieri's reflection on the interplay between innate predispositions and environmental influences in Paradiso VIII, we introduce an interview with Dr Xianwei Meng, first author of How Does the Mind Grow? Cross-Cultural Intuitive Theories of Mental Development. The conversation traces the evolution of the project from its original conception to its theoretical and methodological turning points, highlighting the role of cross-cultural collaboration, open science, and intellectual flexibility in advancing developmental research. More broadly, the interview illustrates how unexpected findings can redirect scientific inquiry and generate new theoretical perspectives. By offering readers a glimpse into the creative and often nonlinear process behind influential research, Behind the Scenes seeks to foster a deeper appreciation of scientific discovery while inspiring the next generation of developmental scientists.
Love is a key emotional experience in human development, yet children's understanding of love remains underexplored. This study investigates children's perceptions of love and examines differences related to age, gender and type of response. The sample consisted of 249 children (110 boys, 139 girls), aged 4-12 years, divided into three age groups: 4-6 years (M = 5;0, SD = 10 months), 7-9 years (M = 8;0, SD = 9 months), and 10-12 years (M = 11;00, SD = 12 months). Data were collected through individual interviews and a drawing task, during which children were asked to describe the term love, provide a personal experience of love, and draw a child who feels love. Verbal and drawing responses were content analyzed and categorized into themes. Findings show that children attach positive emotional meaning to the concept of love, perceiving it as an emotional commitment. Age differences emerged, with older children reporting more positive cues, prosocial dispositions, and displays of love. Regarding gender, girls incorporated more themes than boys. Interviews more frequently elicited references to common activities, prosocial behaviors, and bonding, whereas drawings more often emphasized positive emotional cues. The findings are discussed in the context of emotional development.
This study investigated the impact of a mind and intelligence game training program on the problem-solving and executive function skills of children aged 60-72 months. Utilizing a quasi-experimental design and quantitative research methods, the study involved 70 children: 36 in the training group and 34 in the control group. Data collection instruments included a Personal Information Form, Problem Solving Skills Scale, and Childhood Executive Functions Inventory. The researcher developed Mind and Intelligence Games program was implemented with the training group over six weeks, comprising 24 sessions. Pretest and post-test measurements were conducted using the aforementioned tools, and data analysis was performed using a statistical package program. Dependent samples t-test was employed for analyzing experimental data, while Kruskal Wallis and Independent Groups t-test were used for descriptive statistics. The study concluded that the Mind and Intelligence Games program significantly enhanced children's problem-solving and executive function skills. These results are further discussed within the context of existing literature.
Research shows that 97% of teens are daily internet users, with 36% reporting they spend too much time on social media. Additionally, social media use and engagement in risky behaviors are correlated in adolescence. Given these findings, further research is needed regarding the impact of adolescent social media 'influencers' on their peers' behavior. The current study aims to validate a peer-nomination measure of adolescent social media visibility, as well as to test the associations of social media visibility with engagement in prosocial, aggressive, and risk-taking behaviors. Participants were 331 7th and 8th graders from a Midwestern school in a small community. Social media visibility was assessed via peer nominations, along with prosocial behavior and physical, verbal, and relational aggression. Delinquency and substance use were measured via self-report. Peer-reported social media visibility showed moderate correspondence with various self-reports of social media use. It was also associated with higher levels of prosocial and aggressive behavior and substance use. Implications for influence processes for adolescent behavior are discussed.
Childhood maltreatment has been linked to heightened risk for problematic gaming among adolescents, yet the self-regulatory processes underlying this association remain insufficiently understood. Drawing on the dual-mode model of self-control, the present three-wave longitudinal study examined whether the impulsive and effortful modes of self-control mediated the association between childhood maltreatment and problematic gaming, and whether these pathways differed by sex. Participants were 988 Chinese early adolescents (43.8% girls; M age = 10.26 years, SD = 0.94) and their parents, who completed assessments at three waves spaced six months apart. Adolescents reported their childhood maltreatment experiences and self-control, whereas parents reported adolescents' problematic gaming behaviors. Structural equation modeling showed that, in the total sample, childhood maltreatment predicted higher levels of the impulsive mode and lower levels of the effortful mode of self-control. However, only the impulsive mode of self-control significantly predicted subsequent problematic gaming and mediated the association between childhood maltreatment and problematic gaming. Multigroup analyses further revealed sex-specific patterns. Among girls, neither the impulsive nor effortful mode of self-control significantly mediated the association between childhood maltreatment and problematic gaming. Among boys, however, the impulsive mode of self-control emerged as a significant mediator. These findings suggest that the impulsive mode of self-control may be a particularly relevant self-regulatory pathway linking childhood maltreatment to problematic gaming among boys, highlighting the importance of considering sex differences when examining the developmental consequences of maltreatment.
Early learning experiences can shape individual identity, interests, and future career choices. This study explores autobiographical memories of early experiences of students (N = 228) in both STEM and the arts, focusing on five key aspects: age at experience, memory quality, context, mentioning others, and the perceived role of these experiences in fostering interest. The STEM experiences frequently took place in private contexts, often being individual hands-on experiences, while art-related experiences often took place in cultural institutions like museums and theaters. Art-related experiences were of lower quality and tended to originate from an earlier age. No significant differences emerged in mentioning other people. STEM memories were more often linked to increased interest in the field. The findings contribute to a broader understanding of memorable early experiences in different domains.
This study explored associations between maternal mindful parenting (i.e. mindful discipline, being in the moment with the child), maternal parental stress, and harsh parenting (i.e. physical and psychological harsh parenting) in early childhood. A sample of 172 mothers of young children in New Mexico completed questionnaires assessing perceived parental stress, use of harsh parenting, and mindful parenting. Results of the path model analysis demonstrated that being mindful in the moment with the child was directly, negatively associated with physical harsh parenting and also negatively associated with perceived stress. Mindful discipline was directly, negatively associated with both psychological aggression and perceived stress. Perceived stress was positively associated with psychological harsh parenting and was not associated with physical harsh parenting. This study illustrates that 'being in the moment' and 'mindful discipline' may have distinctive benefits as targeted interventions to lower rates of harsh parenting while also potentially lowering parental stress.
A growing body of research has identified multiple risk factors contributing to adolescents' problematic online behaviors (POBs) and has documented their cumulative effects. However, previous studies have rarely differentiated types of cumulative risk or examined their interactive influences. To address this gap, the present study conceptualized cumulative risk as comprising two distinct dimensions: general cumulative risk (eg parent-child alienation and peer relationship) and specific cumulative risk (eg parental technoference and peer phubbing). Using data from a sample of 2,852 middle school students, this study employed structural equation modeling (SEM) to simultaneously examine the predictive effects of both risk dimensions, as well as their interactions, on three domains of POBs: problematic mobile phone use, problematic short video use, and problematic social media use. Results indicated that both general and specific cumulative risk significantly and positively predicted all forms of POBs. Furthermore, with the exception of problematic short video use, general cumulative risk amplified the adverse effects of specific cumulative risk on adolescents' POBs. These findings provide empirical support for an integrative risk model of POBs that elucidates the joint effects of general and specific cumulative risk on problematic online engagement. Theoretical implications for understanding risk processes and practical implications for targeted intervention strategies are discussed.
Basic Emotion Theory (BET) proposes that a limited set of biologically based emotions, including anger and disgust, are expressed through universal prototypical facial configurations. However, research suggests that disgust is amongst the least accurately recognized basic emotions and is frequently confused with anger. Although perceptual-attentional accounts suggest that disgust-anger confusion arises from shared visual features and failures of attention to diagnostic cues, little is known about how these mechanisms evolve during childhood. Two major explanations have been proposed: conceptual models (e.g. the Differentiation Model), and perceptual-attentional models, which emphasize the visual similarity between the two emotions. The present study examined these mechanisms by comparing recognition accuracy and gaze patterns in younger (3-5 years) and older (9-11 years) children. Participants viewed prototypical anger and disgust expressions and identified the displayed emotion while their eye movements were recorded. Across age groups, anger was recognized more accurately than disgust, and older children outperformed younger children specifically for disgust. Eye-movement analyses indicated that older children fixated longer on the eyes, whereas younger children distributed their attention more broadly across the face. Prototype-level results showed that expressions containing the mouth opening produced the highest rates of confusion, replicating patterns observed in adults. These findings suggest that persistent confusion between disgust and anger arises from both conceptual and perceptual-attentional limitations and that developmental improvements in visual selectivity support more accurate emotion recognition. The results contribute to theoretical models of emotion processing and may inform interventions aimed at strengthening children's socio-emotional skills.
The intensive use of digital technologies has become a central element of university life, with potential implications for mental health. There remains a need to understand the cognitive mechanisms that modulate these relationships. The objective of this research is to analyze the relationship between the use of and attitudes toward digital technologies and mental health (anxiety, depression, and perceived stress), as well as the moderating role of the alerting, orienting, and executive attentional networks in Cuban university students. A total of 250 university students participated, selected through non-probabilistic sampling, from different fields of knowledge. Attention was assessed using the Attentional Network Test (ANT), while anxiety, depression, and stress were measured using the GAD-7, PHQ-9, and PSS-10 instruments, respectively. ICT use and attitudes were grouped through exploratory factor analysis. Moderation analyses with conditional effects estimation were conducted. Digital communication and social mobile phone use, as well as attitudes of technological dependence, were positively associated with higher levels of anxiety, depression, and perceived stress, whereas recreational and informational digital consumption did not show significant associations. Formal moderation by attentional networks was not supported. Exploratory inspection of simple slopes revealed directionally consistent patterns, particularly for the orienting network in relation to stress, that are theoretically coherent and warrant investigation in future studies specifically powered to detect interaction effects. These findings underscore the relevance of socially oriented digital use as a risk factor for psychological distress in constrained-connectivity contexts, and highlight the need for future research integrating attentional functioning, emotional regulation, and digital literacy.
In recent years, increased exposure to unrealistic beauty standards on social media has been associated with growing concerns about appearance and psychological distress among adolescents. However, the mechanisms underlying this relationship have been less explored. The aim of this study was to investigate the longitudinal relationship between Body Appearance Perfectionism (BAP) and Social Appearance Anxiety (SAA) among adolescent girls, and the mediating role of the Face Filter Use (FFU), as well as the moderating role of Fear of Missing Out (FoMO), in this relationship was considered. This study was conducted with a longitudinal design on 443 female high school students in Tehran, Iran Completed standard instruments related to BAP, FFU, FoMO and SAA. The results of the analyses showed that BAP significantly predicted SAA over time. Also, the FFU as a mediating variable significantly explained this relationship; such that individuals with higher levels of BAP used more FFU which could lead to increased SAA. Furthermore, the findings showed that FoMO had significant moderating roles in these pathways, such that the magnitude of the relationship between BAP and FFU, and ultimately SAA, were stronger at higher levels of FoMO. Overall, this study suggests that BAP could act as an important risk factor for SAA in adolescents, and this effect is exacerbated by behaviors related to digital image management, particularly the use of appearance filters. Furthermore, the role of FoMO in amplifying these relationships highlights the importance of considering sociocognitive factors in the design of preventive and educational programs.
