Measuring Children's Experience of Their Right to Participate in School and Community: A Rights‐Based Approach

This paper discusses the development of a children's rights‐based measure of participation and the findings from its use in a survey of 10‐ to 11‐year‐old children (n = 3773). The measure, which was developed in collaboration with a group of children, had a high reliability (Cronbach's alpha = 0.89). Findings suggest that children's positive experience of their participation rights is higher in school than in community, and higher for girls compared to boys. It is argued that involving children in the ‘measurement’ of their own lives has the potential to generate more authentic data on children's lived experiences.     

‘She is Too Young for These Chores’ — Is Housework Taking a Back Seat in Urban Chinese Childhood?

The child in contemporary urban China is experiencing an increasingly exclusive focus on academic achievement at the expense of non‐academic activities, particularly housework. In‐depth interviews with caregivers (including grandparents and parents) from 9 three‐generational families (n = 34) and parents from 10 nuclear families (n = 20) were conducted. Results show that although children from both family types were low in housework participation, children in three‐generational families were perceived by their caregivers to be less competent in performing self‐care and family‐care tasks. They were also less frequently assigned regular tasks as compared with children from nuclear families. Unlike caregivers from western societies, where children's participation in housework is seen as either a means of socialisation or a source of domestic labour, Chinese caregivers consider housework as a distraction, at best an addendum to academic work.     

Parental Influence on Friendships Between Native and Immigrant Adolescents

Parental influence on friendships between native (N = 5,683) and immigrant (N = 3,371) adolescents (aged ± 15) was investigated with the CILS4EU data of pupils in German and Dutch school classes (N = 446) and parents. The researchers examined whether parents affect friendships across group boundaries by shaping the structural opportunities to establish out‐group friends and their children's out‐group attitudes. The results show that if parents have more out‐group friends and if they consider it less important to maintain in‐group traditions, their children have more out‐group friends. Part of this relationship is mediated by children's out‐group attitudes. Some evidence is found that the opportunity structure mediates the relationship between parental characteristics and adolescent out‐group friendship.     

Economic hardship in the family of origin and children's psychological well‐Being in adulthood

Past research consistently indicates that poverty and economic hardship have negative consequences for children. Few studies, however, have examined whether these consequences persist into adulthood. This study addresses this gap by assessing whether economic resources in the family of origin have long‐term effects on psychological well‐being in adulthood. Specifically, we test two processes—one involving interpersonal processes in the family of origin, and the other involving children's socioeconomic attainment—that may help to explain the link between early economic factors and later well‐being. Using 17‐year longitudinal data from two generations (N= 589), we find evidence that economic hardship in the family of origin predicts later adult well‐being through the parents’ marital relationship, the parent‐teen relationship, children's educational attainment, and children's earned income. Supplementary analyses suggest that economic hardship is particularly problematic when it is of long duration or when it occurs during adolescence.     

Doing Gender,Doing Surveys? Women's Gatekeeping and Men's Non‐Participation in Multi‐Actor Reproductive Surveys

Gender differences in research participation have been documented in both quantitative and qualitative studies, a pattern that is particularly pronounced in studies of reproduction. We use the National Survey of Fertility Barriers to analyze three reasons frequently used to explain men's non‐participation in reproductive research: (1) Reproduction is a sensitive subject for men, (2) reproduction is women's domain, and (3) men's unavailability due to seemingly pragmatic reasons (e.g., work schedule). Using binary logistic regression, we test these three explanations across two different models: women's gatekeeping (denying researcher access to partners) (n = 1,637) and men's own non‐response (n = 1,454). A substantial minority of women (12.8 percent), engaged in gatekeeping, but the dominant mechanism of men's non‐participation was their own non‐response once women granted researcher access to partners. Consistent with prior studies on general survey non‐response, several demographic variables were associated with men's participation. Additionally, findings suggest that the notion of reproduction as women's domain received the strongest support, though specific variables within this construct differed for models predicting women's gatekeeping versus men's non‐response of their own accord.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

The Effects of a Family Systems Intervention on Co‐Occurring Internalizing and Externalizing Behaviors of Children with Substance Abusing Mothers: A Latent Transition Analysis

Children of substance abusing parents are at heightened risk to develop problem behaviors, yet little is known about the co‐occurring patterns of internalizing and externalizing behaviors among this population. With 183 children (M age = 11.54 years, SD = 2.55, range 8–16) whose mothers were diagnosed with a substance use disorder, the current study identified subgroups/classes of children that were clinically distinct in their co‐occurring patterns of internalizing and externalizing behaviors, and examined how children in different clinical subgroups responded to a family systems intervention. Latent class analyses identified four classes of internalizing and externalizing behaviors: internalizing only, externalizing only, comorbid, and normative. Latent transition analyses showed that participation in family systems therapy resulted in an increased likelihood of transitioning from the externalizing class at baseline to the normative class at 18 months post‐baseline, and from the comorbid class at baseline to the internalizing class at 18 months post‐baseline as well. The findings support the effectiveness of family systems therapy in interrupting the stability of children's problem behaviors and improving children's behavioral outcomes.     

Do As I Say and Not As I Think: Parent Socialisation of Lie‐Telling Behaviour

This study explored parent (N = 146) perspectives about situations in which they think it is acceptable to lie, how this corresponds to how they socialise their children about lie‐telling and their children's actual behaviour. Results indicated the methods parents report using to teach their children about the acceptability of lie‐telling are consistent with what they report teaching their children about lie‐telling overall. Also, the frequency of lies that children told (N = 88) to protect themselves from psychological distress or conflict differed between those who were taught that lying is sometimes acceptable versus those taught it is never acceptable.     

Constructing children's psychological well-being: Sources of resilience for children left behind in Northeast China

Population mobility has become an inevitable trend of social transformation in contemporary China. Parental migration has changed family structure patterns and brought great uncertainty to the psychological well-being of left-behind children. By comparing left-behind children to children of non-migrants, this study examines the impact of parental migration on children's psychological well-being and the potential support of schools for children's resilience development along three dimensions: children's school belonging, teacher–student relationships and peer support. Using a mixed-method approach, this study draws on an original survey of children (N = 605) and in-depth interviews with children, parents, grandparents, and teachers (N = 41) in Hunchun City, Northeast China. Overall, maternal migration has a negative impact on children's psychological well-being. In addition to teacher–student relationships, school belonging and peer support significantly mitigate this negative impact; qualitative data further suggest that peer support distracts from, rather than offsets, children's poor psychological well-being associated with maternal migration.     

Associations Between Toddlers' Naturalistic Media Experience and Observed Learning from Screens

Using secondary analysis, researchers examined associations between two‐year‐olds' (N = 135) naturalistic use of interactive and noninteractive media with performance on a screen‐based learning task. Parents reported the number of minutes that children spent the previous day doing nine media‐related activities (e.g., watching television, playing handheld videogames). The object‐retrieval task required children to watch a hiding event on video and then search for the object on another screen or a real felt board. Results indicated that toddlers' naturalistic experience with interactive (but not noninteractive) media predicted their screen‐based learning in the laboratory. This was true regardless of whether children were tested using interactive or noninteractive video, suggesting that using interactive media (but not watching noninteractive video) is associated with children's learning from screen media generally.     

Crawling Predicts Infants’ Understanding of Agents’ Navigation of Obstacles

We investigated whether crawling versus noncrawling infants interpret an agent's movements around an obstacle as goal‐directed. Infants (6–9 months) were habituated to a self‐propelled circle jumping over an obstacle to reach a goal. When the obstacle was removed, infants who crawled (n = 13) showed longer looking time to the familiar but now nonrational jumping path versus a novel but rational straight‐line path. Noncrawlers (n = 17) did not discriminate. Looking preference was independent of age and speed of habituation. These findings support the claim that infants’ processing of agency emerges early and applies to all agents, but stress the role of experience in the development of action interpretation.     

Civic and Political Participation of Children and Adolescents: A Lifestyle Analysis for Positive Youth Developmental Programs

Social participation plays a key role in predicting positive youth development (PYD). As a previous step of this link, this research examined how children and adolescents' relational lifestyles influenced their participation in political and civic activities. This research provides a multi‐dimensional approach to the study of children's social participation, based on six children's lifestyles factors (i.e. family dialogue, risky behaviours, cultural activities, civic values, family supervision and peer group relationships). Using data from an international survey that included 6130 participants (2198 Spanish, 3932 Italian, Mage = 13.8), this study's results show that relational lifestyles (especially family dialogue and out‐of‐school cultural activities) are positively related to political and civic participation among children and adolescents. On the contrary, some peer group relationships decreased their social participation in those key dimensions for PYD. Limitations of the current study, implications for future policy decisions and applications to children social programs are discussed.     

Socioeconomic inequality and adjustments in children’s perceptions of their agency as they age in South Korea

This paper explores how children's perceptions of their agency, as something that is closely associated with its exercise, appear in relation to social structural factors, especially their socioeconomic positions, as they age. Using data from 862 10–18 years old in South Korea, we examine how children's expressed optimism about their ability to achieve their occupational choices can conceal the impact of structural factors on their ‘choices’ and dispositions for (non‐)action over time. Based on the findings, we argue for a more careful interpretation of children's sense of agency that recognises its propensity to continuously adjust in contexts of structural inequality.     

Toddlers’ Responses to Infants’ Negative Emotions

Early developments in toddlers’ responses to adults’ distress have been extensively examined, but less work has been directed to young children's responses to other children in distress. In the current study, we examined 12‐, 18‐, and 24‐month‐old children's (N = 71) behavioral and affective responses to a crying infant (doll) present in the room with the child. A comparison condition included a contented, neutral infant to contrast with the crying infant so as to disambiguate social interest from distress‐specific responding. Results showed that 12‐month‐olds were neither particularly interested in nor concerned about the infant, although they did discriminate between conditions. In contrast, 18‐ and 24‐month‐olds were socially interested and attentive to the infant, but 24‐month‐olds exhibited greater affective concern to the crying infant than did 18‐month‐olds. Children at all three ages were also mildly distressed themselves by the infant's crying, and this did not decline over the second year. Both girls and children without siblings were more interested in the infant; no effects were found for gender, daycare experience, or siblings on affective concern.     

Internalising and externalising children's behaviour problems in Britain and the US: relationships to family resources1

A large sample of British children (n=994) of varying ages (7–18 years) and a large sample of American children (n=886) of varying ages (7–16 years) were rated by their mothers using respectively the Rutter Child Scale A and the Behaviour Problems Index both of which cover a variety of behavioural problems. Factor analysis of the behavioural scales distinguished externalising and internalising dimensions of behaviour in both countries. We examined whether children's experiences of family change, cognitive ability and family adversity including economic deprivation were associated with differences in the prevalence of the behavioural dimensions. Mean cognitive scores decreased significantly with increasing level of externalising behavioural problems in British and American children but showed no significant relationship to levels of internalising behaviour problems in either sample. Among American children internalising and externalising behavioural problems were related to experience of non‐intact family structures and measures of family adversity. Externalising behavioural problems were related to measures of family adversity among British boys and girls but were only related to experience of non‐intact family structures in the sample of British girls. Among British girls, internalising behavioural problems were also related to non‐intact family structures. The associations between non‐intact family structures and behavioural problems were independent of measures of economic deprivation in both samples of children. This study documents some of the background factors which affect children's behavioural and cognitive outcomes. Unlike children's family structure economic deprivation can be influenced through policy intervention, and the analysis supports the view that relieving economic deprivation would help improve children's behavioural outcomes. Copyright © 2000 John Wiley & Sons, Ltd.     

School bullying and health-related quality of life in Chinese school-aged children and adolescents

To explore the association between bullying and HRQoL among Chinese school-aged children and adolescents utilizing a cross-sectional survey design. Bivariate associations were used to determine the correlation between the experience of bullying and lower HRQoL, and multivariate logistic regressions were evaluated. A total of 2,155 participants, 32.57%, reported experiencing bullying: traditional bullying, 27.80% (n = 599) (β = −3.55, p < .001, SE = 0.41), and cyberbullying, 7.47% (n = 161) (β = −2.50, p < .001, SE = 0.71). The degree of traditional bullying (β = −10.28, p < .001, SE = 1.19) was negatively significantly associated with HRQoL. Other determinants of the impact of the bullying in this cohort were the children's school performance and their relationship with parents, teachers and classmates.     

Children's agency and its contradictions in the context of transnational labour migration from Vietnam

In this article, we contribute to the growing and diverse literature on the lived experiences of children and their agency in the context of migration. Drawing on in‐depth interviews with children whose migrant parents have left them behind, as well as with those who care for them in Vietnam, we demonstrate that the various ways in which they affect migration decision‐making and transnational communication shape the children's imaginations of migration. The context‐specific social construction of childhood, or more specifically adult perceptions of children's agency and needs, in turn structures these processes. We emphasize the need for debates on children's agency to take into account both broader socio‐economic processes at the macro level and the concrete and local scale at which children's lives unfold. By outlining how children's experiences of parental migration are constitutive of their attitudes toward this livelihood strategy, we also argue that the ability of those ‘left‐behind’ to exercise agency is closely intertwined with processes of social becoming and navigation in the transnational social fields constructed for them by adults.     

Adolescent Personality as Risk and Resiliency in the Testosterone–Externalizing Association

Previous investigations of testosterone and externalizing behavior have provided mixed findings. We tested the hypothesis that self‐regulatory personality moderates the testosterone–externalizing behavior association in adolescence. Parents reported on their 13‐ to 18‐year‐old (N = 106, M_age = 16.01, SD = 1.29) children's personalities and psychopathology. Testosterone was measured via drool samples. As hypothesized, personality moderated the testosterone–externalizing behavior association. High testosterone predicted higher levels of externalizing behaviors, but only for adolescents low in Agreeableness and Conscientiousness. Also, personality acted as a resiliency factor: high levels of Conscientiousness, in the presence of high testosterone, predicted lower levels of rule breaking. Results highlight how endogenous factors, such as personality, may interact with testosterone, and emphasize the relevance of including personality moderators in future research.     

Birth Cohort and Age Changes in the Self‐Esteem of Chinese Adolescents: A Cross‐Temporal Meta‐Analysis, 1996–2009

The present cross‐temporal meta‐analysis involving 68 studies (n = 35,499) found that Chinese adolescents' scores on the Rosenberg Self‐Esteem Scale decreased substantially from 1996 to 2009. The decline of self‐esteem across birth cohorts was associated with the slide of social connection level of Chinese adolescents. Correlations between self‐esteem and corresponding social indicators like the floating population and divorce rate were significant. Analysis on self‐esteem age differences showed that self‐esteem development in China was different from Western results: self‐esteem scores followed a roughly increasing trend from Grade 7 through Grade 12 with double dip points at Grades 7 and 11.     

Linking maternal psychopathology to children's excessive crying and sleeping problems in a large representative German sample—The mediating role of social isolation and bonding difficulties

Attaining self-regulation is a major developmental task in infancy, in which many children show transient difficulties. Persistent, clinically relevant difficulties in self-regulation include excessive crying or sleeping disorders. Many families with affected children are burdened with multiple psychosocial risk. This suggests that regulatory problems are best conceptualized as the maladaptive interplay of overly burdened parents and a dysfunctional parent–child interaction. The current study examines whether social isolation and bonding difficulties function as mediating mechanisms linking maternal psychopathology to (1) children's excessive crying and (2) sleeping problems. The sample comprised N = 6598 mothers (M = 31.51 years) of children between zero to three years of age (M = 14.08 months, 50.1% girls). In addition to socio demographic data, the written questionnaire included information on maternal depression/anxiety, isolation, bonding, and children's regulatory problems. Hypotheses were tested with a mediation model controlling for psychosocial risk and child characteristics. As expected, maternal symptoms of depression/anxiety were linked to infants‘ excessive crying and sleeping problems. Social isolation and bonding difficulties mediated this association for excessive crying as well as for sleeping problems, but social isolation was a single mediator for sleeping problems only. The findings provide important insights in the mediating pathways linking maternal psychopathology to children's regulatory problems.