International Journal of Developmental Science

Children, just like adults, conform to peer testimony when making ostensibly easy decisions. Yet, some are more prone to conform than others and little is known about which factors contribute to this variability. In the current study, we aimed to investigate the reasons for individual differences in conformity by examining potential correlates of experimentally-elicited conformity in a sample of Swedish 3.5-year-olds (N = 55; 56%girls). Specifically, we asked whether conformity was socialized by parents via their parental style and whether conformity is correlated with the behaviors of anonymous sharing or obedience, which might each share a common motivation with conformity. Our data showed that children’s conformity was associated with fathers’, but not mothers’, authoritarian parental style and with anonymous sharing, but not obedience. The findings lend support to the notions that authoritarian parental style encourages conformist behavior, and that conformity is correlated with anonymous sharing behavior.

Community violence exposure is associated with externalizing problems in adolescents, yet little research has examined the moderating role of coping in these relationships. Eighty-four low-income, urban adolescents (M_age = 13.36, 50%male, 95%African American) participated in two waves of a longitudinal study a year and a half apart. Youth reported their community violence exposure and coping styles at Wave 1, and their delinquent behavior, physical aggression, and substance use at Waves 1 and 2. Conduct problems were assessed by parent-report at Waves 1 and 2. Results showed that avoidant coping predicted less delinquency, aggression, substance use, and conduct problems over time. Further, avoidant coping attenuated the effect of community violence on delinquency. Problem-focused and emotion-focused coping did not moderate community violence exposure effects. Findings suggest that among low-income, minority urban youth, avoidant coping may protect against the development of externalizing problems in the context of community violence exposure.

African American youth are more likely to experience racial discrimination, which contributes to greater sensitivity to disrespect and aggressive behavior. However, little is known about possible reciprocal relationships among discrimination, disrespect sensitivity, and aggression. This study investigated these reciprocal relationships and whether they vary by sex in predominantly African American youth. A total of 75 urban adolescents (52% female; 97% African American) reported on perceived disrespect sensitivity, racial discrimination, and aggression at two time points (average ages 16.1, SD = 1.11 and 17.8, SD = 1.14). Results from an autoregressive cross-lagged model indicated that racial discrimination at age 16 predicted greater disrespect sensitivity at age 18, whereas greater disrespect sensitivity predicted lower levels of racial discrimination over time. Analyses of sex differences showed that sensitivity to disrespect predicted lower levels of racial discrimination more strongly in females compared to males. These findings may inform interventions for African American adolescents who experience racial discrimination.

With implemented school closures, the global crisis of COVID-19 has caused drastic changes in the dynamics and routines of children and their families. The rapid transition to homeschooling and social distancing measures have been particularly challenging for schoolchildren and their parents. In the adverse situation of COVID-19, children are more vulnerable to contextual factors such as familial risks, leading to unfavorable outcomes in children’s mental health, their emotional and psychosocial development. The present study aimed to synthesize available literature on psychosocial outcomes in schoolchildren (ages 6–13 years) who were exposed to family-related stressors during mandatory school closures. A systematic review was carried out, following the PRISMA guideline. A total of 419 records were retrieved from electronic databases, journals, and reference lists of primary studies and reviews. Studies were analyzed by the interrelation of negative child outcomes and parent-related variables during the period of school closure. Ten studies were included in this review. Studies varied in quality, in the combination of psychosocial factors, and child outcomes. Identified psychosocial variables impacting children included parental mental health, parental stress, parent-child interaction, and parenting stress. Identified negative outcomes in children encompassed emotional problems, behavioral problems, hyperactivity, anxiety and depression. Overall, results highlighted the link between children’s psychological response and parent-related variables during school closures. Results show that pandemic-related school closures had a considerable effect on children. However, findings cannot be interpreted conclusive as studies measured other factors, that contributed to a child’s psychological status quo.