This study explored unique constructs of fantasy orientation and whether there are developmental benefits for fantasy-oriented children. By age 3, children begin developing executive functions, with some children exhibiting high fantasy orientation in their cognitions and behaviors. Preschoolers (n ¼ 106) completed fantasy orientation measures and executive function tasks, including parent and teacher questionnaires. Principal Component Analysis revealed four specific constructs within fantasy orientation (FO). Relations were examined between children's FO constructs and executive functions to determine if developmental benefits exist with being fantasy-oriented. Hierarchical linear regressions suggested that certain FO constructs are uniquely related to specific executive functions, such that there are potentially specific developmental benefits to being a fantasy-oriented child (i.e., inhibition and attention shift positively related to fantastical cognitions).Research has discovered individual differences in children's engagement in fantasy. Some children are more reality-focused, engaging in more realistic play and not creating imaginary companions, whereas other children are more fantastical, engaging often in pretend play and creating imaginary companions
Recent research has identified youth who utilize both aggressive and prosocial behavior with peers. Although the social values and motivations associated with aggression and prosocial behavior have been well studied, the values of youth who utilize both aggression and prosocial behavior are unknown. The current study identified groups of adolescents based on peer nominations of aggression and prosocial behavior from both Israel (n = 569; 56.94% Arab, 43.06% Jewish; 53.78% female) and the United States (n = 342; 67.54% African-American; 32.46% European-American; 50.88% female). Self-enhancement, self-transcendence, openness-to-change, and conservation values predicted behavioral group membership. Power values predicted membership in the aggressive group relative to the aggressive-prosocial, prosocial, and low-both groups. For Israeli boys, openness-to-change values predicted membership in the aggressive-prosocial group relative to the prosocial group. The values of aggressive-prosocial youth were more similar to the values of prosocial peers than to aggressive peers, suggesting that motivational interventions for aggressive-prosocial youth should differ in important ways than those for aggressive youth.
Introduction Despite the clinical relevance, little is known about variability in positive adult outcomes (i.e., flourishing, life satisfaction) of female adolescent conduct problems (CP), or interpersonal factors that promote these types of well‐being. We hypothesized differential associations between adolescent CP trajectories and indicators of adult well‐being due to level of positive relationships with caregivers during ages 12−17. Method Data were drawn from participants (N = 1965) of the Pittsburgh Girls Study, a longitudinal study of girls' development. Caregiver reported CP, adolescent reports of parental trust and positive parenting, and adolescent‐reported peer delinquency were assessed annually between ages 12−17. Well‐being in young adulthood was measured using self‐reported flourishing and life satisfaction between ages 18−22. Results Latent class growth analysis of adolescent CP revealed four trajectories characterized as low stable (20.0%), moderate stable (63.9%), adolescent‐onset (8.1%), and high quadratic (8.0%). Main effects of trust and positive relationships with caregivers during adolescence on well‐being in early adulthood were found. Positive parenting was found to moderate the association between CP trajectory and flourishing. The magnitude of the negative association between the high quadratic trajectory group and life satisfaction decreased as positive parenting increased. Conclusion These results support the importance of intervention in adolescence to focus on increasing trusting and positive relationships with caregivers for all females, as this may increase well‐being in adulthood regardless of adolescent CP history.
Curricular intervention studies have examined if instruction in aging and gerontology affects undergraduates’ attitudes, knowledge, and perceptions towards older adults. However, less is known about curricular impact on undergraduates’ intentions to work with older adults. By identifying factors that increase undergraduates’ intentions to work with older adults we may elucidate meaningful points of intervention to enhance pursuit of careers in the geriatric workforce. The current study examined baseline data from a longitudinal study examining the impact of an upper-level adult development psychology course on student attitudes towards working with older adults. It was hypothesized that there would be positive associations between attitudes towards working with older adults, knowledge about aging, and positive attitudes towards older adults. Participants were 19 undergraduate students enrolled in upper-level undergraduate psychology courses. Participants completed validated, self-report questionnaires related to their attitudes towards working with older adults, ageism attitudes, and attitudes and knowledge about aging. Bivariate correlation analyses were used to examine cross-sectional associations among main outcome variables. More positive explicit attitudes towards older adults were significantly associated with more willingness to work with older adults (r= .49 , p=.04). Additionally, knowledge of aging was positively correlated with perceived social norms around working with older adults (r= .49, p=.04). These initial findings suggest that knowledge and positive attitudes about aging may positively impact attitudes towards working with older adults. Future work will assess curricular impact on undergraduates’ intentions to work with older adults, as well as evaluate predictors of change in intentions.
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