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Community violence exposure and harsh parenting have been linked to maladaptive outcomes, possibly via their effects on social cognition. The Social Information Processing (SIP) model has been used to study distinct socio-cognitive processes, demonstrating links between community violence exposure, harsh parenting, and maladaptive SIP. Though much of this research assumes these associations are causal, genetic confounds have made this assumption difficult to rigorously test. Comparisons of discordant monozygotic (MZ) twins provide one empirical test of possible causality, as differences between MZ twins must be environmental in origin. The present study examined effects of parenting and community violence exposure on SIP -specifically aggressive and avoidant social goals -in a sample of 426 MZ twin dyads (N=852 twins, 48% female). Phenotypically, we found that lower positive parenting and greater harsh parenting were associated with greater endorsement of dominance and revenge goals. We also found that indirect and direct community violence exposure was associated with greater endorsement of avoidance goals. Using an MZ difference design, we found that the relationships between lower levels of positive parenting and endorsement of dominance and revenge goals were due, in part, to environmental processes. Moreover, the relationships between the impact of indirect and direct community violence exposure and avoidance goals, as well as between the impact of indirect community violence exposure and revenge goals, appeared to be due to non-shared environmental processes. Our results establish social and contextual experiences as important environmental influences on children's social goals, which may increase risk for later psychopathology.
Community violence exposure and harsh parenting have been linked to maladaptive outcomes, possibly via their effects on social cognition. The Social Information Processing (SIP) model has been used to study distinct socio-cognitive processes, demonstrating links between community violence exposure, harsh parenting, and maladaptive SIP. Though much of this research assumes these associations are causal, genetic confounds have made this assumption difficult to rigorously test. Comparisons of discordant monozygotic (MZ) twins provide one empirical test of possible causality, as differences between MZ twins must be environmental in origin. The present study examined effects of parenting and community violence exposure on SIP -specifically aggressive and avoidant social goals -in a sample of 426 MZ twin dyads (N=852 twins, 48% female). Phenotypically, we found that lower positive parenting and greater harsh parenting were associated with greater endorsement of dominance and revenge goals. We also found that indirect and direct community violence exposure was associated with greater endorsement of avoidance goals. Using an MZ difference design, we found that the relationships between lower levels of positive parenting and endorsement of dominance and revenge goals were due, in part, to environmental processes. Moreover, the relationships between the impact of indirect and direct community violence exposure and avoidance goals, as well as between the impact of indirect community violence exposure and revenge goals, appeared to be due to non-shared environmental processes. Our results establish social and contextual experiences as important environmental influences on children's social goals, which may increase risk for later psychopathology.
This article reviewed studies on psychological development during adolescence and beyond. The target studies were journal articles published in Japan between July 2016 and June 2017, and poster presentations delivered at The 59th Annual Meeting of the Japanese Association of Educational Psychology.In this review, the studies on adolescence were classified from the viewpoint of the stage of schools and main themes, and their contents were summarized. As a result, it became evident that the studies on high school students, adults, and aged people were inadequate. Additionally, issues of sampling methods, sample sizes, replicability, and robustness in developmental studies of undergraduate students were examined. Alternatively, an increase in the number of longitudinal studies and practical studies were evaluated as good trends. Lastly, the importance of theory-based studies and the bio-psycho-social model are discussed.
The focus of this article is to provide an over view of research trends in social psychology studies within the field of educational psychology published between July 2016 and June 2017, as well as to discuss some of the topics on school education. In the first part of the paper, social psychology studies presented at the 59th annual meeting of the Japanese Association of Educational Psychology held in 2017 are reviewed. Frequent research themes were as follows: interactive learning, teacher's behavior toward students, and social skills. In addition, the articles published in The Japanese Journal of Educational Psychology during the aforementioned period are reviewed. In the second part of the paper, the topics focusing on interactive learning within classroom and teacher education are discussed from a social psychological perspective. The main points of contention are as follows: (a) group structure and interactive learning within the classroom, (b) friendship and interactive learning within the classroom, and (c) reflective and collaborative practices in the field of teacher education.
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