Subjects: Psychology >> Developmental Psychology submitted time 2024-03-29
Abstract： Parent-child communication is pivotal in children’s education, with both parties actively engaging in discussion and influencing each other. These daily interactions are widely acknowledged as significant contributors to children’s developmental outcomes. While existing research has focused on examining parental effects or bidirectional relations over time, our understanding of child-driven versus parent-driven effects in momentary interactions remains limited. Furthermore, considering that children aged 5 and 6 have gained increased autonomy and self-regulation abilities, it is imperative to examine the dynamic processes within parent-preschooler dyads. In the current study, we used dynamic structural equation modeling (DSEM) to explore the bidirectional associations between parenting behaviors and child behavioral responses during a conflict discussion task. Our aim is to determine whether the momentary interaction process is primarily driven by parents or by children themselves.
The study included 113 Chinese parent-child dyads (59 boys, Mage = 5.81 years). During the laboratory visit, the parent-child dyads were video-recorded engaging in a conflict discussion. Specifically, they were prompted to discuss a negative episode with the potential to lead to conflict in their daily lives. Trained observers rated parental supportive behavior, non-supportive behavior, child positive behavior, and child negative behavior on 4-point scales in 15-second epochs. Also, observers coded the resolution of the conflict discussion as compromise, win-loss, or standoff. For data analysis, we employed DSEM with Bayesian statistics to assess changes in parental parenting behaviors and child behavioral responses in their momentary interactions during the discussion task. Further, we conducted regression analysis to examine the effects of parental and child behaviors on the resolution of the conflict discussion.
The findings revealed that: (1) increases in children’s negative behavioral responses in a given 15-second epoch predicted increases in parental non-supportive parenting behavior in the next epoch; (2) children’s positive behavioral responses primarily predicted the resolution of the conflict discussion, with higher levels of positive behavior in children contributing to more constructive conflict resolution.
The current study provides evidence for the child-driven effect in moment-to-moment parent-child communication, highlighting the active role of preschoolers in shaping parent-child interactions. Our findings underscore children as proactive agents in their own socialization process and offer valuable insights for parenting practices. Specifically, parents should be mindful of their own non-supportive parenting behaviors when responding to their children’s negative reactions. To achieve constructive conflict resolution, it is crucial for parents to guide their children in developing positive strategies for behavioral regulation. Overall, our findings have practical implications for fostering effective parenting practices and nurturing healthy parent-child relationships.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Dual-objective cognitive diagnostic computerized adaptive testing (CD-CAT), which considers knowledge status and ability simultaneously, has become more and more popular with the theoretical and practical development of CD-CAT. Item selection methods play a key role in CD-CAT. This paper systematically reviews existing item selection methods on traditional and dual-objective CD-CAT, and summarizes the types, characteristics, relations, and performance of these methods. Furthermore, several future research directions were illustrated. First, it is necessary to study item selection strategy with general cognitive models and under complex test conditions. Second, it is important to develop indexes representing items and test characteristic of dual-objective diagnostic testing. Finally, it is meaningful to conduct research on non-parametric item selection methods and practical applications of CD-CAT.
Subjects: Psychology >> Psychological Measurement submitted time 2020-08-19
Abstract： Dual-objective cognitive diagnostic computerized adaptive testing (CD-CAT), which considers knowledge status and ability simultaneously, has become more and more popular with the theoretical and practical development of CD-CAT. Item selection methods play a key role in CD-CAT. This paper systematically reviews existing item selection methods on traditional and dual-objective CD-CAT,and summarizes the types, characteristics,relations,and performance of these methods.Furthermore, several future research directions were illustrated. First, itis necessary to study item selection strategy with general cognitive models and under complex test conditions. Second, it is important to develop indexes representing items and test characteristic of dual-objective diagnostic testing. Finally, it is meaningful to conduct research on non-parametric item selection methods and practical applications of CD-CAT.
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