Thelen and colleagues recently proposed a dynamic field theory (DFT) to capture the general processes that give rise to infants' performance in the Piagetian A-not-B task. According to this theory, the same general processes should operate in noncanonical A-not-B-type tasks with children older than 12 months. Three predictions of the DFT were tested by examining 3-year-olds' location memory err...

Background & Aims: children and adolescents can use their maximum of mental capacity and potential capabilities, if they benefit from a positive attitude towards their surrounding environment and a strong incentive for being active in the community. The aim of this study was to explore the relationship of social anxiety including social phobia, social interaction and maladaptive behavior with s...

This study investigated the relation of friendship and emotional adjustment in adolescents. Both quantitative (popularity, mutual friendships, and number of friends) and qualitative dimensions (perceived positive friendship quality and conflict) of friendship were used. Participants were 618, mostly European American, 8th-, 10th-, and 12th-graders. Structural equation modeling showed that posit...

A multiethnic sample of single, heterosexual, emerging-adult college students (N = 3,907) ages 18 to 25, from 30 institutions across the United States, participated in a study about identity, culture, psychological well-being, and risky behaviors. Given ongoing debates about the connection between casual sex and psychological adjustment, in the current study we assessed the cross-sectional asso...

The purpose of this article was to propose and test an integrative model on the role of perfectionism, academic motivation, and psychological adjustment difficulties in undergraduate students. The model posits that self-oriented perfectionism facilitates self-determined academic motivation, whereas socially prescribed perfectionism enhances non-self-determined academic motivation. In turn, self...

This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age=12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th grade. Information on children's academic and emoti...

OBJECTIVE The literature on gifted and talented children is limited. Little is known about the types and nature of difficulties experienced by gifted and talented children, and even less known about parenting issues related to parenting a gifted and talented child. The aim of the present study was to describe children's behavioural and emotional adjustment, and the factors that contribute to ch...