While attachment security is known to foster social competence, the mechanisms linking specific attachment dimensions to adolescent peer relationships remain underexplored. This study examined whether empathic concern (affective empathy) and perspective-taking (cognitive empathy) mediated the associations between attachment avoidance and anxiety in the maternal domain and peer relationship quality. A total of 912 late adolescents (550 females) completed the Experiences in Close Relationships-Relationship Structures Questionnaire (maternal domain), the Interpersonal Reactivity Index, and the Friendship Qualities Scale. Structural equation modeling showed that both attachment avoidance and attachment anxiety were negatively associated with peer relationship quality. Specifically, attachment avoidance was indirectly associated with poorer peer relationships through both lower empathic concern and lower perspective-taking. In contrast, attachment anxiety was indirectly associated with poorer peer relationships through lower empathic concern, but not through perspective-taking. These findings suggest that affective and cognitive empathy play distinct roles in linking adolescent attachment dimensions to peer relationship quality.

The roles of distinct parental characteristics and empathy components in different forms of bullying perpetration among adolescents remain underexplored. Using data from 1,041 Chinese adolescents (560 boys and 481 girls; Mage = 13.37 years), this cross-sectional study employed structural equation modeling to examine the direct and indirect associations of three parental characteristics (parental sympathy, warmth, and autonomy support) with four forms of bullying perpetration (physical, nonphysical, relational, and cyber) through affective and cognitive empathy. Results indicated that each parental characteristic was negatively associated with one or more forms of bullying perpetration, although the specific patterns varied across bullying forms. Cognitive empathy, rather than affective empathy, showed significant indirect associations linking parental sympathy and warmth with physical and nonphysical bullying perpetration. Complementary network analysis identified parental autonomy support, parental warmth, and nonphysical bullying as central nodes, with cognitive empathy serving as the primary bridge linking parental characteristics with adolescent bullying perpetration. These findings offer preliminary implications for developing and evaluating prevention strategies tailored to specific parental characteristics, empathy components, and forms of bullying.

This study explores the relationship between physical exercise and sleep quality, focusing on the mediating role of social support and the moderating role of mindfulness. The sample included 1,023 junior middle school students (51.22% females; mean age = 13.59 ± 0.84 years). Participants completed measures of physical exercise, sleep quality, social support, and mindfulness. Data were analyzed using descriptive statistics, bias-corrected bootstrap procedures, and Hayes' PROCESS macro for SPSS (Models 4 and 59). The results showed that 24.73% of the participants screened positive for sleep problems (Pittsburgh Sleep Quality Index (PSQI) > 7), and physical exercise was significantly positively associated with sleep quality. Social support played a significant mediating role in the relationship between physical exercise and sleep quality. Mindfulness significantly moderated the association between social support and sleep quality and the residual direct association between physical exercise and sleep quality, but did not significantly moderate the association between physical exercise and social support. At higher levels of mindfulness, the positive associations of physical exercise and social support with sleep quality were stronger. These findings revealed the roles of social support and mindfulness in the association between physical exercise and sleep quality and provided a new perspective for sleep-health promotion among junior middle school students. Schools, families, and communities should coordinate efforts to promote physical exercise, strengthen social support, and cultivate mindfulness among junior middle school students.

The present study examined the association between parental marital conflict and adolescent academic procrastination, and the moderating role of baseline and reactive respiratory sinus arrhythmia. Participants included 346 Chinese middle school students (Mage = 12.50 years, SD = 0.62; 45.10% girls). Physiological data were captured to reflect participants' respiratory sinus arrhythmia (RSA) levels. Parental marital conflict and adolescent academic procrastination were assessed through adolescent reports. Results revealed that parental marital conflict and adolescents' RSA reactivity were interactively related to academic procrastination. Specifically, the positive association between parental marital conflict and academic procrastination was stronger among adolescents with lower (not higher) RSA reactivity. However, baseline RSA did not moderate the relation between marital conflict and academic procrastination. Findings highlight the buffering role of RSA reactivity in the association between parental marital conflict and adolescent academic procrastination.

Parental burnout, or feelings of exhaustion, overwhelm, ineffectiveness, and emotional distancing within the role of a parent, is a common condition among many parents who face high demands of parenting with few resources and support. The current study examined if parental burnout was associated with child development outcomes, and if these associations were mediated by parenting practices. 405 mothers from the United States of America with a child between the ages of 6 and 12 years participated in an online survey consisting of measures of parental burnout, positive and negative parenting practices, and socioemotional and behavioral assessments of their child. Results indicated that greater parental burnout was significantly associated with less positive and more negative parenting practices, and lower levels of children's social, emotional, and behavioral competency. Moreover, positive parenting practices partially mediated the association between burnout and child's social competence, autonomy, emotion regulation, closeness, and prosocial behaviors. Negative parenting practices partially mediated the association between burnout and child's autonomy, compliance, negativity, emotion regulation, conflict, closeness, and externalizing. Although the results are cross-sectional, they may indicate possible deleterious effects parental burnout can have on children. Practitioners, clinicians, and policymakers should use this information to better support parents and families.

The dual systems theory of risky behavior suggests that high levels of reward sensitivity and low levels of self-control are risk factors for externalizing problems. However, the mechanisms underlying the association between sensation seeking and externalizing problems remain unclear. This study used a questionnaire survey to examine the roles of fun seeking, self-control, and age in the relationship between sensation seeking and externalizing problems. The results were as follows: (1) sensation seeking positively predicted the level of externalizing problems; (2) fun seeking and self-control served as multiple mediators in the relationship between sensation seeking and externalizing problems; and (3) age moderated the chain mediating effect of fun seeking and self-control on the relationship between sensation seeking and externalizing problems. Specifically, the chain mediating effect of fun seeking and self-control on the relationship between sensation seeking and externalizing problems was observed only in adolescents. However, among children, fun seeking and self-control were found to be independent of each other, and the chain mediating effect was not observed. These results support the dual-systems model, and can provide valuable insights for the development of targeted prevention and intervention strategies among children and adolescents.

This study aimed to evaluate the generalizability of Cronbach's alpha coefficients for the Heartland Forgiveness Scale (HFS) and its subscales across different continents, countries, languages, and samples. Additionally, the effects of age and gender on reliability were examined through meta-regression. A systematic review conducted in accordance with the PRISMA guideline and REGEMA checklist identified 165 studies reporting alpha coefficients for the HFS or its subscales. Meta-ANOVA was used to assess variability across contexts, while meta-regression examined age and gender as moderators. Average alpha coefficients were 0.83 (total), 0.74 (self), 0.78 (others), and 0.78 (situations). Significant differences in reliability emerged across continents, countries, and languages, but not between sample groups. Self-forgiveness reliability was lower for the Turkish version compared to the English version, and lower for studies conducted in Türkiye compared to those conducted in other countries. Age was positively but weakly associated with total scale reliability (R[2] = 0.12), with higher reliability in older samples, whereas gender had no significant effect. The HFS generally demonstrates good reliability, but contextual factors like culture and language can impact internal consistency, especially for self-forgiveness.

Recalled paternal acceptance-rejection may be associated with adults' expectations about closeness, trust, and emotional security, yet father-specific relational experiences have been examined less often than maternal or global parental experiences. This study examined associations between recalled paternal acceptance-rejection and adult attachment dimensions in 286 adults from Spain, Italy, and Ecuador. Participants completed the father-referent Parental Acceptance-Rejection Questionnaire and the Attachment Style Questionnaire. Reliability and cross-country measurement invariance were evaluated, followed by adjusted general linear models examining associations between paternal rejection and five attachment dimensions, exploratory tests of country moderation, and regression-tree analyses of a global attachment insecurity index. Higher recalled paternal rejection was associated with lower Confidence and higher Discomfort with Closeness, Need for Approval, and Preoccupation with Relationships after correction for multiple comparisons, whereas the association with Relationships as Secondary was weaker. Country did not significantly moderate these associations. In the exploratory regression-tree analysis, paternal rejection emerged as the most stable initial partitioning variable. By focusing on paternal representations across the three country groups, this study broadens adult attachment research beyond maternal or global parental models and supports the value of integrating father-specific relational experiences into models of attachment insecurity.

Social-emotional competence is crucial for college students' development, adaptation, and social service ability, and is regarded as a core competence in the current era. This study investigated the effects of physical exercise on college students' social-emotional competence and the mediating role of perceived social support and self-efficacy. From February to April 2025, 3,643 Chinese college students were tested using convenience sampling and relevant scales. Structural equation modeling with the bootstrap method was used for analysis. The results showed a significant positive correlation between physical exercise and social-emotional competence. Physical exercise contributed positively to social-emotional competence, perceived social support, and self-efficacy. Similarly, perceived social support played a positive role in self-efficacy and social-emotional competence, and significant mediating effects were observed across the three paths. These findings have implications for promoting college students' physical and mental health.

Scientific articles typically present research as a coherent sequence of hypotheses, methods, and findings, leaving little room for the intellectual journey that precedes publication. This article inaugurates Behind the Scenes, a new feature of The Journal of Genetic Psychology that explores the ideas, challenges, unexpected discoveries, and critical decisions that shape scientific research beyond the published manuscript. Inspired by Dante Alighieri's reflection on the interplay between innate predispositions and environmental influences in Paradiso VIII, we introduce an interview with Dr Xianwei Meng, first author of How Does the Mind Grow? Cross-Cultural Intuitive Theories of Mental Development. The conversation traces the evolution of the project from its original conception to its theoretical and methodological turning points, highlighting the role of cross-cultural collaboration, open science, and intellectual flexibility in advancing developmental research. More broadly, the interview illustrates how unexpected findings can redirect scientific inquiry and generate new theoretical perspectives. By offering readers a glimpse into the creative and often nonlinear process behind influential research, Behind the Scenes seeks to foster a deeper appreciation of scientific discovery while inspiring the next generation of developmental scientists.

Love is a key emotional experience in human development, yet children's understanding of love remains underexplored. This study investigates children's perceptions of love and examines differences related to age, gender and type of response. The sample consisted of 249 children (110 boys, 139 girls), aged 4-12 years, divided into three age groups: 4-6 years (M = 5;0, SD = 10 months), 7-9 years (M = 8;0, SD = 9 months), and 10-12 years (M = 11;00, SD = 12 months). Data were collected through individual interviews and a drawing task, during which children were asked to describe the term love, provide a personal experience of love, and draw a child who feels love. Verbal and drawing responses were content analyzed and categorized into themes. Findings show that children attach positive emotional meaning to the concept of love, perceiving it as an emotional commitment. Age differences emerged, with older children reporting more positive cues, prosocial dispositions, and displays of love. Regarding gender, girls incorporated more themes than boys. Interviews more frequently elicited references to common activities, prosocial behaviors, and bonding, whereas drawings more often emphasized positive emotional cues. The findings are discussed in the context of emotional development.

This study investigated the impact of a mind and intelligence game training program on the problem-solving and executive function skills of children aged 60-72 months. Utilizing a quasi-experimental design and quantitative research methods, the study involved 70 children: 36 in the training group and 34 in the control group. Data collection instruments included a Personal Information Form, Problem Solving Skills Scale, and Childhood Executive Functions Inventory. The researcher developed Mind and Intelligence Games program was implemented with the training group over six weeks, comprising 24 sessions. Pretest and post-test measurements were conducted using the aforementioned tools, and data analysis was performed using a statistical package program. Dependent samples t-test was employed for analyzing experimental data, while Kruskal Wallis and Independent Groups t-test were used for descriptive statistics. The study concluded that the Mind and Intelligence Games program significantly enhanced children's problem-solving and executive function skills. These results are further discussed within the context of existing literature.

Research shows that 97% of teens are daily internet users, with 36% reporting they spend too much time on social media. Additionally, social media use and engagement in risky behaviors are correlated in adolescence. Given these findings, further research is needed regarding the impact of adolescent social media 'influencers' on their peers' behavior. The current study aims to validate a peer-nomination measure of adolescent social media visibility, as well as to test the associations of social media visibility with engagement in prosocial, aggressive, and risk-taking behaviors. Participants were 331 7[th] and 8[th] graders from a Midwestern school in a small community. Social media visibility was assessed via peer nominations, along with prosocial behavior and physical, verbal, and relational aggression. Delinquency and substance use were measured via self-report. Peer-reported social media visibility showed moderate correspondence with various self-reports of social media use. It was also associated with higher levels of prosocial and aggressive behavior and substance use. Implications for influence processes for adolescent behavior are discussed.