Journal of Applied Developmental Psychology Impact Factor & Information

Publisher: Elsevier

Journal description

The Journal of Applied Developmental Psychology provides a forum for the presentation of conceptual, methodological, policy, and research studies involved in the application of behavioral science research in developmental and life span psychology. The Journal publishes quality papers from an interdisciplinary perspective focusing on a broad array of social issues. The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual's behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly, the Journal demonstrates how knowledge gained from research can be applied to policy making and to educational, clinical, and social settings.

Current impact factor: 1.85

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 1.155

Additional details

5-year impact 2.45
Cited half-life 7.70
Immediacy index 0.56
Eigenfactor 0.00
Article influence 0.94
Website Journal of Applied Developmental Psychology website
Other titles Journal of applied developmental psychology (Online)
ISSN 0193-3973
OCLC 43351172
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details


  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print allowed on any website or open access repository
    • Voluntary deposit by author of authors post-print allowed on authors' personal website, or institutions open scholarly website including Institutional Repository, without embargo, where there is not a policy or mandate
    • Deposit due to Funding Body, Institutional and Governmental policy or mandate only allowed where separate agreement between repository and the publisher exists.
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months .
    • Set statement to accompany deposit
    • Published source must be acknowledged
    • Must link to journal home page or articles' DOI
    • Publisher's version/PDF cannot be used
    • Articles in some journals can be made Open Access on payment of additional charge
    • NIH Authors articles will be submitted to PubMed Central after 12 months
    • Publisher last contacted on 18/10/2013
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The goal of this longitudinal study was to elucidate aspects of maternal cognition associated with maternal sensitivity and the development of infant attachment. Seventy-seven mothers were administered a number of measures over the course of the infant’s first year, including the Adult Attachment Interview (AAI), secure base scripts, and a measure of maternal insight about her infant’s behavior. Maternal sensitivity was assessed using the maternal sensitivity Q-Sort and infant attachment using the Strange Situation Procedure. Associations were found between AAI coherence, secure base scripts, and maternal sensitivity; however, no direct association was found between maternal insight and sensitivity. A mediator-moderator model suggested that: 1) AAI coherence mediated the association between secure base scripts and maternal insight; and 2) maternal insight and sensitivity interacted to predict secure attachment. Findings suggest the need to further investigate the role of cognitive factors implicated in the intergenerational transmission of attachment.
    Journal of Applied Developmental Psychology 08/2015; 39. DOI:10.1016/j.appdev.2015.04.001
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    ABSTRACT: This investigation utilized a subsample from the Early Head Start Research and Evaluation Project (N = 1101) to examine how profiles of maternal behaviors at 36-months were associated with children's classroom aggression and teacher–child relationship quality in pre-kindergarten. Based upon observed behaviors, we identified three distinct profiles of parenting categorized as sensitive, harsh, and detached. Results revealed significant main effects of the detached parenting profile on both dimensions of children's classroom functioning in pre-kindergarten. These main effects were not moderated by child sex. The main effects were moderated by child negative emotionality, suggesting a promotive effect of sensitive parenting for children with low negative emotionality. Children exposed to detached parenting had the poorest teacher–child relationships, regardless of emotionality. These findings demonstrate through use of a person-centered approach how parenting behaviors relate to contextual risks and characteristics, and to children's later relationships with teachers and classmates in pre-kindergarten.
    Journal of Applied Developmental Psychology 08/2015; 39. DOI:10.1016/j.appdev.2015.04.009
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    ABSTRACT: This study examined the longitudinal association between teachers' broad attunement to students’ peer group memberships and students’ social centrality and status in early elementary classrooms in a sample of 276 first – third graders and 20 teachers. We further examined the value added when considering teachers' precise attunement to students’ individual peer group affiliates. Social cognitive mapping (SCM) procedures were used to generate and compare students’ and teachers’ reports of peer groups to assess teacher attunement and students’ centrality; peer nominations assessed students’ social preference and popularity. Results indicated early elementary teachers’ attunement is limited. Findings substantiated the value in distinguishing between teachers' broad and precise attunement, indicating that teachers’ broad attunement to peer group memberships is important for popularity, whereas precise attunement to individual students' affiliates matters for centrality. Implications for the contribution of teacher attunement to students’ centrality and status are discussed in relation to teachers’ invisible hand.
    Journal of Applied Developmental Psychology 08/2015; 39. DOI:10.1016/j.appdev.2015.04.007
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    ABSTRACT: The mediating and moderating roles of self-regulation in the associations of dispositional anger and fear to later conduct and anxiety symptoms were tested. Mothers and teachers rated children's anger and fear at 54 months (N = 191), and mothers reported on children's symptoms of anxiety and conduct disorders at 72 and 84 months (Ns = 169 and 144). Children's self-regulatory ability was assessed using the Tower of Hanoi task at 72 months. Children's self-regulation mediated the association between early dispositional fear and 84-month mother-reported anxiety disorder symptoms above and beyond the effects of earlier generalized anxiety symptoms. Children's anger directly predicted relatively high mother-reported conduct and anxiety disorder symptoms. Findings are discussed in terms of the importance of considering self-regulation as potential mechanism relating early childhood dispositional reactivity to later psychopathology symptoms.
    Journal of Applied Developmental Psychology 06/2015; 38. DOI:10.1016/j.appdev.2015.04.005
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    ABSTRACT: The current study examines how Latino adolescents’ daily cybervictimization experiences are associated with their emotional and physical well-being and school adjustment. Latino high school students (N = 118) completed daily checklists across five consecutive school days. Hierarchical linear modeling results revealed that daily cybervictimization experiences were associated with greater feelings of distress, anger, shame and physical symptoms. Moderation analyses showed gender differences such that the daily level associations with distress and anger were significant for Latinas but not Latino adolescents. Daily cybervictimization experiences were also related to increased school attendance problems such as arriving late to class or skipping a class. Mediation models indicated that daily feelings of distress accounted for the association between single episodes of cybervictimization and attendance problems. The results address several voids in the cybervictimization literature and demonstrate that a discrete encounter of victimization online is associated with compromised well-being and school adjustment among Latino adolescents.
    Journal of Applied Developmental Psychology 06/2015; 38. DOI:10.1016/j.appdev.2015.04.003
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    ABSTRACT: This special issue gathers comprehensive community initiative (CCI) researchers to discuss findings from cutting-edge research and provide directions for future work. To introduce the special issue, this article provides a brief review of the existing research on CCIs and the current CCI movement. Further, we recommend a conceptual framework for the study and implementation of CCIs based on relational developmental systems theories of development (e.g., Overton, 2013), wherein the developmental system for youth comprises key developmental supports that a young person needs to thrive and recognizes the agency of the youth. When the developmental supports across these contexts are aligned with the strengths and needs of each young person, a supportive youth system is formed. We argue that using a theory of change consistent with this framework will increase the likelihood that a CCI will have a positive impact on children and youth.
    Journal of Applied Developmental Psychology 05/2015; DOI:10.1016/j.appdev.2015.03.004
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    ABSTRACT: This study examines associations between maternal and paternal sensitive parenting and child cognitive development across the first 3 years of life using longitudinal data from 630 families with co-residing biological mothers and fathers. Sensitive parenting was measured by observational coding of parent-child interactions and child cognitive development was assessed with the Bayley Scales of Infant Development and the Wechsler Preschool and Primary Scales of Intelligence. There were multiple direct and indirect associations between parenting and cognitive development across mothers and fathers, suggesting primary effects, carry-forward effects, spillover effects across parents, and transactional effects across parents and children. Associations between parenting and cognitive development were statistically consistent across mothers and fathers, and the cumulative effects of early parenting on later cognitive development were comparable to the effects of later parenting on later cognitive development. As interpreted through a family systems framework, findings suggest additive and interdependent effects across parents and children.
    Journal of Applied Developmental Psychology 05/2015; 38:1-10. DOI:10.1016/j.appdev.2015.01.001
  • Journal of Applied Developmental Psychology 05/2015; 38:70-71. DOI:10.1016/j.appdev.2014.11.003
  • Journal of Applied Developmental Psychology 04/2015; DOI:10.1016/j.appdev.2015.04.004
  • [Show abstract] [Hide abstract]
    ABSTRACT: Anchored in the social organization theory of action and change (Mancini & Bowen, 2013), this empirical analysis of military youth examines relationship provisions as related to youth outcomes of anxiety, depressive symptoms, personal well-being, and academic performance. Data were collected from parents and their adolescents, ages 11–18, living in the continental United States (N = 273 military families). Findings from this analysis of military youth indicated that the relationship provisions available to youth were implicated in more positive youth outcomes, and self-efficacy served as a mechanism linking relationship provisions to anxiety and school performance but not to depression and personal well-being. Policy and practice implications are provided, including the importance of establishing and sustaining youth programs and community initiatives that build on natural, informal networks.
    Journal of Applied Developmental Psychology 04/2015; DOI:10.1016/j.appdev.2015.02.003
  • [Show abstract] [Hide abstract]
    ABSTRACT: Youth-focused comprehensive community initiatives (CCIs) exist to create the conditions so all young people may have the developmental supports needed to thrive. Research shows alignment is a key ingredient for meaningful change in a community. The current study discusses the theoretical basis for the importance of alignment, and provides a method to measure alignment of perceived needs in the community using semi-structured interview data. Our results suggest a method of using the perceptions of multiple stakeholders to reveal that there are alignments and misalignments across the levels of a community. Direct service providers (DSP) and families had the most alignment, while the least alignment was between the CCI leadership and families. Further, DSP and families stressed basic needs (such as needing to pay bills and buy food, or needing transportation), while CCI leadership stressed the need for the creation and/or implementation of academic programmatic efforts to ensure positive developmental outcomes.
    Journal of Applied Developmental Psychology 04/2015; DOI:10.1016/j.appdev.2015.02.002
  • Journal of Applied Developmental Psychology 03/2015; DOI:10.1016/j.appdev.2015.03.001
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    ABSTRACT: A surprising omission of much research on bullying is the role of retaliation, a common response to bullying that predicts increased victimization. Retaliation appears to be a ubiquitous feature of human society and may be used to justify bullying. Yet bullying evaluations rarely measure whether programs have reduced retaliation. This paper examines the utility of multiple theoretical frames for understanding the implications of retaliation for bullying prevention. It summarizes evolutionary, cultural, and developmental affordances, and presents a recursive model of bystander—friend reciprocity. The authors argue that adolescents influence retaliation in their friends by contributing to emotion regulation, advising responses to bullying, and by serving as mediators or proxy retaliators. The help they give friends is posited to engender powerful feelings of pride and other identity-relevant feelings that encourage future assistance, and elicit reciprocal feelings of obligation and influence. Implications of the model for prevention efforts are detailed.
    Journal of Applied Developmental Psychology 03/2015; 37:25-35. DOI:10.1016/j.appdev.2014.08.002
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    ABSTRACT: The present study used data from the Family Life Project (FLP) to examine predictive relations between fathers' and mothers' language input during a wordless picture book task in the home just before kindergarten entry and children's letter–word identification, picture vocabulary, and applied problems scores at the end of kindergarten. Fathers' and mothers' language input was defined as the number of different words and mean length of utterance and was measured using Systematic Analysis of Language Transcripts (SALT). Hierarchical regression analyses with demographic controls revealed that mothers' mean length of utterance predicted children's applied problems scores. More importantly, fathers' mean length of utterance predicted children's vocabulary and applied problems scores above and beyond mothers' language. Findings highlight the unique contribution of fathers to children's early academic achievement. Implications for future research, practice, and policy are discussed.
    Journal of Applied Developmental Psychology 02/2015; 36. DOI:10.1016/j.appdev.2014.11.009