Journal of Applied Developmental Psychology (J APPL DEV PSYCHOL)

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

2016 Impact Factor Available summer 2017
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
    • Authors pre-print on any website, including arXiv and RePEC
    • Author's post-print on author's personal website immediately
    • Author's post-print on open access repository after an embargo period of between 12 months and 48 months
    • 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
    • Author's post-print may be used to update arXiv and RepEC
    • Publisher's version/PDF cannot be used
    • Must link to publisher version with DOI
    • Author's post-print must be released with a Creative Commons Attribution Non-Commercial No Derivatives License
    • Publisher last reviewed on 03/06/2015
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The first formal instruction of reading typically takes place in the school environment setting. Therefore, there is good reason to predict that children's classroom behaviours at the time of formal learning will influence their early reading acquisition. The present study compared the extent to which symptoms of hyperactivity/inattention, conduct problems, emotional problems, peer relationship problems and pro-social behaviour predicted children's pre-reading (letter-sound knowledge, phonological awareness) and word reading development. Seventy three new school entrants were assessed during their first 2 years at school. Children were assessed at T1 (prior to reading instruction) on pre-reading and word reading, at T2 (approximately 6 months later) on pre-reading, word reading and classroom behaviours and at T3 (1 year after T2) on classroom behaviours and word reading. Overall, hyperactivity/inattention was the strongest predictor of pre-reading and word reading development, but not the only predictor. Implications for education are discussed.
    No preview · Article · Mar 2016 · Journal of Applied Developmental Psychology
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    ABSTRACT: Temperamental flexibility and lower positive parenting are associated with internalizing and externalizing problems; however, youth varying in flexibility may be differentially affected by positive parenting in the prediction of symptoms. We examined whether children's flexibility moderated prospective relations between maternal and paternal positive parenting and youth internalizing and externalizing symptoms during adolescence. Participants (N = 775, 71% male) and their caregivers completed measures when youth were 10–12 and 12–14 years old. Father positive parenting interacted with child flexibility to predict father-reported internalizing and externalizing problems. Consistent with the diathesis-stress model, children lower in flexibility experienced greater symptoms than children higher in flexibility in lower positive parenting contexts. Among children lower in flexibility, lower paternal positive parenting was associated with greater internalizing and externalizing symptoms compared to higher paternal positive parenting. However, among youth higher in flexibility, symptom levels were similar regardless of whether youth experienced lower or higher paternal positive parenting.
    No preview · Article · Mar 2016 · Journal of Applied Developmental Psychology
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    ABSTRACT: The present study examined antecedents of autonomy support (AS) and control in a high-risk sample. One hundred mothers with their children ages 1–6 years participated. AS and control were coded during two contexts: 1) free play and 2) interference (i.e., mother completes a questionnaire while her child plays alone). Results revealed that maternal childhood histories of both aggression and social withdrawal, low SES and high psychosocial stressors (i.e., mental health issues, parental stress and lower satisfaction with social support) predicted the use of more control in a challenging interference context only. Conversely, child age and a relatively higher SES predicted the use of less control in the free play. Furthermore, child age and high SES were the sole predictors of AS in the interference and free play contexts respectively. Findings highlight the value of examining individual-person and environmental antecedents, and contextual specificity, when investigating the origins of autonomy-support and control.
    No preview · Article · Mar 2016 · Journal of Applied Developmental Psychology
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    ABSTRACT: Recent research suggests that Head Start may be differentially effective in improving low-income children's early language and literacy skills based on a number of individual- and family-level characteristics. Using data from the Head Start Impact Study (n = 3503; 50% male, 63% treatment group), the present study extends this work to consider program impact variation based on centers' location in urban versus rural communities. Results indicate that Head Start is more effective in increasing children's receptive vocabulary (as measured by the PPVT) in urban areas and their oral comprehension (as measured by the Woodcock-Johnson Oral Comprehension task) in rural areas. Additional analyses suggest that related characteristics of the center – including concentration of dual language learners and provision of transportation services – may underlie these associations. Implications for research on program evaluation and policy are discussed.
    No preview · Article · Mar 2016 · Journal of Applied Developmental Psychology
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    ABSTRACT: In this paper, we report (1) trajectories in adopted Chinese children's behavior problems over six years, (2) how pre-adoption adversity predicted Wave 1 behavior problems and the rate of behavioral change in subsequent Waves, and (3) the predictive importance of age at adoption relative to four psychosocial measures of pre-adoption adversity. Four waves (across six years) of data on 1285 adopted children (Mage at adoption = 16.40 months, SD = 15.40; Mage = 4.89 years, SD = 2.96 at Wave 1) were collected from adoptive mothers with the Child Behavior Checklist (CBCL). At Wave 1, data on age at adoption, and four psychosocial measures of pre-adoption adversity were collected: physical signs/symptoms (e.g., sores) of deprivation, developmental delays at arrival, refusal/avoidance behaviors, and crying/clinging behaviors during the first three weeks of adoption. Multilevel modeling yielded three key findings: First, the adopted Chinese children's CBCL scores increased over time. Second, signs/symptoms, refusal/avoidance and crying/clinging behavior predicted differences in the adopted children's Internalizing, Externalizing and Total CBCL scores at study entry; developmental delays at arrival predicted differences in Internalizing and Total CBCL scores at study entry. Crying/clinging scores also predicted rates of change in Internalizing and Total CBCL scores. Refusal/avoidance scores also predicted rates of change in Internalizing, Externalizing and Total CBCL scores. Finally, the four psychosocial measures of pre-adoption adversity outperformed age at adoption as predictors of CBCL scores at study entry and the rate of change in CBCL scores in subsequent Waves.
    No preview · Article · Feb 2016 · Journal of Applied Developmental Psychology
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    ABSTRACT: This study examined longitudinal associations among social goals and academic help seeking among peers during early adolescence. Students self-reported social goals (dominance, intimacy, popularity), efficacy (academic, social), teacher support, and help seeking among peers (adaptive, expedient, avoidance of help seeking) across the sixth grade (N = 345; 49% females, ages 11–12). Hierarchical regression analyses indicated social goals influenced subsequent expedient and adaptive help seeking (but not avoidance of help seeking) after controlling for efficacy, teacher support, and prior help seeking. There were gender differences in the mean-levels of constructs and the effect of goals. Popularity goals were positively related and intimacy goals were negatively related to expedient help seeking. For boys, dominance goals were negatively related to adaptive help seeking and positively related to expedient help seeking. For girls, intimacy goals were positively related to adaptive help seeking and dominance goals were negatively related to expedient help seeking. Theoretical and practical implications are discussed.
    No preview · Article · Feb 2016 · Journal of Applied Developmental Psychology
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    ABSTRACT: This study investigated the influence of the DRD4 gene and the perinatal environment on child temperament in 5-year-old twins. Participants were 94 twin or triplet sets (101 girls, 89 boys). Parents completed questionnaires about children's birth complications (BC) when children were 1 or 2 years old and temperament questionnaires assessing negative emotionality (NE) when children were 5. DRD4 genotype was determined from children's buccal cells. A significant interaction between BC and DRD4 genotype predicted children's NE. For children without the DRD4 7-repeat allele, those with more moderate BC had high levels of NE; those with the fewest moderate BC showed significantly less NE. This did not hold for children with the 7-repeat allele. Additionally, minor BC significantly predicted NE for all children, regardless of genotype, whereas severe BC did not. This study underlines the importance of including NE during the preschool years as a possible risk outcome for birth complications.
    No preview · Article · Feb 2016 · Journal of Applied Developmental Psychology
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    ABSTRACT: Links between peer relationship difficulties, parental social coaching, and social anxiety were examined among young adolescents (N = 80). In a lab protocol simulating peer stress, adolescents led a 3-min conversation, while ostensibly being evaluated by (fictitious) peer judges. Parental coaching was measured via observed cognitive framing and advice-giving; parents also reported on their facilitation of access to peers, and their adolescent's peer victimization and rejection. Social anxiety was measured through both global- and context-specific reports. More socially anxious youths (1) experienced more peer rejection and (2) had parents who engaged in poorer quality coaching (i.e., lower prosocial advice, benign interpretation, and facilitation). Evidence of additive effects of peer problems and parenting was found, and the pattern of findings was similar after controlling for adolescent social skills. Results suggest that both negative peer experiences and parental coaching may need to be targeted to reduce social anxiety during early adolescence.
    No preview · Article · Feb 2016 · Journal of Applied Developmental Psychology

  • No preview · Article · Feb 2016 · Journal of Applied Developmental Psychology