The intergenerational transmission of risk and trust attitudes: Replicating and extending "Dohmen, Falk, Huffman and Sunde 2012" using genetically informed twin data.

This replication revisits an influential contribution on the intergenerational transmission of risk and trust attitudes, which, based on data from the German Socioeconomic Panel (GSOEP), reveals a positive correlation between parents' and children's attitudes. The authors of the original study argue that socialization in the family is important in the transmission process. The replication is motivated by mounting evidence indicating that within-family transmission has a considerable genetic component, which calls into question socialization as the main transmission pathway. To consider genetic transmission in addition to social transmission, the replication relies on the German twin family panel TwinLife. The findings reveal that, first, most of the variation in children's risk and social trust attitudes is attributable to differences in the non-shared environment, followed by genetic differences, whereas differences in the shared family environment - the main candidate for social transmission - do not matter. Second, correlations between parents' and children's attitudes essentially involve genetic similarity. Third, family conditions do not moderate these relationships. Thus, the findings do not support the socialization assumption.

Egalitarian penalty or reward? A longitudinal study of adolescent gender attitudes and adulthood income.

Studies often attribute the persistent gender pay gap to different labor force experiences between men and women. Yet, attitudes formed in earlier life stages also critically shape individual outcomes. Using longitudinal data from Taiwan, this study examines whether and how adolescents' gender attitudes are related to income in young adulthood. We test two pathways that mediate this relationship at different time points: the attitude continuity pathway from adolescence to young adulthood, hypothesized by the path-dependence theory, and the occupational pathway during young adulthood, hypothesized by the gender socialization perspective. The findings show that girls with egalitarian attitudes are rewarded, as both pathways facilitate higher income in adulthood. However, boys with egalitarian attitudes are simultaneously rewarded and penalized based on different occupational characteristics, resulting in an overall null effect. This study highlights the importance of adolescent gender attitudes and the differential consequences for men and women in the labor market.

Why Do New Parents Stop Practising Sport? A Retrospective Study towards the Determinants of Dropping Out after Becoming a Parent.

Despite the known health benefits of sport, recent studies showed that parenthood is related to decreased sport participation. Changes in sport behaviour after becoming a parent have been explained by gender or with the rational resource perspective of limited time and energy. However, the latter is mostly theoretical, since empirical insights on resource mechanisms are scarce. We want to improve and go beyond these explanations by investigating them empirically and by examining sport socialisation during the formative years as an alternative explanation. Consequently, our main objective is to explain changes in sport participation after becoming a parent with gender, limited resources and socialisation with sport. To this end, we employ representative Dutch survey data of new parents (n = 594), containing detailed information on sport careers and sport socialisation, as well as babysitter availability, partner support and physical discomfort after childbirth. The results of the logistic regression analyses show that, besides gender and resource mechanisms, sport socialisation and social support seem to have a great impact on sport behaviour when people become parents. That is, men are more likely to continue sport participation, as well as people with more resources (physical, temporal and social) and more socialisation with sport during the formative years. So including sport socialisation and social support seems necessary to better explain and prevent sport dropout during major life transitions, like becoming a parent.

Patterns of Medical Residents' Preferences for Organizational Socialization Strategies to Facilitate Their Transitions: A Q-study.

Introduction: To facilitate various transitions of medical residents, healthcare team members and departments may employ various organizational socialization strategies, including formal and informal onboarding methods. However, residents' preferences for these organizational socialization strategies to ease their transition can vary. This study identifies patterns (viewpoints) in these preferences. Methods: Using Q-methodology, we asked a purposeful sample of early-career residents to rank a set of statements into a quasi-normal distributed grid. Statements were based on previous qualitative interviews and organizational socialization theory. Participants responded to the question, 'What are your preferences regarding strategies other health care professionals, departments, or hospitals should use to optimize your next transition?' Participants then explained their sorting choices in a post-sort questionnaire. We identified different viewpoints based on by-person (inverted) factor analysis and Varimax rotation. We interpreted the viewpoints using distinguishing and consensus statements, enriched by residents' comments. Results: Fifty-one residents ranked 42 statements, among whom 36 residents displayed four distinct viewpoints: Dependent residents (n = 10) favored a task-oriented approach, clear guidance, and formal colleague relationships; Social Capitalizing residents (n = 9) preferred structure in the onboarding period and informal workplace social interactions; Autonomous residents (n = 12) prioritized a loosely structured onboarding period, independence, responsibility, and informal social interactions; and Development-oriented residents (n = 5) desired a balanced onboarding period that allowed independence, exploration, and development. Discussion: This identification of four viewpoints highlights the inadequacy of one-size-fits-all approaches to resident transition. Healthcare professionals and departments should tailor their socialization strategies to residents' preferences for support, structure, and formal/informal social interaction.

Parental self-regulation and engagement in emotion socialization: A systematic review.

Parental emotion-related socialization behaviors (ERSBs)-including reactions to emotions, emotional expressiveness, and emotion-related discussion-can foster or hinder children and adolescents' self-regulation development. Toward a goal of identifying specific mechanisms by which children and adolescents develop skillful, adaptive self-regulation or, conversely, self-regulation difficulties and psychopathology, it is crucial to identify processes that shape and maintain parental engagement in ERSBs. This present study is a systematic review of the associations between parental self-regulation and three different ERSBs (reactions to emotions, emotional expressiveness, and emotion-related discussion), building upon research that posits parental top-down self-regulation (i.e., emotion regulation, executive function, and effortful control) is critical for parenting behavior. Fifty-three studies were identified for inclusion. All but four of these studies were cross-sectional, limiting conclusions that could be drawn regarding whether parental self-regulation is associated with ERSBs over time. Studies used a wide range of methods (e.g., self-report, physiological assessment, observer ratings) to assess both parental self-regulation and ERSBs, rendering a meta-analysis premature. Across studies included in the review, parental self-regulation was positively associated with supportive ERSBs and negatively associated with unsupportive ERSBs. Future directions for research and implications for translational efforts are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

White parents' racial socialization during a guided discussion predicts declines in white children's pro-white biases.

Although parent-child conversations about race are recommended to curb White U.S. children's racial biases, little work has tested their influence. We designed a guided racism discussion task for U.S. White parents and their 8-12-year-old White children. We explored whether children's and parents' (a) pro-White implicit biases changed pre to postconversation, (b) racial socialization messages (color conscious, external attributions for prejudiced behavior and colorblind racial ideology [CBRI]) predicted changes in each other's implicit biases, and (c) associations varied by the type of racism (subtle vs. blatant) discussed. Children's and parents' biases significantly declined, pre to postdiscussion. Parents' color conscious messages predicted greater declines and messages reflecting CBRI and external attributions predicted smaller declines in children's bias. These patterns were observed during discussions of subtle, but not blatant bias. Effects of children's messages on parents' bias were mixed. Our findings suggest that color conscious parent-child discussions may effectively reduce implicit pro-White bias in White children. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Unpacking the effects of socialization programs on newcomer retention: A meta-analytic review of field experiments.

Decades of research conducted using field experiments and quasi-experiments have enabled us to accumulate causal evidence on the effectiveness of onboarding and socialization programs (SPs) across various contexts including employment, higher education, and military services. However, the literature is devoid of an integrated conceptual framework and a quantitative review evaluating the effect of such SPs on reducing newcomer turnover and its boundary conditions. In this study, we draw from a configurational approach to categorize strategic components of SPs, propose bundles of these components based on extant theories in the socialization literature, and examine the moderating effects of these bundles on the retention benefits of SPs. Combining 168 effect sizes from 83 field experiments, our meta-analysis reveals a significant overall effect size of OR = 1.46, suggesting that, on average, the odds of retention are 1.46 times higher for newcomers participating in a SP compared to newcomers in the control group. Our results also indicate that SPs' beneficial effects on newcomer retention are greater when they include the components of identifying effective task behaviors, encouraging proactivity, and facilitating social integration, a bundle aimed at satisfying key psychological needs identified by self-determination theory. We further demonstrate that the retention benefits associated with SP participation increase when the SPs are delivered in-person and in a staggered mode but remain intact across different sample types and study design features. We conclude by discussing how our study expands and develops theoretical understanding within the socialization literature and offers practical implications for managing newcomer retention that go beyond our current knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Capital sharing and socialization in an interprofessional student-led clinic: a Bourdieuan analysis.

BACKGROUND: Interprofessional student-led clinics offer authentic clinical experiences of collaborative patient care. However, theoretical research on the sustainability of these clinics, considering forms of capital beyond the economic, remains limited. This study addresses this gap by employing Bourdieu's theoretical framework to explore how alternative conceptions of capital; both social and cultural might sustain conditions for interprofessional working in a student-led clinic serving patients living with a chronic neurological impairment. METHODS: The teaching and learning focussed clinic was established in 2018 to mirror a clinical service. Semi-structured focus groups with participants involving 20 students from 5 professions and 11 patients gathered in-depth insights into their experiences within the clinic. A thematic analysis was guided by Bourdieu's concepts of field, habitus, and capital. RESULTS: In the complex landscape of the student-led clinic, at the intersection of a patient support group, a hospital-based aged care facility, and university-based healthcare professions, three pivotal mechanisms emerged underpinning its sustainability: Fostering students' disposition to interprofessional care, Capitalizing on collaboration and patient empowerment, and a Culture of mutual exchange of capital. These themes illustrate how students and patients specific dispositions towards interprofessional healthcare enriched their habitus by focusing on shared patient well-being goals. Diverse forms of capital exchanged by students and patients fostered trust, respect, and mutual empowerment, enhancing the clinic experience. CONCLUSION: This study bridges an important gap in theoretically informed explorations of the conditions for sustaining student-led clinics, drawing on Bourdieu's theory. It accentuates the significance of investment of diverse forms of capital in such clinics beyond the economic, whilst emphasizing a primary commitment to advancing interprofessional healthcare expertise. Recognizing patients as equal partners shapes clinic dynamics. In order for student clinics to thrive in a sustainable fashion, educators must shift their focus beyond solely maximizing financial resources. Instead, they should champion investments in a wider range of capital forms. This requires active participation from all stakeholders; faculties, patient partners, service providers, and students. These findings underscore the importance of investing in interprofessional learning by optimizing various forms of capital, and embracing patients as dynamic contributors to the clinic's sustainability.

The Tuning in to Kids parenting program delivered online improves emotion socialization and child behavior in a first randomized controlled trial.

Emotion-focused parenting interventions have only rarely been evaluated systematically in Europe. This study investigates the effectiveness of "Tuning in to Kids" (TIK) from Australia delivered online in a randomized controlled trial. TIK is a six-week emotion-focused group parenting program that has shown to improve many aspects of parent emotion socialization as well as child problem behavior in several different countries across cultures. Parents (N = 141) of children between 3 and 6 years of age were included in the study and randomly assigned to an intervention and wait-list control group. The intervention was delivered online due to the worldwide COVID-19 pandemic in spring 2021 (intervention group) and one year later (control group) in Switzerland. Parents' beliefs about emotions, their reported reactions to the child's negative emotions, family emotional climate, and child behavior (internalizing and externalizing) improved after the intervention and stayed better until the 6 months follow-up in the intervention group, but not in the wait-list controls. Adherence to the program was very high. This study shows that parent emotion socialization practice is changeable with small effects even on child behavior and even after online delivery. This possibly makes Tuning in to Kids a promising emotion-focused parenting intervention when delivered online as an interactive group webinar.

Parenting by lying and children's lying to parents: The moderating role of children's beliefs.

How are children socialized about lying? One way is parental modeling of lying given that parents tell various lies to their children for parenting purposes, which is a practice known as parenting by lying. Importantly, how children perceive and interpret the lying behavior around them may be crucial to how they then learn to lie. Yet, we do not know how children's perceptions of different types of parental lies drive this socialization. In a comprehensive birth cohort of parent-child dyads (N = 564; children aged 11 and 12 years) in Singapore, we collected multi-informant reports of instrumental lies (parental lies told for child compliance) and white lies (parental lies told to instill positive emotions), children's belief in parental lies, and children's lying to parents. We found greater consistency in parent and child reports of instrumental lies than of white lies and that children reported greater belief in instrumental lies than in white lies. Children's reported exposure to instrumental lies was associated with greater lying to parents. However, for white lies this relationship was evident only when children had moderate to low beliefs in parental lies. Examining the interplay between parental lies and children's beliefs in those lies, the current study illuminates the potential pathways to children's lying behaviors.

Exemplar or facilitator: An exploration of the lived experience of nurse mentors supporting the adaptation of internationally educated nurses.

INTRODUCTION: Deficits in nursing workforces have led to major increases in overseas recruitment in many countries. Internationally educated nurses recruited within Ireland must complete an adaptation programme before they can practice nursing, a process contingent on the support from nurse mentors. However, it is becoming progressively difficult to identify nurses willing to act as mentors, threatening viability of overseas nurse recruitment. This research set out to address this problem by exploring the lived experiences of nurse mentors during the adaptation programme. METHODS: An interpretative phenomenological analysis research design was utilised to explore the experiences of nurse mentors. Semi-structured interviews were conducted with a maximum variance sample of 11 nurse mentors. The data were subjected to an Interpretive Phenomenological Analysis (IPA) sequential analytical approach yielding integrative themes. RESULTS: The lived experiences of participants coalesced into three conceptual themes, mentor identity, sustainability, and learner socialisation. Participants who self-identified as 'mentor exemplars' expressed more negative perceptions of the role when compared with nurses who positioned themselves as 'mentor facilitators'. Nurse mentors were challenged by the complexities of intercultural dissonance and insufficient time and training for their mentoring role because of the pressures of clinical service. CONCLUSION: Although mentorship is essential for the integration of internationally educated nurses, the sustainability of the mentorship role is contingent on how it is supported through training and protected within busy clinical environments. Critically, nurse mentors need to learn how to conceptualise their role as one of facilitating the development of others rather than presenting themselves as exemplary role models.

Adaptive behavior assessed by Vineland-3 as comprehensive outcome measure in vanishing white matter.

OBJECTIVES: Investigate the results and usability of the Vineland-3 as an outcome measure in vanishing white matter patients. METHODS: A cross-sectional investigation of the Vineland-3 based on interviews with caregivers, the Health Utilities Index, and the modified Rankin Scale in 64 vanishing white matter patients. RESULTS: Adaptive behavior measured with the Vineland-3 is impaired in the vast majority of vanishing white matter patients and significantly impacts daily life. Typically, the daily living skills domain is most severely affected and the socialization domain is the least affected. Based on the metric properties and the clinical relevance, the standard scores for the daily living skills domain and Adaptive Behavior Composite have the best properties to be used as an outcome measure. INTERPRETATION: The Vineland-3 appears to be a useful outcome measure to explore and quantify complex cognitive, behavioral, and psychiatric impairments affecting daily functioning in vanishing white matter. Further research should address the longitudinal evaluation of this tool and its additional value to standard neuropsychological and clinical examination.

Effets identitaires de la socialisation différentielle de genre sur les aspirations au premier enfant et au mariage des jeunes adolescent(e)s à Ouagadougou: une étude mixte.

Studies show that gender socialisation shapes differently the gendered identity, self-esteem, and sexual behaviours of girls and boys. While pre-adolescence is viewed as a pivotal period for gendered socialisation, few studies in francophone Africa investigate the role of gender identity effects on aspirations and sexual and reproductive behaviours at this life stage. This article explores how the internalisation of gender stereotypes during socialisation is linked to the aspirations of girls and boys for certain life events, such as having their first child or getting married. A survey was conducted in 10 primary schools in Ouagadougou, among pupils aged between 9 and 16 years, as well as seven focus group discussions with their parents. The findings indicate a gender-based variation in the effects of adherence to unequal gender norms among young adolescents. As a result, girls tend to have earlier aspirations towards marriage and later aspirations for childbearing, while boys show earlier aspirations for childbearing and later ones for marriage. These effects may expose both girls and boys to risks of poor sexual and reproductive health. Interventions promoting egalitarian gender norms could boost girls' self-esteem as well as mutual respect among young adolescents of both genders, aiming to improve their sexual and reproductive health during adolescence and into adulthood.

RésuméDes études montrent que la socialisation de genre développe différemment chez les filles et les garçons leur identité sexuée, leur estime de soi et leurs comportements sexuels. Alors que la préadolescence est considérée comme une période charnière de la socialisation genrée, peu d'études en Afrique francophone questionnent le rôle des effets identitaires de genre sur les aspirations et les comportements sexuels et reproductifs à cette étape de vie. Cet article examine la manière dont l'intériorisation des stéréotypes de genre au cours de la socialisation est associée aux aspirations qu'ont les filles et les garçons pour certains événements de leurs vies comme avoir un premier enfant ou se marier. Une enquête a été réalisée dans 10 écoles primaires de Ouagadougou, auprès d'élèves âgé(e)s entre 9 et 16 ans, ainsi que sept discussions de groupes avec leurs parents. Les résultats montrent une variation selon le sexe des effets de l'adhésion aux normes de genre inégalitaires chez les jeunes adolescent(e)s. Cela a pour conséquence de développer des aspirations, chez les filles plus précoces au mariage et plus tardives à l'enfantement, et chez les garçons, plus précoces à l'enfantement et plus tardives au mariage. Ces effets peuvent exposer les filles et les garçons à des risques de mauvaise santé sexuelle et reproductive. Des interventions promouvant des normes égalitaires de genre pourraient renforcer l'estime de soi des filles ainsi que le respect mutuel entre les jeunes adolescent(e)s des deux sexes afin d'améliorer leur santé sexuelle et reproductive à l'adolescence et à l'âge adulte.

Exploring whether and how Black and White parents talk with their children about race: M(ai)cro race conversations about Black Lives Matter.

Previous research on parent-led race conversations reports robust racial differences in the content of race conversations between Black and white parents. It was unknown, however, whether these racial differences shifted in the months immediately following the summer of 2020 when there was heightened public attention directed toward white parents, specifically, to talk with children about racism. In the present study, we investigated whether and how Black (n = 344) and white (n = 381) parents talked about Black Lives Matter (BLM) with their 8- to 11-year-old children. Overall, 80% of parents (n = 725) reported talking about BLM, but Black parents were significantly more likely to discuss BLM than white parents (p = .008). Further qualitative analysis of the content of parents' reports showed that Black parents were significantly more likely than white parents to provide responses about BLM that acknowledge racial inequality in society or explicitly affirm/support Black lives. White parents, in contrast, were significantly more likely to discuss BLM by focusing on equality but without acknowledging racial injustice or to provide responses that lacked clarity and/or substance. Using the m(ai)cro model of human development (Rogers, Niwa, et al., 2021), we discuss how parents' reported race conversations are shaped by the sociopolitical context and their role in disrupting (or perpetuating) systemic racism through socialization. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

New Frontiers in Comparative Victimology: Introduction to the Special Issue of the International Journal of Offender Therapy and Comparative Criminology.

This special issue of the International Journal of Offender Therapy and Comparative Criminology intends to expand the examination of victimology and victim issues. The social problem of violence is universal, and there is much to learn from policies and programs that are found to be effective across the globe. The four issues in this special issue span global problems such as cybercrime, interpersonal violence, violent socialization, and the victimization of college students. Solutions to these harms include micro-level programmatic efforts as well as broader social-political efforts.

Ethnic-Racial Socialization, Teacher Discrimination, and Black Youth's School Engagement and Achievement.

Ethnic-racial socialization is one strategy Black parents use to support their children's school engagement and academic achievement given the occurrence and toxic effects of discrimination. Egalitarianism and preparation for bias socialization messages have yielded mixed evidence of promotive and protective effects for Black youth's school outcomes, and effects may vary according to ethnicity. Thus, this research examined associations between ethnic-racial socialization messages and school engagement and achievement, and whether these messages protected against teacher discrimination effects on academic achievement transmitted through school engagement, among a nationally representative sample of Black adolescents who participated in the National Survey of American Life Adolescent supplement study. Ethnic-racial socialization message content and the frequency of communication about race demonstrated different associations with engagement (i.e., school bonding, aspiration-expectation discrepancy, and disciplinary actions) and achievement (i.e., grades) for African American and Caribbean Black youth. However, the benefits were not sufficient to combat the adverse effects of teacher discrimination on school engagement and, in turn, achievement. These findings highlight the utility of integrating ethnic-racial socialization into prevention programs to support Black youth's school experiences; demonstrate the importance of attention to heterogeneity within Black youth; and underscore the critical need for prevention programs to address teacher discrimination.

Agents of Socialization, Anxiety, College Women, and Fear of Rape.

This paper examines the impact of messages about sexual danger women receive from parents, peers, media, school officials, and past victimization on fear of stranger and acquaintance rape. Analyzing survey data for 630 undergraduate women, we find that parental warnings, internalized mean world view, university crime alerts, and being more prone to anxiety are significant predictors of fear of rape across models, while effects of media and victimization are limited. When high and low proneness to anxiety subgroups are considered separately, numerous differences emerge. Results suggest the need to include formal measures of anxiety in future fear of crime research.

Clarifying the relation between mother and adolescent borderline personality disorder symptoms: The roles of maternal and adolescent emotion regulation and maladaptive maternal emotion socialization.

Despite evidence for the intergenerational transmission of borderline personality disorder (BPD) pathology from mothers to offspring, the factors underlying the relation between mother and child BPD symptoms remain unclear and little is known about the pathways through which maternal BPD symptoms may relate to BPD symptoms in their offspring. One set of factors that warrants consideration in this regard is mother and child emotion regulation (ER) difficulties. In particular, theory and research suggest an indirect relation between mother and child BPD symptoms through maternal ER difficulties (and related maladaptive emotion socialization strategies) and, subsequently, child ER difficulties. Thus, this study used structural equation modeling to examine a model wherein maternal BPD symptoms relate to offspring BPD symptoms in adolescence through maternal ER difficulties (and maladaptive maternal emotion socialization strategies) and, subsequently, adolescent ER difficulties. A nationwide community sample of 200 mother-adolescent dyads completed an online study. Results provided support for the proposed model, revealing both a direct relation between maternal and adolescent BPD symptoms and two indirect relations through (a) maternal and adolescent ER difficulties and (b) maternal ER difficulties, maternal maladaptive emotion socialization strategies, and adolescent ER difficulties. Results highlight the relevance of both mother and adolescent ER difficulties in the relation between mother and offspring BPD pathology, as well as the potential clinical utility of targeting mother and child ER in interventions aimed at preventing the intergenerational transmission of BPD pathology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Proactive coping with discrimination: A mediator between ethnic-racial socialization and Latinx youth's internalizing symptoms.

There is a dearth of knowledge in the coping literature on how minoritized youth cope with racism-related stressors and the predictors of effective coping responses. This two-wave study examined the direct and indirect effects of ethnic-racial socialization on depressive and anxiety symptoms via proactive coping with discrimination in a community sample of 135 Latinx adolescents (Mage = 16, SD = 1.27; 59% female). Results indicate that cultural socialization was related to higher use of proactive coping with discrimination 6 months later, which in turn, was related to fewer depressive and anxiety symptoms. There were no direct or indirect effects between preparation for bias and mental health outcomes.