Adolescents' meaning making of salient emotional experiences during the COVID-19 pandemic.

Introduction: This mixed-method longitudinal study examined American adolescents' meaning making of salient COVID-19 pandemic events.

Method: Within phone interviews, adolescents (N = 124, M = 15.76 years; 46% Latine) narrated their most emotionally impactful pandemic experience at two time points ~30 days apart between July 2020 and March 2021.

The interactive roles of narrative processing and emotion negativity/lability in relation to autonomic coordination.

Emotion regulation (ER) is a multifaceted construct, involving behavioral, cognitive, and physiological processes. Although autonomic coordination is theorized to play a crucial role in adaptive functioning, few studies have examined how different individual and contextual factors together may contribute to such coordination. This study examined the joint influences of narrative processing and emotional negativity/lability (N/L) traits on the coordination of the sympathetic and parasympathetic nervous systems in a sample of 112 children, ages 8-12 years (M = 10.

Promoting Adolescents' Social Responsibility through Parent-Adolescent Conversations about the COVID-19 Pandemic.

Purpose: This longitudinal mixed-method study examined the content and qualities of parent-adolescent conversations about the COVID-19 pandemic, and whether discourse about social responsibility (i.e., care for others and health protective behaviors [HPBs]) within conversations predicted changes in adolescents' socially responsible behavior across the first year of the pandemic.

The influence of parent conversation goal and structure on children's event reports.

Parents vary in conversational goals and style when discussing events with their children-two aspects of parent socialization that may be related, or exert opposing influence on the development of young children's report accuracy (a critical factor in children's eyewitness reports). In a sample of 116 parent-child dyads ( = 53.17 months, range: 36-72 months), we examined the roles of parent social conversation goals (parent-reported and experimentally manipulated) and parent cognitive elaboration in children's ability to accurately report about a laboratory event.

Yes, no, maybe so: Caregiver autonomy support, conversation context, and children's memory performance.

The extant literature on the use of autonomy support during caregiver-child conversations has focused primarily on conversations about fun, shared experiences, with limited consideration of unshared experiences or attention toward the role of conversation context. The present study examined how autonomy support, conversation context, and child age interact to predict 3-to-5-year-old children's disclosure of accurate information when discussing an unshared past event with their caregiver and an experimenter. Dyads ( = 111) were recruited from two locations (Miami, Florida and Orange County, California) by research recruitment firms.