Areas of Expertise (5)
Professor Smetana's research examines adolescent-parent relationships and development in cultural contexts; children's moral and social reasoning; and development of parenting beliefs. She is focusing on adolescents' strategies for managing information about their everyday activities and parents' strategies for remaining informed about what their adolescents are doing. Also, the development of young children's moral and social knowledge, including the development of and conceptual distinctions between children's understanding of moral and social- conventional rules and transgressions, relationships among social knowledge, affect, and behavior, and contextual influences on social and moral judgments. And parents' parenting beliefs and their relationships to parenting practices and child outcomes.
University of California, Santa Cruz: Ph.D. 1978
Selected Media Appearances (7)
Is Snooping on Teenagers Ever O.K.?
The New York Times online
Adolescence comes with a thorny problem: Teenagers suddenly yearn for privacy just when their lives are expanding to include a range of risky new opportunities.
Whether or not they have something worrisome to hide, normally developing tweens often start to shut their bedroom doors and become cagey about their time online. And when teenagers act aloof, their parents often feel tempted, if not duty bound, to secretly search bedrooms and surreptitiously scan online activity to ensure that their child isn’t engaged with drugs, drinking or digital misdeeds.
Having controlling parents may affect a child's later relationships
Star Media Group online
Teens whose parents use guilt have trouble working out disagreements well into adulthood, says a new study.
“To maintain healthy relationships, it is important to be able to assert one’s own beliefs during a disagreement while also continuing to be warm toward the person,” says lead author Barbara Oudekerk, a psychologist at the University of Virginia in Charlottesville.
Having strict parents may affect later relationships
"To maintain healthy relationships, it is important to be able to assert one's own beliefs during a disagreement while also continuing to be warm toward the person," said lead author Barbara Oudekerk, a psychologist at the University of Virginia in Charlottesville.
Having controlling parents may affect later relationships
Teens whose parents use guilt or withholding have trouble working out disagreements well into adulthood, according to a new study.
“To maintain healthy relationships, it is important to be able to assert one’s own beliefs during a disagreement while also continuing to be warm toward the person,” said lead author Barbara Oudekerk, a psychologist at the University of Virginia in Charlottesville.
Adolescence expert Judith Smetana wins psychology career award
University of Rochester Newscenter online
Judith Smetana investigates and writes about the kinds of things that many parents of teenagers wonder about. First, there are the weighty questions: How do I know if my teen is telling the truth? Would he tell me if he had sex with his girlfriend? Did she drink alcohol at the party? And then there’s the more mundane: Did she do poorly on a test? How do I get him to clean up his room?
Teens More Helpful Than Parents Know
Live Science online
Teens might not be entirely self-centered and lazy at home.
Sure, parents might think as much, but a new study shows that teens not only feel obligated to help their parents, but they do this out of love and concern for their parents, even at the expense of social livelihood.
Guilting your kids can work, but do it right
Feeling guilty can play an important role in children’s development, but children respond negatively when mothers use guilt as a parenting tool indiscriminately, new research suggests.
Selected Articles (5)
Smetana, J. G., & Ball, C. L.
Children (n = 160, 4‐ to 9‐year‐olds; Mage = 6.23 years, SD = 1.46) judged, justified, attributed emotions, and rated intent for hypothetical physical harm, psychological harm, and resource distribution transgressions against close friends, acquaintances, disliked peers, or bullies. Transgressions against bullies were judged more acceptable than against friends and disliked peers and less deserving of punishment than against acquaintances and disliked peers. Transgressions against friends were judged least intended and resulting in more negative emotions for transgressors; actors transgressing against disliked peers, as compared to bullies or acquaintances, were happy victimizers. Across relationships, children viewed moral transgressions as wrong independent of rules and authority, based primarily on welfare and fairness justifications. Peer context colors but does not fundamentally change moral evaluations.
Smetana, J. G.
For decades, parenting has been characterized in terms of
broad global styles, with authoritative parenting seen as most beneficial for children’s development. Concerns with greater sensitivity to cultural and contextual variations have led to greater specificity in defining parenting in terms of different parenting dimensions and greater consideration of the role of parenting beliefs in moderating links between parenting and adjustment. New research includes ‘domain-specific’ models that describe parents as flexibly deploying different practices depending on their goals, children’s needs, and the types of behaviors towards which parenting is directed. These trends are described, and directions for future research are discussed.
Villalobos-Solis, M., Smetana, J. G., & Tasopoulos-Chan, M.
Puerto Rican adolescents (N = 105; Mage = 15.97 years, SD = 1.40) evaluated hypothetical situations describing conflicts between Latino values (family obligations and respeto) and autonomy desires regarding personal, friendship, and dating activities. Adolescents judged that peers should prioritize Latino values over autonomy, which led to greater feelings of pride than happiness. However, they believed that teens would prioritize autonomy over Latino values, which led to greater feelings of happiness than pride. Adolescents reasoned about autonomy desires as personal issues, whereas reasoning about Latino values was multifaceted, including references to conventions and concerns for others. Furthermore, judgments and reasoning depended on the type of autonomy desire and Latino value and sometimes, by participants’ age and sex.
Smetana, J. G., Campione-Barr, N., Metzger, A.
In this chapter we review theoretical and empirical advances in research on adolescent development in interpersonal and societal contexts. First, we identify several trends in current research, including the current emphasis on ecological models and the focus on diversity in and relational models of adolescent development. Next, we discuss recent research on interpersonal relationships, with an eye toward identifying major research themes and findings. Research on adolescents' relationships with parents, siblings, other relatives, peers, and romantic partners, and adolescents' involvement in community and society is reviewed. Future directions in research on adolescent development are discussed.
Killen, M., Smetana, J. G.
The social world is complex. It is structured by many social expectations and rules, which are enforced in diverse social situations and in the context of different social relationships and societal arrangements. Through the process of development, children must acquire an understanding of these different social expectations and rules, including an awareness of the regularities that are speciﬁc to particular social contexts, as well as an understanding of which expectations and rules are more broadly applicable and obligatory across contexts. Moreover, although morality regulates social relationships, not all social rules are moral; some rules may be functional in regulating social interactions but lack the prescriptive and obligatory basis of moral rules. This chapter describes theory and research from the social-cognitive domain perspective on moral and social development (Helwig & Turiel, 2003; Nucci, 2001, 2002; Smetana, 1995b; Turiel, 1998, 2002, chap. 1 this volume) that describes how children come to understand, interpret, accept, and sometimes reject these diverse aspects of their social world.