Journal articles: 'Parent socialization'

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Dorsch, Travis E., Alan L. Smith, and Meghan H. McDonough. "Parents' Perceptions of Child-to-Parent Socialization in Organized Youth Sport." Journal of Sport and Exercise Psychology 31, no. 4 (2009): 444–68. http://dx.doi.org/10.1123/jsep.31.4.444.

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The purpose of this study was to enhance understanding of how parents are socialized by their children's organized youth sport participation. Five semistructured focus groups were conducted with youth sport parents (N = 26) and analyzed using qualitative methods based on Strauss and Corbin (1998). Sixty-three underlying themes reflected parents' perceived socialization experiences resulting from their children's organized youth sport participation. Each theme represented 1 of 11 subcategories of parental change, which were subsumed within four broad categories of parent sport socialization (behavior, cognition, affect, relationships). Each category of parental change was interconnected with the other three categories. Moreover, six potential moderators of parent sport socialization were documented, namely, child age, parent past sport experience, parent and child gender, child temperament, community sport context, and type of sport setting (individual or team). Together, these findings enhance understanding of parent sport socialization processes and outcomes, thus opening avenues for future research on parents in the youth sport setting.

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Paat, Yok-Fong, Monica Chavira, Rosemarie De La Hoya, and Mitsue Yoshimoto. "Immigrant family socialization." Journal of Comparative Social Work 15, no. 1 (2020): 60–83. http://dx.doi.org/10.31265/jcsw.v15i1.320.

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Using convenient and purposive sampling augmented with snowball sampling, this study examines the perceptions of family socialization between two cultures, using in-depth interviews of 15 pairs of adult child-parent dyads (n=30) of Mexican origin in the United States. In sum, despite variations in the pace of acculturation, our study shows that both adult children and their parents proactively adopted compromising strategies (e.g. mutual respect, acceptance, openness, and realistic expectations) to bridge the differences in acculturation and reach common ground in family communication. Several core values and family practices, such as respect to family authority, family interdependence, retention/preservation of cultural heritage (e.g. language, customs, and identity), a strong work ethic, patriarchal gender norms, Mexican versus American parenting styles, and adult children striving for more freedom from traditional customs (e.g. conventional gender roles and living arrangements), were emphasized in Mexican immigrant family socialization in our study. Despite their differences in belief systems and ideologies, our study shows that family communication between the adult child-parent dyads was built on a set of implicit expectations that focus on minimizing family conflicts, yet providing a ‘culturally instrumental’ and supportive/caring context. In contrast to the postulation of the acculturation gap-distress model, our study found that discrepancies in acculturation between immigrant parents and their children were not necessarily associated with poorer family functioning and adjustment.

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Nelissen, S., L. Kuczynski, L. Coenen, and J. Van den Bulck. "Bidirectional Socialization: An Actor-Partner Interdependence Model of Internet Self-Efficacy and digital Media Influence Between Parents and Children." Communication Research 46, no. 8 (2019): 1145–70. http://dx.doi.org/10.1177/0093650219852857.

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Media researchers have studied how parents and children influence and guide each other’s media use. Although parent and child socialization and influence are thought to be bidirectional, they are usually studied separately, with an emphasis on parental socialization, influence, and guidance of the child’s media use. In this article, we present results from a study that investigates perceived bidirectional digital media socialization between parents and children from the same household ( N = 204 parent-child dyads). This study simultaneously tested parent-to-child and child-to-parent influence using the actor-partner interdependence model to examine the association between perceived Internet self-efficacy and perceived digital media influence. Although the results showed significant cross-sectional actor and partner effects for Internet self-efficacy and perceived digital media influence, these effects largely disappeared in a longitudinal setting.

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Russell, Cristel A., and L. J. Shrum. "The Cultivation of Parent and Child Materialism: A Parent–Child Dyadic Study." Human Communication Research 47, no. 3 (2021): 284–308. http://dx.doi.org/10.1093/hcr/hqab004.

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Abstract Research has shown that television viewing cultivates a materialistic worldview in children. However, other socialization factors may also influence children’s materialism. The current research tests two socialization pathways of parental influence: (a) an indirect path in which parents pass on their own materialism to their children, and the parent’s materialism is at least partly the result of a parent cultivation effect (parent cultivation); (b) an indirect path in which parents pass on their television viewing behavior to their children, which in turn positively predicts the children’s level of materialism (child cultivation). The results of two studies (initial study plus direct replication, N = 818) of U.S. parent–child dyads with 14- to 17-year-old children support the first path but not the second: The relation between parent TV viewing and child materialism is mediated through parent materialism. Child TV viewing is positively correlated with child materialism, but is nonsignificant when parent materialism is controlled.

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Pedraza, Francisco I., and Brittany N. Perry. "Validating a Measure of Perceived Parent–Child Political Socialization." Political Research Quarterly 73, no. 3 (2019): 623–37. http://dx.doi.org/10.1177/1065912919850632.

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A growing body of research in political science is influenced by conceptual advances in socialization theory which posit that children can influence adults’ learning across a wide range of topics. The concept of bidirectional influence describes socialization led by one’s parents and children. One outstanding need in the effort to import this concept to political socialization research is a measure that captures the influence of both parents and children. We meet this need with a measure of relative influence from both parents and children as sources for political learning. We provide evidence of measurement validity using separate samples of Asians, Blacks, Latinos, and Whites. Our findings suggest that our metric is portable across groups, and that the range of what individuals recall about their familial socialization experience includes more child-to-parent influence than existing studies suggest.

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Solberg, Janne. "Kindergarten Practice: The Situated Socialization of Minority Parents." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 1 (2018): 39–54. http://dx.doi.org/10.7577/njcie.2238.

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Almost all parents in Norway use kindergarten and part of becoming a kindergarten parent is learning the routines of the particular institution. Thus, kindergarten parents go through a socialization process, learning amongst other how to deliver and pick up their children. Building on ten days observations of bringing and delivery scenes in a kindergarten, it is here suggested that this socialization process may have a racialized character. The kindergarten in question had special delivery routines, which the kindergarten staff expected parents to carry out, but not everybody did, and the article investigates how the staff reacted towards the three deviant cases observed. The bottom-up analysis of the social interaction between the parents and the staff is here supplied by the perspective of racialization, questioning the gaze of majority persons and their naturalized power to define non-complying parents as something other. The kindergarten staff did not overtly orient to the non-compliance as a problem in the case where the parent had a majority background, which was in much contrast to their conduct in the two other cases with minority parents. In these cases, the staff interacted in a unilateral manner by giving advice and even instructions, very much embodying what Palludan in her study of children-staff interaction calls the teaching tone.

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Lavin-Loucks, Danielle. "Socialization: Parent-Child Interaction in Everyday Life." Contemporary Sociology: A Journal of Reviews 46, no. 6 (2017): 685–87. http://dx.doi.org/10.1177/0094306117734868t.

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Lassbo, Göran. "Socialization in two-and one-parent families." International Journal of Early Childhood 26, no. 1 (1994): 11–18. http://dx.doi.org/10.1007/bf03174275.

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Sabri, Mohamad Fazli, Clinton G. Gudmunson, Timothy S. Griesdorn, and Lukas R. Dean. "Influence of Family Financial Socialization on Academic Success in College." Journal of Financial Counseling and Planning 31, no. 2 (2020): 267–83. http://dx.doi.org/10.1891/jfcp-18-00052.

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Explicit parent–child financial socialization is one way that parents may help children feel less stress in college and increase their academic performance. To test this assumption, we used family financial socialization theory to inform multivariate analysis of variance (MANOVA) and structural equation models (SEM). The results largely support the theory. Participants were 752 college students from a U.S. university. Specific findings indicate that students from more affluent families were more often taught to budget. Parent–child teaching/training was strongly associated with felt parental–financial influence and fewer worrisome academic behaviors because of economic pressure. Students who felt greater parent–financial influence and experienced fewer effects of economic pressure, achieved higher college grade point averages (GPAs). An implication of this study is the importance of strengthening support for financial learning in families.

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Johnson, Monica Kirkpatrick, Jeylan T. Mortimer, and Jutta Heckhausen. "Work Value Transmission From Parents to Children: Early Socialization and Delayed Activation." Work and Occupations 47, no. 1 (2019): 83–119. http://dx.doi.org/10.1177/0730888419877445.

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This study examines the transmission of work values from parents to children between mid-adolescence and early midlife. The authors propose that work-related values are transmitted from parents to children in two sequential and complementary processes stretched across adolescence and early adulthood. The first process of work value exposure and reception in the family context is captured by the socialization model. The second process is one of delayed value activation, long after initial socialization, when the young adult offspring engages with the demands and vicissitudes of their own emerging careers. The authors find evidence for family socialization in adolescence and also support for the delayed activation model during adulthood. Although parental values were measured more than two decades earlier, the authors find the strongest associations of parent and child values when the offspring were in their late 30s. In addition, parent–child value similarity is heightened when adult children navigate career uncertainty and change, consistent with a delayed activation process.

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Huang, Chiung-chih. "Language socialization of affect in Mandarin parent–child conversation." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 4 (2011): 593–618. http://dx.doi.org/10.1075/prag.21.4.05hua.

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This study aimed to investigate language socialization of affect in Mandarin parent-child interaction. Natural conversations between Mandarin-speaking two-year-olds and their parents were analyzed, focusing on the lexicon of affect words and the conversational interactions in which these words were used. The results showed that the children tended to use the type of affect words which encoded specific affective states, with the children as the primary experiencers. The parents, on the other hand, tended to use affect words not only to encode affective states but also to express evaluative characterizations. They often used affect words to negotiate with the children the appropriate affective responses to a variety of stimuli or to socialize the children’s behaviors into culturally approved patterns. In addition, it was found that the structure of conversational sequences served as a discourse-level resource for the socialization of affect. The findings were further discussed in relation to Clancy’s (1999) model of language socialization of affect.

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Nowatzki, J., A. S. H. Schultz, and E. J. Griffith. "Discrepancies between youth and parent perceptions of their household environment relevant to smoking: a secondary analysis of the 2004/05 Canadian Youth Smoking Survey." Chronic Diseases and Injuries in Canada 30, no. 3 (2010): 78–83. http://dx.doi.org/10.24095/hpcdp.30.3.02.

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Objective To compare the perceptions of youth in grades 5 to 9 and parents regarding their household environment relevant to smoking socialization. Methods We conducted secondary analysis of the 2004/05 Canadian Youth Smoking Survey and corresponding parent survey, and used the McNemar Test to compare youth and parent responses. Results Results showed statistically significant patterns of disagreement between youth and parent responses at most levels of youth smoking uptake regarding parental smoking, household rules around smoking, and smoking in the home and vehicles. When youth and parents disagreed, the following patterns emerged: non-susceptible, non-smoking youth perceived their parents as non-smokers and youth with more smoking experience perceived their parents as smokers; youth at all levels of smoking uptake perceived fewer rules in the home than parents indicated, more smoking in the home than parents indicated, and exposure to smoking in vehicles in contrast to vehicle smoking bans indicated by parents. Conclusion To the best of our knowledge, this is the first study to compare the perceptions of youth and parents regarding household variables related to the socialization of tobacco use. The discrepancies between youth and parent responses suggest that there is room to improve on establishing household environments that clearly condemn the use of tobacco, which may affect youth susceptibility to future smoking.

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Oakley, Marykate, Rachel H. Farr, and David G. Scherer. "Same-Sex Parent Socialization: Understanding Gay and Lesbian Parenting Practices as Cultural Socialization." Journal of GLBT Family Studies 13, no. 1 (2016): 56–75. http://dx.doi.org/10.1080/1550428x.2016.1158685.

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Halim, May Ling D., Abigail S. Walsh, Catherine S. Tamis-LeMonda, Kristina M. Zosuls, and Diane N. Ruble. "The Roles of Self-Socialization and Parent Socialization in Toddlers’ Gender-Typed Appearance." Archives of Sexual Behavior 47, no. 8 (2018): 2277–85. http://dx.doi.org/10.1007/s10508-018-1263-y.

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Nevill, Rose E., Luc Lecavalier, and Elizabeth A. Stratis. "Meta-analysis of parent-mediated interventions for young children with autism spectrum disorder." Autism 22, no. 2 (2016): 84–98. http://dx.doi.org/10.1177/1362361316677838.

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A number of studies of parent-mediated interventions in autism spectrum disorder have been published in the last 15 years. We reviewed 19 randomized clinical trials of parent-mediated interventions for children with autism spectrum disorder between the ages of 1 and 6 years and conducted a meta-analysis on their efficacy. Meta-analysis outcomes were autism spectrum disorder symptom severity, socialization, communication-language, and cognition. Quality of evidence was rated as moderate for autism spectrum disorder symptom severity, communication-language, and cognition, and very low for socialization. Weighted Hedges’ g varied from 0.18 (communication-language) to 0.27 (socialization) and averaged 0.23 across domains. We also examined the relationship between outcome and dose of parent training, type of control group, and type of informant (parent and clinician). Outcomes were not significantly different based on dose of treatment. Comparing parent training to treatment-as-usual did not result in significantly different treatment effects than when parent training was compared to an active comparison group. Based on parent report only, treatment effects were significant for communication-language and non-significant for socialization, yet the opposite was found based on clinician-rated tools. This meta-analysis suggests that while most outcome domains of parent-delivered intervention are associated with small effects, the quality of research is improving.

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., Wan Kamal Mujani, Maisarah Ahmad, and Roziah Sidik Mat Sid . "Role of Adolescent's Personality in Parent Consumer Socialization." International Business Management 6, no. 1 (2012): 17–21. http://dx.doi.org/10.3923/ibm.2012.17.21.

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TSUSHIMA, TERESA, and VIKTOR GECAS. "Role Taking and Socialization in Single-Parent Families." Journal of Family Issues 22, no. 3 (2001): 267–88. http://dx.doi.org/10.1177/019251301022003001.

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Poveda, David, María Isabel Jociles, and Ana María Rivas. "Socialization into single-parent-by-choice family life." Journal of Sociolinguistics 18, no. 3 (2014): 319–44. http://dx.doi.org/10.1111/josl.12085.

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Breaux, Rosanna P., Elizabeth A. Harvey, and Claudia I. Lugo-Candelas. "The Role of Parent Psychopathology in Emotion Socialization." Journal of Abnormal Child Psychology 44, no. 4 (2015): 731–43. http://dx.doi.org/10.1007/s10802-015-0062-3.

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Fredricks, Jennifer A., and Jacquelynne S. Eccles. "Family Socialization, Gender, and Sport Motivation and Involvement." Journal of Sport and Exercise Psychology 27, no. 1 (2005): 3–31. http://dx.doi.org/10.1123/jsep.27.1.3.

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This study uses analytic techniques to test the hypothesis that role modeling, parents’ beliefs, and the provision of experiences for the child are related to children’s perceptions of sport competence, value, and participation. Mothers and fathers and their 2nd-, 3rd-, and 5th-grade children responded to questionnaires. These 3 cohorts of children were followed for 1 year. Mothers and fathers were gender stereotyped in their beliefs and practices. Regression analyses revealed that parents’ perceptions of their children’s ability had the strongest unique relationship with children’s beliefs and participation both concurrently and over time. The results of the pattern-centered analyses demonstrated that the full set of parent socialization factors had an additive positive association with children’s outcomes.

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Chechulina, A. E., and Z. V. Lukovtseva. "The study of bodily socialization of adolescents, whose families are experiencing divorce." Psychology and Law 5, no. 3 (2015): 14–28. http://dx.doi.org/10.17759/psylaw.2015050302.

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The article presents the results of a study of the sociogenesis of corporeality adolescents whose parents are in high conflict relationships and experiencing divorce. The main group consisted of families that have undergone the examination of parent-child relations in the Centre for forensic examinations and studies, the control group – families with prosperous spousal relationship (a total of 28 parents and 16 adolescents aged 13-15 years). To assess qualitative and quantitative characteristics of the bodily sphere of the adolescents used the methodology of "the Volume and structure intercepting background", "Scale of assessment of skin" and test "body Shape", especially the parent-child relationship was assessed using questionnaires "the Behavior and attitudes of parents of adolescents to them." Statistically significant intergroup differences (U-Mann–Whitney test) on a number of parameters that characterize the bodily socialization of adolescents. Adolescents from families undergoing divorce, revealed violations of individual (lability of borders) and social (reflection, metaphoric) levels of physicality in the type of retardation.

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ABELL, ELLEN, and VIKTOR GECAS. "Guilt, Shame, and Family Socialization." Journal of Family Issues 18, no. 2 (1997): 99–123. http://dx.doi.org/10.1177/019251397018002001.

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In this study, we argue for the importance of guilt and shame for the process of socialization via the role of these reflexive emotions in individuals' conformity to moral and social norms. Working from the assumption that the self-concept is the basis for feelings of guilt and shame, we test a number of hypotheses connecting the experience of these emotions to 3 styles of parental control (inductive, affective, and coercive). Undergraduate students ( N = 270) completed questionnaires designed to assess their proneness to feelings of guilt and shame in situations of norm violations, and through retrospective reports the disciplinary practices of each of their parents. Results supported hypothesized connections between inductive control and guilt, and between affective control and shame. The associations between parental control, guilt, and shame in situations of intentional and unintentional norm violations differed depending on the gender of the parent relative to the gender of the child and on the interaction of parental control with parental support. These associations and the implications of the use of affective control as a moral socialization strategy are discussed.

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Kapustina, Valeria A. "Socio-psychological Aspects of Adolescent Socialization in Lone-parent and Two-parent Families." Procedia - Social and Behavioral Sciences 233 (October 2016): 78–82. http://dx.doi.org/10.1016/j.sbspro.2016.10.138.

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VENTURA, RAPHAEL. "Family Political Socialization in Multiparty Systems." Comparative Political Studies 34, no. 6 (2001): 666–91. http://dx.doi.org/10.1177/0010414001034006004.

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This article presents a model linking the structure of the party system with the political identification children develop during the political socialization process. According to this model, children acquire from their parents political labels that serve as voting cues. These cues can relate to a specific party (party identification), a group of parties, or a basic ideological position (usually in “left” and “right” terms). In every society, labels having greater heuristic value are more commonly transmitted from parent to offspring. The type of label with the heuristic advantage in each society is determined by the nature of the party system and, specifically, by three of its characteristics: number of parties, composition of the social cleavages, and degree of competitiveness. Some of the model's assumptions are tested with empirical data from Israel, providing a comprehensive account of the intergenerational transmission of partisanship and ideological orientations in Israel.

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Meyer, Sara, H. Abigail Raikes, Elita A. Virmani, Sara Waters, and Ross A. Thompson. "Parent emotion representations and the socialization of emotion regulation in the family." International Journal of Behavioral Development 38, no. 2 (2014): 164–73. http://dx.doi.org/10.1177/0165025413519014.

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There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children’s emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents’ socialization approaches. This study examined multiple aspects of parents’ self-reported emotion representations and their associations with parents’ strategies for managing children’s negative emotions and children’s emotion self-regulatory behaviors. The sample consisted of 73 mothers of 4–5-year-old children; the sample was ethnically diverse. Two aspects of parents’ beliefs about emotion – the importance of attention to/acceptance of emotional reactions, and the value of emotion self-regulation – were associated with both socialization strategies and children’s self-regulation. Furthermore, in mediational models, the association of parental representations with children’s emotion regulation was mediated by constructive socialization strategies. These findings are among the first to highlight the specific kinds of emotion representations that are associated with parents’ emotion socialization, and their importance to family processes shaping children’s emotional development.

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Dunaway, R. Gregory, and Francis T. Cullen. "Explaining Crime Ideology: An Exploration of the Parental Socialization Perspective." Crime & Delinquency 37, no. 4 (1991): 536–54. http://dx.doi.org/10.1177/0011128791037004008.

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The claim is often made that criminal justice policy reflects, partially or more fully, the public will. Although criminologists have devoted much attention to the sources of citizen attitudes, a potentially important source of crime ideology has been neglected: inter-generational transmission. Informed by the political socialization literature, the present study examines the role of parents in socializing offspring to embrace views toward crime and control. Based on a sample of 152 parent-child pairs, parents were found to be more influential in determining their offspring's conservative as opposed to liberal crime ideology. Possible explanations and policy implications of this finding are explored.

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De Froy, Adrienne M., Megan E. Sims, Benjamin M. Sloan, Sebastian A. Gajardo, and Pamela Rosenthal Rollins. "Differential responses to child communicative behavior of parents of toddlers with ASD." Autism & Developmental Language Impairments 6 (January 2021): 239694152098489. http://dx.doi.org/10.1177/2396941520984892.

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Background and aims The quality of parent verbal input—diverse vocabulary that is well-matched to the child’s developmental level within interactions that are responsive to their interests—has been found to positively impact child language skills. For typically developing (TD) children, there is evidence that more advanced linguistic and social development differentially elicits higher quality parent input, suggesting a bidirectional relationship between parent and child. The purpose of this study was to evaluate if toddlers with ASD also differentially elicit parental verbal input by (1) analyzing the quality of parent input to the communicative behavior of their toddlers with ASD, (2) examining if parents respond differentially to more advanced toddler communicative behavior, as measured by the coordination of multiple communicative behaviors, and (3) exploring the relationship between parental responsiveness to child communicative behaviors and change in child communication and social skills. Methods Participants were 77 toddlers with ASD age 18-39 months and a parent who participated in a larger RCT. Ten-minute parent–toddler interactions were recorded prior to a 12-week intervention. Parent response to child communicative behaviors was coded following each child communicative behavior as no acknowledgment, responsive, directive, or nonverbal acknowledgment. Parent number of different words and difference between parent and child MLU in words were calculated separately for responsive and directive parent utterances. Child growth in language and social skills was measured using the Vineland II Communication and Socialization domain scores, respectively. Results (1) Parents were largely responsive to their toddler’s communication. When being responsive (as opposed to directive), parents used a greater number of different words within utterances that were well-matched to child language; (2) when toddlers coordinated communicative behaviors (versus producing an isolated communicative behavior), parents were more likely to respond and their replies were more likely to be responsive; and (3) parent responsiveness to child coordinated communication was significantly correlated with change in Vineland II Socialization but not Communication. A unique role of gaze coordinated child communication in eliciting responsive parental behaviors and improving growth in child social skills emerged. Conclusions Our results support a bidirectional process between responsive parent verbal input and the social development of toddlers with ASD, with less sophisticated child communicative behaviors eliciting lower quality parent input. Implications: Our findings highlight the critical role of early parent-mediated intervention for children with ASD generally, and to enhance eye gaze through parent responsivity more specifically.

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Kochanska, Grazyna, Sanghag Kim, and Lea J. Boldt. "(Positive) power to the child: The role of children's willing stance toward parents in developmental cascades from toddler age to early preadolescence." Development and Psychopathology 27, no. 4pt1 (2015): 987–1005. http://dx.doi.org/10.1017/s0954579415000644.

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AbstractIn a change from the once-dominant view of children as passive in the parent-led process of socialization, children are now seen as active agents who can considerably influence that process. However, these newer perspectives typically focus on the child's antagonistic influence, due either to a difficult temperament or aversive, resistant, negative behaviors that elicit adversarial responses from the parent and lead to future coercive cascades in the relationship. Children's capacity to act as receptive, willing, even enthusiastic, active socialization agents is largely overlooked. Informed by attachment theory and other relational perspectives, we depict children as able to adopt an active willing stance and to exert robust positive influence in the mutually cooperative socialization enterprise. A longitudinal study of 100 community families (mothers, fathers, and children) demonstrates that willing stance (a) is a latent construct, observable in diverse parent–child contexts, parallel at 38, 52, and 67 months and longitudinally stable; (b) originates within an early secure parent–child relationship at 25 months; and (c) promotes a positive future cascade toward adaptive outcomes at age 10. The outcomes include the parent's observed and child-reported positive, responsive behavior, as well as child-reported internal obligation to obey the parent and parent-reported low level of child behavior problems. The construct of willing stance has implications for basic research in typical socialization and in developmental psychopathology as well as for prevention and intervention.

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Cohen, Rachael, and Katherine A. Kuvalanka. "Sexual socialization in lesbian-parent families: An exploratory analysis." American Journal of Orthopsychiatry 81, no. 2 (2011): 293–305. http://dx.doi.org/10.1111/j.1939-0025.2011.01098.x.

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WILLIAMS, KATHERINE, MARILYN GOODMAN, and RICHARD GREEN. "Parent-Child Factors in Gender Role Socialization in Girls." Journal of the American Academy of Child Psychiatry 24, no. 6 (1985): 720–31. http://dx.doi.org/10.1016/s0002-7138(10)60115-x.

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Godleski, Stephanie A., Rina D. Eiden, Shannon Shisler, and Jennifer A. Livingston. "Parent socialization of emotion in a high-risk sample." Developmental Psychology 56, no. 3 (2020): 489–502. http://dx.doi.org/10.1037/dev0000793.

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TARE, MEDHA, and SUSAN A. GELMAN. "Bilingual parents' modeling of pragmatic language use in multiparty interactions." Applied Psycholinguistics 32, no. 4 (2011): 761–80. http://dx.doi.org/10.1017/s0142716411000051.

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ABSTRACTParental input represents an important source of language socialization. Particularly in bilingual contexts, parents may model pragmatic language use and metalinguistic strategies to highlight language differences. The present study examines multiparty interactions involving 28 bilingual English- and Marathi-speaking parent–child pairs in the presence of monolingual bystanders (children's mean ages = 3 years, 2 months and 4 years, 6 months). Their language use was analyzed during three sessions: parent and child alone, parent and child with the English speaker, and parent and child with the Marathi speaker. Parents demonstrated pragmatic differentiation by using relatively more of the bystander's language; however, children did not show this sensitivity. Further, parents used a variety of strategies to discuss language differences, such as providing and requesting translations; children translated most often in response to explicit requests. The results indicate that parents model pragmatic language differentiation as well as metalinguistic talk that may contribute to children's metalinguistic awareness.

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Sorkhabi, Nadia. "Parent Socialization Effects in Different Cultures: Significance of Directive Parenting." Psychological Reports 110, no. 3 (2012): 854–78. http://dx.doi.org/10.2466/10.02.17.21.pr0.110.3.854-878.

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In this article, the controversy of divergent findings in research on parental socialization effects in different cultures is addressed. Three explanations intended to address divergent findings of socialization effects in different cultures, as advanced by researchers who emphasize cultural differences, are discussed. These include cultural differences in socialization values and goals of parents, parental emotional and cognitive characteristics associated with parenting styles, and adolescents' interpretations or evaluations of their parents' parenting styles. The empirical evidence for and against each of these arguments is examined and an alternative paradigm for understanding and empirical study of developmental outcomes associated with parenting styles in different cultures is suggested. Baum-rind's directive parenting style is presented as an alternative to the authoritarian parenting style in understanding the positive developmental effects associated with “strict” parenting in cultures said to have a collectivist orientation. Directions for research on the three explanations are mentioned.

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Kerrane, Ben, Shona M. Bettany, and Katy Kerrane. "Siblings as socialization agents." European Journal of Marketing 49, no. 5/6 (2015): 713–35. http://dx.doi.org/10.1108/ejm-06-2013-0296.

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Purpose – This paper explores how siblings act as agents of consumer socialisation within the dynamics of the family network. Design/methodology/approach – Key consumer socialisation literature is reviewed, highlighting the growing role that siblings play in the lives of contemporary children. The authors’ interpretive, exploratory study is introduced which captures the voices of children themselves through a series of in-depth interviews. Findings – A series of socialisation behaviours are documented, with children working in both positive and negative ways to develop the consumer skills of their siblings. A fourfold typology of sibling relationships is described, capturing the dynamic of sibling relationships and parental approaches to parenting vis-à-vis consumption. This typology is then used to present a typology of nascent child consumer identities that begin to emerge as a result of socialisation processes within the family setting. Research limitations/implications – The role siblings play in the process of consumer socialisation has potentially important implications in terms of the understanding of the socialisation process itself, and where/how children obtain product information. Scope exists to explore the role siblings play as agents of consumer socialisation across a wider variety of family types/sibling variables presented here (e.g. to explore how age/gender shapes the dynamics of sibling–sibling learning). Originality/value – Through adopting a networked approach to family life, the authors show how the wider family dynamic informs sibling–sibling relationships and resulting socialisation behaviours. The findings problematise the view that parents alone act as the main conduits of consumer learning within the family environment, highlighting how parent–child relationships, in turn, work to inform sibling–sibling socialisation behaviour and developing consumer identities.

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Damian, Lavinia E., Oana Negru-Subtirica, Iulia M. Domocus, and Mihaela Friedlmeier. "Healthy Financial Behaviors and Financial Satisfaction in Emerging Adulthood: A Parental Socialization Perspective." Emerging Adulthood 8, no. 6 (2019): 548–54. http://dx.doi.org/10.1177/2167696819841952.

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To understand the relation between financial behaviors and satisfaction in emerging adults (EAs) and parental financial socialization, we conducted a cross-sectional study focusing on families from a collectivistic, former communist country, Romania, a cultural context marked by extreme financial dependence of youth on their parents. Participants were 143 parent–EAs child dyads from Romania (83% mothers, M age = 47.5 years and 80% girls, M age = 20.7 years). Results showed significant relations between parents’ and EAs’ view on parental financial socialization. EAs’ healthy financial behaviors were predicted by previous healthy financial behaviors in parents and previous parental financial monitoring of spending habits, only as reported by EAs. Moreover, EAs’ financial satisfaction was predicted by high socioeconomic status, previous healthy financial behaviors in parents, and current healthy financial relationship with parents, only as reported by EAs. We discuss the implications for supporting healthy financial behaviors and satisfaction in EAs.

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Brown, Tony N., Emily E. Tanner-Smith, Chase L. Lesane-Brown, and Michael E. Ezell. "Child, Parent, and Situational Correlates of Familial Ethnic/Race Socialization." Journal of Marriage and Family 69, no. 1 (2006): 14–25. http://dx.doi.org/10.1111/j.1741-3737.2006.00339.x-i1.

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Brown, Tony N., Emily E. Tanner-Smith, Chase L. Lesane-Brown, and Michael E. Ezell. "Child, Parent, and Situational Correlates of Familial Ethnic/Race Socialization." Journal of Marriage and Family 69, no. 1 (2007): 14–25. http://dx.doi.org/10.1111/j.1741-3737.2006.00340.x.

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Sperling, Jacqueline, and Rena L. Repetti. "Understanding Emotion Socialization Through Naturalistic Observations of Parent-Child Interactions." Family Relations 67, no. 3 (2018): 325–38. http://dx.doi.org/10.1111/fare.12314.

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Pomerantz, Eva M. "Parent × child socialization: Implications for the development of depressive symptoms." Journal of Family Psychology 15, no. 3 (2001): 510–25. http://dx.doi.org/10.1037/0893-3200.15.3.510.

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Thomas, Anita Jones, Sha’Kema Blackmon, Suzette L. Speight, Amber Hewitt, Karen M. Witherspoon, and Michael Selders. "Factor Analysis of the Parent Experience of Racial Socialization Scale." Journal of Black Psychology 40, no. 3 (2013): 263–74. http://dx.doi.org/10.1177/0095798413483558.

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Lefkowitz, Eva S., and Tara M. Stoppa. "Positive sexual communication and socialization in the parent-adolescent context." New Directions for Child and Adolescent Development 2006, no. 112 (2006): 39–55. http://dx.doi.org/10.1002/cd.161.

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Tenenbaum, Harriet R., and Campbell Leaper. "Parent-child conversations about science: The socialization of gender inequities?" Developmental Psychology 39, no. 1 (2003): 34–47. http://dx.doi.org/10.1037/0012-1649.39.1.34.

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Henriksen, Lisa, and Christine Jackson. "Anti-Smoking Socialization: Relationship to Parent and Child Smoking Status." Health Communication 10, no. 1 (1998): 87–101. http://dx.doi.org/10.1207/s15327027hc1001_5.

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Huda, Miftakhul. "Managerial Communication System for the Operation of Learning Acceleration Programs." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 2 (2019): 168–81. http://dx.doi.org/10.25217/ji.v4i2.521.

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Research on managerial communication in special classes was essential because it has unique characteristics and need specialized administrative too. This study aimed to find out the mixture of communication in the managerial communication system for the implementation of accelerated classes at State Senior High School 3 Surakarta. The type of this research was descriptive qualitative. The research subjects consisted of the school principals, the administrators of the acceleration program, and the parents of accelerated students at State Senior High School 3 Surakarta. The Data collection techniques in this study used interview, observation, and documentation techniques. The mixture of communication, which was consists of four components, those are advertising (socialization), personal sales, sales promotion, and public relations contained in the managerial communication system for the acceleration of learning programs. There were three forms of socialization programs for accelerating programs; visiting schools, maximizing brochures and web utilization. Types of socialization itself include selective demand advertising and indirect socialization. Based on the school's potential, a socialization model can be developed in the form of making school magazines, parent/guardian forums, and holding event activities. Keywords: Managerial Communication System, Operation of Learning Acceleration Programs

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Kalashnikova, A. S., and A. D. Shalunova. "Parents Representations of the Legal Socialization of Children." Psychological-Educational Studies 6, no. 3 (2014): 104–13. http://dx.doi.org/10.17759/psyedu.2014060311.

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Insufficient knowledge about the impact of parental education on the development strategies of justice of children and adolescents in destabilizing the social conditions of modern society determines the relevance of the author's work. The study involved 64 subjects (39 women and 25 men) aged 24 to 48 years, with minor children, including 30 subjects with a harmonious style of parenting and 34 - with disharmonious style. We used a questionnaire "Analysis of family relationships" (E.G. Eidemiller, V.V. Yustitskis), a technique of studying legal awareness of J. Tapp and F. Levine, as well as specially designed questionnaires, aimed at studying the cognitive (knowledge of parents about legal socialization) and behavioral (conversations on topics of law, reinforcement and punishment of right and wrong actions, monitoring of performance, personal example) components of legal socialization. We obtained new empirical evidence on the relation between the features of legal socialization of children and parent-child relationship, clarified the role of the individual types of parental attitudes in the formation of the legal socialization of children, revealed the factors of parental attitudes that hinder and facilitate the process of legal socialization of children.

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Meeusen, Cecil, and Kristof Dhont. "Parent–Child Similarity in Common and Specific Components of Prejudice: The Role of Ideological Attitudes and Political Discussion." European Journal of Personality 29, no. 6 (2015): 585–98. http://dx.doi.org/10.1002/per.2011.

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Using a representative sample of Belgian adolescents (N = 1530) and both their parents, we investigated the parent–child similarity in prejudice towards different out–groups and ideological attitudes (right–wing authoritarianism and social dominance orientation). Contrary to previous studies, first, we distinguished between common and specific components of prejudice to test whether the parent–child similarity in one specific type of prejudice was symptomatic of parent–child similarity in prejudice towards out–groups in general. Second, we evaluated whether the parent–child similarity in common and specific components of prejudice was related to the parent–child similarity in ideological attitudes. Third, we investigated the moderating role of political discussion in the intergenerational framework of ideology and prejudice. Results indicated that parent–child similarity was particularly pronounced for the common rather than the specific component of prejudice and that the similarity in ideological attitudes was partly related to the similarity in the common component of prejudice. Finally, adolescents who discuss social and political issues more (versus less) frequently with their parents more strongly resembled their parents in the common component of prejudice and levels of authoritarianism. These results suggest that generalized prejudice runs in families and highlight politicization of the family as an important socialization mechanism. Copyright © 2015 European Association of Personality Psychology

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Daniels, Rita, and Christine E. Rittenour. "Reproducing work and family norms through daughter–parent communication." Journal of Social and Personal Relationships 37, no. 7 (2020): 2323–41. http://dx.doi.org/10.1177/0265407520922912.

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This study contributes to the literature on work and family socialization by examining the nature of daughter–parent (i.e., mothers vs. fathers) communication and daughters’ likelihood to transmit parents’ memorable messages regarding work and family. Results indicated that (a) daughters’ report of mothers’ and fathers’ respectful accommodation and self-disclosure positively predicts daughters’ relational satisfaction with the target parent and (b) daughters’ relational satisfaction with their parent positively relates to daughters’ likelihood to transmit their parent’s memorable messages about work or family. However, results held true for both fathers and mothers, with no support for the hypothesis that daughters would be more likely to transmit mothers’ messages more than fathers’ messages. The authors discuss practical implications, directions for future research, and limitations of the study.

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Sundayani, Yana, Herry Koswara, and Qadriansyah. "Self Adjustment of Single Parent Mother In South Sulawesi - Indonesia." Indonesian Journal of Social Work 1, no. 1 (2017): 76–94. http://dx.doi.org/10.31595/international.v1i1.6.

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Abstract. This research discussed about self-adjustment of single parent mother wholives in South Sulawesi Indonesia. The aim of the research was to obtain a descriptionabout self-adjustment of single parent mother in Indonesia, including: respondentcharacteristic, respondents intellectual maturity, respondents emotional, respondentssocial maturity and respondents responsibility. The research method used quantitaivemethod with descriptive approach. Data collection technique used questionnaire. Themeasurement toll used rating scale to show the mean score of all question from rangeone through four. The validity test of measurement toll conducted through face validityand realibity test used Alpha Cronbach. The result was analysed through quantitaiveanalysis. The result showed that single parent mother has low self adjustment viewedfrom three of four aspects which was measured about self adjustment namely;intellectual maturity and responsibility belong to the low category. While the emotionalmaturity aspect is in the high category. The results of needs analysis show the mother asa single parent requires knowledge and insight as a single parent, time managementability and socialization ability. Based on the need, a program called "Self Help Group"was proposed to improve single parent mothers adjustment. The program aimed tomeet the increasing adjustment of single parent mother on aspects of intellectualmaturity (mother insight as single parent), social maturity (socialization ability),responsibility (time management ability.Keywords: self adjustment, single parent.

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LeBaron, Ashley B., Loren D. Marks, Christina M. Rosa, and E. Jeffrey Hill. "Can We Talk About Money? Financial Socialization Through Parent–Child Financial Discussion." Emerging Adulthood 8, no. 6 (2020): 453–63. http://dx.doi.org/10.1177/2167696820902673.

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This multigenerational, qualitative research study explores family financial discussion processes that may lead to better financial preparation for emerging adults. Interviews were conducted with 90 emerging adults from three universities as well as 17 of their parents and 8 of their grandparents. Qualitative analyses revealed two major themes associated with family financial discussion processes. In parent-initiated discussions, principles were taught primarily through vertically structured (top-down) delivery. Three concepts reported across all three generations of respondents included (a) sharing financial experiences, (b) involving children in decisions, and (c) engaging in age-appropriate conversations. In child-initiated discussions, analyses revealed that financial principles were often taught in interactive, conversational, horizontal, and organic ways. Analyses identified two recurring concepts or contexts: (a) children asking financial questions and (b) child-initiated, age-appropriate conversations. These results highlight healthy processes for family financial discussion that may better prepare emerging adults for financial adulthood and reduce financial instability.

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Sorkhabi, Nadia. "Applicability of Baumrind's parent typology to collective cultures: Analysis of cultural explanations of parent socialization effects." International Journal of Behavioral Development 29, no. 6 (2005): 552–63. http://dx.doi.org/10.1177/01650250500172640.

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This article reviews studies that have examined whether Baumrind's parenting styles are related to child outcomes similarly in cultures where independence is said to be emphasized versus cultures where interdependence is said to be emphasized. I present evidence showing that Baumrind's parenting styles have similar function in both collectivist and individualist cultures. Based on these studies, I argue against the claim of some researchers that authoritarian parenting is not detrimental or authoritative parenting beneficial to the development of young people in cultures that are said to emphasize interdependence. However, more research is needed before conclusions can be reached about the extent to which the culture construct explains child-rearing effects on child development. Future directions for research, which include the importance of identifying diverse forms of parenting within interdependent cultures so as to distinguish the influence of functional and dysfunctional forms of parenting on child outcomes, are suggested.

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Journal articles on the topic 'Parent socialization'

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