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1
Salim, Rose Mini Agoes, and Melly Preston. "Parenting Styles Effect on Career Exploration Behavior in Adolescence: Considering Parents and Adolescent Gender." Humaniora 10, no. 3 (December 20, 2019): 249. http://dx.doi.org/10.21512/humaniora.v10i3.5803.
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In facing the industrial 4.0 era, adolescents, especially high school students, need to complement their knowledge and skills learnt from school with behaviors that can help their career journey, namely the career exploration behavior (CEB). Referring to the triadic reciprocal determinism theory and gender role in Indonesian culture, this study aimed to examine the effect of parenting styles and gender on CEB. Specifically, this study examined the effect of paternal and maternal parenting styles on CEB in adolescent and compared its effect on boys and girls. Participants in this study were 427 boys and 397 girls with an average age of 17 from nine high schools. Career Exploration Survey and Parental Authority Questionnaire were used to assess participants’ CEB, and paternal and maternal parenting styles. Regression analysis showed different patterns effect of paternal and maternal parenting styles on CEB between boys and girls. For boys, parenting that was found to improve CEB were paternal authoritative parenting and maternal authoritarian parenting, while for girls, parenting that was found to improve CEB were paternal authoritarian parenting and maternal authoritative parenting. These results indicated that boys and girls need different parenting factors from father and mother. Limitation and suggestion are discussed.
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del Puerto-Golzarri, Nora, Aitziber Azurmendi, María Rosario Carreras, José Manuel Muñoz, Paloma Braza, Oscar Vegas, and Eider Pascual-Sagastizabal. "The Moderating Role of Surgency, Behavioral Inhibition, Negative Emotionality and Effortful Control in the Relationship between Parenting Style and Children’s Reactive and Proactive Aggression." Children 9, no. 1 (January 13, 2022): 104. http://dx.doi.org/10.3390/children9010104.
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The principal aim of this study is to explore the moderating role of temperament in the relationship between parenting style and the reactive and proactive aggressive behavior of 8-year-old children. The participants are 279 children (154 boys and 125 girls). To measure reactive and proactive aggression, children completed the reactive and proactive questionnaire (RPQ). Child temperament and parenting styles were evaluated by both parents using the temperament in middle childhood questionnaire (TMCQ) and the parenting styles and dimensions questionnaire (PSDQ). The results revealed that boys with high surgency levels and authoritarian fathers displayed more reactive aggression, whereas behaviorally inhibited boys with mothers who scored low for authoritarian parenting displayed less reactive aggression. Finally, girls with high levels of effortful control and mothers who scored low for authoritative parenting displayed more proactive aggression. The results highlight the value of studying the moderating role of temperament in the relationship between children’s aggressive behavior and both mothers’ and fathers’ parenting styles, and underscores the importance of doing so separately for boys and girls.
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Keown, Louise. "Fathering and mothering of preschool boys with hyperactivity." International Journal of Behavioral Development 35, no. 2 (November 19, 2010): 161–68. http://dx.doi.org/10.1177/0165025410380982.
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This study examined links between paternal and maternal parenting factors and preschool hyperactivity in a community sample. Forty-one hyperactive and 38 comparison boys (aged 47—62 months) and their fathers and mothers were assessed on a range of interview, parent questionnaire, and observational measures of parenting and child behavior. Results showed that less observed maternal warmth, fathers’ self-reported overreactive and less authoritative parenting practices, and less satisfaction with parenting (fathers and mothers) were all significantly related to child hyperactivity, following statistical adjustment for the effects of child conduct problems and maternal age. Lower rates of observed paternal and maternal sensitivity were not significantly associated with preschool hyperactivity, after controlling for child conduct problems and maternal age. Findings highlight the importance of considering the role of both fathers’ and mothers’ parenting in the development of boys with early onset hyperactive and attentional behavior difficulties.
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Bhuiyan, Armina, Md Ziaul Islam, Baizid Khoorshid Riaz, and Md Hamdullah. "Parenting Style and Adolescent Adjustment: Findings of a Cross-Sectional Study in Urban Dhaka." Journal of Preventive and Social Medicine 39, no. 2 (April 25, 2021): 8–13. http://dx.doi.org/10.3329/jopsom.v39i2.53160.
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Background: Adolescent adjustment is associated by parenting style as well as influenced by other factors of life. The objective of this study was to assess the association between parenting style and adolescent adjustment.
Methods: This cross-sectional study was conducted among 360 adolescents (180 boys and 180 girls) between 15-19 years selected by systematic random sampling from two institutions. Data were collected by semi-structured selfadministered questionnaire after taking informed written consent. The research was conducted in full accord with ethical principles and by keeping in view of the objectives of the study.
Results: Among the students, majority (74.2%) were between 15-17 years. The mean (±SD) of age was 16.66 (±1.108). Regarding parenting style, majority, 40.0% parents followed permissive style, 25.8% and 25.3% followed authoritative parenting. Only 8.9%followed negligent parenting. Majority, 59.7% of the adolescent were well adjusted. Parenting style was associated with adolescent adjustment (p<.01). There was significant mean difference in adjustment between boys and girls showing better adjustment of boys than girls (p<.01). Logistic regression between parenting style and adolescent adjustment showed, adjustment was high (OR=6.3) in permissive parenting.
Conclusion: This study showed there is significant influence of parenting style in adjustment of adolescent boys and girls which is related to the adjustment in almost all areas of life.
JOPSOM 2020; 39(2): 8-13
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Kingsbury, Mila, Ewa Sucha, Ian Manion, Stephen E. Gilman, and Ian Colman. "Adolescent Mental Health Following Exposure to Positive and Harsh Parenting in Childhood." Canadian Journal of Psychiatry 65, no. 6 (December 13, 2019): 392–400. http://dx.doi.org/10.1177/0706743719889551.
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Objectives: The purpose of the present study was to assess longitudinal associations between positive and harsh parenting in childhood and adolescent mental and behavioral difficulties. Methods: Data were drawn from Canada’s population-based National Longitudinal Survey of Children and Youth (data collected from 1994 to 2009, analyzed 2018). The sample included 9,882 adolescents aged 12/13 years old. Parents self-reported positive and harsh parenting when children were 6/7, 8/9, and 10/11 years old. Symptoms of depression/anxiety, hyperactivity, physical aggression, social aggression, and suicidal ideation were self-reported by adolescents at age 12/13. Linear regression was used to examine the associations between parenting behaviors at each age and adolescent psychiatric symptoms, adjusted for children’s baseline symptoms. Results: Harsh parenting at 10/11 was associated with elevated symptoms of early-adolescent physical aggression, social aggression, and suicidal ideation for boys only, and for all children at earlier ages. Beginning at age 8/9, harsh discipline was associated with elevated symptoms of depression/anxiety for boys only. Overall, positive parenting at age 6/7 was protective against depression/anxiety, physical aggression, and social aggression. Significant sex differences emerged beginning at age 8/9, with positive parenting associated with higher symptoms of depression/anxiety for boys only. Positive parenting at age 10/11 was associated with increased depression/anxiety, physical aggression, social aggression, and suicidal ideation among boys, but decreased symptoms of physical aggression, social aggression, and suicidal ideation among girls. Conclusions: Results suggest that the impact of positive and harsh parenting may depend on age and sex, with harsh parenting being more detrimental to boys as they approach adolescence.
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Ang, Rebecca P. "Dysfunctional Parenting Behaviors and Parenting Stress Among Mothers of Aggressive Boys." Child & Family Behavior Therapy 30, no. 4 (December 8, 2008): 319–36. http://dx.doi.org/10.1080/07317100802483181.
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Hosokawa, Rikuya, and Toshiki Katsura. "Role of Parenting Style in Children’s Behavioral Problems through the Transition from Preschool to Elementary School According to Gender in Japan." International Journal of Environmental Research and Public Health 16, no. 1 (December 21, 2018): 21. http://dx.doi.org/10.3390/ijerph16010021.
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While ineffective discipline can be attributed to authoritarian and permissive parenting styles, little research has examined the role of gender in the association between parenting style and early childhood behavioral problems. Thus, this study aimed to clarify the effects of authoritarian and permissive parenting on children’s externalizing and internalizing behaviors during the preschool-to-elementary-school transition according to gender in Japan. A sample of 1668 Japanese children (853 boys and 815 girls) were followed longitudinally over one-year intervals, and assessed based on parenting styles (the Parenting Scale), children’s behavioral problems (the Strengths and Difficulties Questionnaire), and family characteristics. Multivariate analyses revealed that, when analyzed by gender, authoritarian discipline influenced externalizing problems in boys (β = 0.048, p = 0.047) and girls (β = 0.067, p = 0.023), while permissive discipline influenced externalizing problems in boys only (β = 0.049, p = 0.038). The results document the relationship between family processes and the development of disruptive behavior disorders in children. Support for parents employing such child-rearing styles in early childhood may be effective in reducing school maladjustment.
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Pener-Tessler, Roni, Reut Avinun, Florina Uzefovsky, Shany Edelman, Richard P. Ebstein, and Ariel Knafo. "Boys' serotonin transporter genotype affects maternal behavior through self-control: A case of evocative gene–environment correlation." Development and Psychopathology 25, no. 1 (February 2013): 151–62. http://dx.doi.org/10.1017/s095457941200096x.
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AbstractSelf-control, involving processes such as delaying gratification, concentrating, planning, following instructions, and adapting emotions and behavior to situational requirements and social norms, may have a profound impact on children's adjustment. The importance of self-control suggests that parents are likely to modify their parenting based on children's ability for self-control. We study the effect of children's self-control, a trait partially molded by genetics, on their mothers' parenting, a process of evocative gene–environment correlation. Israeli 3.5-year-old twins (N = 320) participated in a lab session in which their mothers' parenting was observed. DNA was available from most children (N = 228). Mothers described children's self-control in a questionnaire. Boys were lower in self-control and received less positive parenting from their mothers, in comparison with girls. For boys, and not for girls, the serotonin transporter linked polymorphic region gene predicted mothers' levels of positive parenting, an effect mediated by boys' self-control. The implications of this evocative gene–environment correlation and the observed sex differences are discussed.
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Russell, Alan, and Graeme Russell. "Positive Parenting and Boys' and Girls' Misbehaviour during a Home Observation." International Journal of Behavioral Development 19, no. 2 (June 1996): 291–307. http://dx.doi.org/10.1177/016502549601900204.
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The study examined the relations between mother-child and father-child interaction and child misbehaviour during a naturalistic family observation in the home. The families were middle class and nonclinic, and the target child was an eldest boy or girl aged 6-7 years. The main focus was on positive parenting in the forms of warmth/affection and positive involvement with the child. These two forms of positive parenting were negatively correlated with child misbehaviour. Parental warmth/affection was most strongly associated with daughters' misbehaviour, and positive involvement with sons' misbehaviour. The links between parenting behaviours and child misbehaviour rates were similar for mothers and fathers. It was argued that co-operative child behaviour may be associated with positive emotional states arising from positive parenting behaviour. The characteristics of the sample were considered important when assessing the prominence of positive parenting behaviours.
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Jelic, Marija, and Irena Stojkovic. "Parenting influence on social competence in adolescents with and without intellectual disability." Zbornik Instituta za pedagoska istrazivanja 52, no. 2 (2020): 331–78. http://dx.doi.org/10.2298/zipi2002331j.
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Belsky?s theory of differential susceptibility to environmental influences assumes that the very individuals who seem most susceptible to environmental adversity may also benefit most from developmentally supportive rearing. The aim of this study was to examine whether supportive parenting (with parental care) in contrast to unsupportive parenting (without parental care), has greater beneficial effects in adolescents with intellectual disability (ID) than in typically developing (TD) adolescents. The sample included two groups of adolescents aged 12-18: the group of 210 adolescents without parental care (PC), 80 with ID (Mage = 15.59 years; SDage = 1.97; 54% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys) and the parallel group of 206 adolescents with PC, 76 with ID (Mage = 15.57 years; SDage = 1.93; 53% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys). Social competence was assessed using the Social Skills Rating System. Our assumption was confirmed with respect to self-control, cooperation and responsibility, adolescents with ID are more susceptible to influences of parenting status compared with TD adolescents. With respect to externalising problems, our assumption was not confirmed, possibly due to the less supportive parenting environment characterised by more parenting risk factors in families of adolescents with ID. The implications for prevention of externalising problems were discussed in relation to school and family context.
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Yabko, Brandon A., Audrey Hokoda, and Emilio C. Ulloa. "Depression as a Mediator Between Family Factors and Peer-Bullying Victimization in Latino Adolescents." Violence and Victims 23, no. 6 (December 2008): 727–42. http://dx.doi.org/10.1891/0886-6708.23.6.727.
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The purpose of this study was to assess the mediating role of depression in three different relationships: (a) sibling bullying and peer victimization, (b) mothers’ power-assertive parenting and peer victimization, and (c) fathers’ power-assertive parenting and peer victimization. Results from 242 Latino middle school adolescents from a large southwestern city bordering Mexico revealed that both boys’ and girls’ peer victimization were related to familial factors and depression. Regression analyses for boys revealed that depression mediated three relationships: (a) sibling bullying and peer victimization, (b) mothers’ power-assertive parenting and peer victimization, and (c) fathers’ power-assertive parenting and peer victimization. Depression also mediated the relationship between fathers’ power-assertive parenting and girls’ victimization by peers. The findings support the development of family-based interventions for peer victimization that include curriculum addressing depression.
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Edwardson, Charlotte L., and Trish Gorely. "Activity-Related Parenting Practices and Children’s Objectively Measured Physical Activity." Pediatric Exercise Science 22, no. 1 (February 2010): 105–13. http://dx.doi.org/10.1123/pes.22.1.105.
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This study examined the relationship between activity-related parenting practices and children’s objectively measured physical activity (PA) in 117 UK children (mean age 8.3 ± 0.95). No significant gender differences in the mean level of activity support were identified although it was found that mothers and fathers favored different activity-related parenting practices. Mothers provided higher levels of limiting sedentary behavior for both boys and girls compared with fathers as well as higher levels of logistic support for girls than fathers. Results showed that for boys, paternal explicit modeling was significantly associated with MVPA (r = .31) and VPA (r = .37). Overall, mothers and fathers favored different activity-related parenting practices when encouraging their children to be active and explicit modeling from fathers appears to be important in shaping physical activity in boys.
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Wahyuningsih, Ika Sri, and Diah Krisnatuti. "Mother’s Parenting Style, Sibling Relationship, and Learning Motivation of Youngest Child Adolescent." Journal of Family Sciences 2, no. 1 (July 1, 2017): 15. http://dx.doi.org/10.29244/jfs.2.1.15-27.
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<p>Learning motivation is the the driving force in adolescent to study diligently for reaching the good learning outcomes. This research aimed to analyze the influence of mother’s parenting style and sibling relationship to learning motivation of youngest child adolescent. This research was conducted in SMPN X Dramaga Bogor to sample as many as 60 youngest child adolescent (30 boys and 30 girls) aged 13-15 years. Authoritative mother's parenting style, warmth, and learning motivation on youngest child adolescent girls better than youngest child adolescent boys. Mother age and birth spacing were negatively correlations with learning motivation of youngest child adolescent while, authoritarian mother’s parenting style, authoritative mother’s parenting style, warmth and relative power were positively correlations with learning motivation of youngest child adolescent. Learning motivation influenced by mother age, authoritative mother’s parenting style, relative power, and conflict.</p>
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Punamäki, Raija-Leena, Samir Qouta, and Eyad El Sarraj. "Relationships between Traumatic Events, Children’s Gender, and Political Activity, and Perceptions of Parenting Styles." International Journal of Behavioral Development 21, no. 1 (July 1997): 91–109. http://dx.doi.org/10.1080/016502597385009.
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The associations between traumatic events, children’s gender and political activity, and parenting styles were examined among 108 Palestinians of 11-12 years of age. The results showed that the more the children were exposed to traumatic events, the more they perceived both their parents as strictly disciplining, rejecting, and hostile, and their mothers as more negatively evaluating. The boys perceived both their parents as treating them more negatively than the girls did. Affectionate parenting, such as intimacy and love, for its part, was not associated with traumatic events, and did not vary according to the child’s gender or political activity. The gender of the child affected the association between traumatic events, political activity, and perceived parenting. Traumatic events increased perceived parental rejection and hostility only among the boys, and perceived strict disciplining only among the girls. Although politically active children perceived both of their parents as more negative in general, in the families exposed to a high level of traumatic events, passive boys perceived their fathers as more rejecting and hostile than active boys did. It is suggested that mothers and fathers rear girls restrictively and with greater attention, and boys with rejection, when the family faces traumatic events. In exposed families, fathers also tend to discourage boys’ political passivity and apparently encourage activity.
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Chae, Jin-Young, and Kang Yi Lee. "Impacts of Korean fathers' attachment and parenting behavior on their children's social competence." Social Behavior and Personality: an international journal 39, no. 5 (June 30, 2011): 627–43. http://dx.doi.org/10.2224/sbp.2011.39.5.627.
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The impacts of fathers' childhood attachment representations and their parenting behavior on 5-year-old children's social competence were examined. One hundred and sixty Korean fathers cohabiting with their children (85 boys and 75 girls) answered questionnaires. The questionnaires related to the attachment representations of their parents based on their retrospective childhood memories and their own parenting behavior as the fathers of preschoolers. In addition, the children's preschool teachers rated their levels of social competence. Structural equation modeling indicated that the fathers' childhood attachment representations had significant indirect impacts on boys' social competence because of their own parenting behavior. There was no impact of fathers' childhood attachment representations, but fathers' parenting behavior had a significant direct impact on their daughters' social competence.
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Maglica, Toni, Ina Reić Ercegovac, and Maja Ljubetić. "Mindful parenting and behavioural problems in preschool children." Hrvatska revija za rehabilitacijska istraživanja 56, no. 1 (June 30, 2020): 44–57. http://dx.doi.org/10.31299/hrri.56.1.4.
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The aim of this research was to find out if mindful parenting contributes to internalised and externalised problems in preschool children. A total of 168 mothers, fathers and preschool teachers took part in the research, which assesses the extent of internalised and externalised problems in 76 preschool children. Additionally, both parents completed the Mindfulness in Parenting Questionnaire. Results showed that internalised and externalised problems were significantly correlated, with externalised problems being more prominent in boys. Mothers and fathers differed only in one aspect of mindful parenting, empathic understanding for the child, which was higher in mothers. When analysing differences in mindful parenting of boys/girls, the results showed that fathers of boys have higher parental awareness than fathers of girls, while there were no other significant differences. Mindful parenting did not prove significant in predicting internalised problems of preschool children. In contrast, the results showed that 30% of externalised problems in children can be explained by the child’s gender and by mindful parenting from both parents. These findings point to some differences between mothers and fathers contributing to externalised problems. Specifically, the father’s focusing attention on the child with acceptance and the mother’s self-efficacy were related to lower externalising problems, while the father’s empathic understanding of the child and mother’s non-reactivity were related to more externalising problems in children. The results are discussed in the context of existing knowledge about implicit parenting and child development outcomes.
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Sailana, Demaris Cristina. "Parents' understanding of gender towards parenting to teenagers." Indonesian Journal of Social Sciences 12, no. 1 (June 30, 2020): 20. http://dx.doi.org/10.20473/ijss.v12i1.21157.
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Gender problems have become daily topics of discussion. The relationship between gender and parenting in a family can also cause different problems because the understanding among individuals in the family is also different. The purpose of this study was to determine the understanding of parents about gender and to identify the way parents provide parenting to boys and girls. The research method used in this study was a descriptive qualitative approach. The informants in this research were parents who have teenaged children, either boys or girls, or both of them. The results of this study indicate that parents in Claket Village did not understand the differences between gender and sex because they still distinguished the tasks based on sex. The way that the parents used to provide parenting to boys and girls was to involve their children directly in doing their parents’ activities.
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Burns, Ailsa, and Ross Homel. "Gender Division of Tasks by Parents and Their Children." Psychology of Women Quarterly 13, no. 1 (March 1989): 113–25. http://dx.doi.org/10.1111/j.1471-6402.1989.tb00989.x.
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The division of parenting tasks between wives and husbands was explored in a sample of 279 Australian families containing a 9–11-year-old child, and the children's performance of household tasks was compared with their parents' division of labor. Three parenting factors (domestic care, leisure/enrichment, and psychological), and four child factors (handyman, domestic, maturity, and babysitting) were obtained. Mothers were more active than fathers on all three parenting factors, but significant differences were found between parents of differing SES and cultural backgrounds. Among children, the greatest sex difference was found on the handyman factor, where boys greatly outperformed girls. Boys' performance on this factor was not related to parental division of labor or social background, but girls' performance was higher when they were only children and when they lived in higher SES families. Girls outperformed boys on the domestic and maturity factors. Parenting style, SES, and cultural background also were significantly related to these factor scores. Apart from child's sex, cultural background was the strongest predictor of children's task performance.
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De Araújo, Fernanda Ribeiro, and Nancy Ramacciotti De Oliveira-Monteiro. "Aggressiviness in boys and girls: evaluations made by mothers." Psico 51, no. 2 (February 12, 2020): e31881. http://dx.doi.org/10.15448/1980-8623.2020.2.31881.
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Aggressiveness can be defined as any form of behavior intended to hurt a living being. It can be characterized as direct aggression, more common in boys’ behavior, and hostile aggression, more often practiced by girls. Objective: to describe and compare the frequency of direct aggressive behavior in children, considering: gender, age, family economic class and parenting styles. Method: 47 mothers of boys and girls were investigated, who responded to the Child Behavior Checklist for Ages 6–18, the Parenting Style Inventory and to the Brazilian Economic Classification Criteria. Results: no differences were found in the manifestation of aggressiveness in the studied variables and a weak negative correlation was found between parenting style and aggressiveness. Conclusions: to understand the development and maintenance of aggressive behaviors in childhood, interactions between environmental, biological, social, cultural, family and historical factors should be considered. The role of father figure, not assessed in this study, during development, is discussed.
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Pascual-Sagastizabal, Eider, Nora del Puerto-Golzarri, and Aitziber Azurmendi. "Differential Susceptibility or Diathesis-Stress: Testing the Moderating Role of Temperament and Cortisol Levels between Fathers’ Parenting and Children’s Aggressive Behavior." Brain Sciences 11, no. 8 (August 19, 2021): 1088. http://dx.doi.org/10.3390/brainsci11081088.
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Aggression is a multidimensional behavior that could be caused by different biopsychosocial variables. The aim of this study was to explore whether temperament, cortisol and sex moderate the relation between fathers’ parenting style and aggressive behavior in school-aged children, and whether this corresponds to differential susceptibility or diathesis-stress. Participants were 158 children (88 boys and 70 girls) aged 8 years. Aggressive behavior was measured using the Direct and Indirect Aggression Scale and fathers informed about their child’s temperament and their own parenting style through the Children’s Behavior Questionnaire and the Parenting Styles and Dimensions Questionnaire (respectively). Children’s’ baseline saliva cortisol levels were analyzed through an enzyme immunoassay technique. The results revealed that high cortisol levels moderated the relation between fathers’ low levels of authoritative parenting and boys’ aggression. Moreover, high negative emotionality moderated the relation between permissive paternal parenting and girls’ aggressive behavior, with both these relations being consistent with the diathesis-stress theory.
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Snyder, James J., Lynn P. Schrepferman, Lisha Bullard, Amber D. McEachern, and Gerald R. Patterson. "Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood." Development and Psychopathology 24, no. 3 (July 11, 2012): 1117–38. http://dx.doi.org/10.1017/s0954579412000570.
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AbstractTwo longitudinal studies were used to examine the occurrence and consequences of peer deviancy training during childhood and the relative role of early covert antisocial behavior in risk for antisocial behavior in early adolescence. Peer deviancy training was apparent in a sample of at-risk first grade children, and it showed persistence and increased prevalence across the school year. Peer deviancy training, peer rejection, and unskilled parenting made additive contributions to the development of antisocial behavior during kindergarten and first grade and to antisocial behavior in fourth grade. Skilled parenting partially mitigated the association of peer deviancy training with antisocial behavior for boys. The appearance and growth of covert antisocial behavior was a predictor of fourth grade antisocial for boys and girls, more so than aggressive and overt antisocial behavior. Peer deviancy training and early covert antisocial behavior were key pathways to girls' antisocial behavior in fourth grade, and they complemented the roles of peer rejection and overt antisocial behavior for boys. The relationships of parenting and peer processes to trajectories of antisocial behavior were similar for boys and girls; but boys showed higher levels of antisocial behavior, were more involved in peer deviancy training, and were more likely to experience peer rejection.
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Hood, Brianne, Thomas Power, and Laura Hill. "Children's appraisal of moderately stressful situations." International Journal of Behavioral Development 33, no. 2 (January 30, 2009): 167–77. http://dx.doi.org/10.1177/0165025408098011.
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This study investigated 2 questions: (1) do children show consistent styles of appraisal across a range of moderately stressful events?, and (2) what are the adjustment and parenting correlates of individual differences in children's appraisal style? Ninety-nine 3rd though 5th grade children and their mothers participated. For each of 6 vignettes involving moderately stressful situations, children responded to 10 items assessing children's appraisal of these events. Mothers completed a self-report measure of parenting practices and children reported on their psychological adjustment. Participants showed moderate levels of consistency in their appraisal of the events across situations, and 6 appraisal styles were identified that reflected the nature of appraisal aggregated across situations. These styles showed meaningful patterns of association with child psychological symptoms and parenting practices. Children showing the victim appraisal style reported the highest levels of anxiety and school dislike, whereas children showing the inconvenience and take responsibility styles reported the lowest level of conduct problems. Parenting style was associated with the appraisal style of boys but not girls. Specifically, boys of authoritative mothers were more likely than other boys to show the inconvenience and take responsibility appraisal styles and less likely to show the victim style.
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Hayani, Nur. "PENALARAN MORAL ANAK DITINJAU DARI GAYA PENGASUHAN DAN JENIS KELAMIN." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 7, no. 1 (May 22, 2018): 26–35. http://dx.doi.org/10.21009/jppp.071.04.
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The objectives of this research is to know the difference of moral reasoning between boys and girls perceived from authoritarian, authoritative and permissive parents. The subjects of this research were 81 students at primary school of Al Falah Sei Mencirim Kutalimbaru Sumatera Utara. The data of the study was collected by using two scales, they are Moral Reasoning scale and parenting style scale. Analysis of Variance (ANOVA) was applied to analyze the data, which resulted that parenting styles and gender interact each other in affecting moral reasoning (F : 5,580; p = 0.006 < 0.05), and it means that there is a difference of moral reasoning among boys and girls perceived from authoritarian, authoritative and permissive parenting styles. Based on the finding above, it is suggested that educators should develop suitable teaching strategy which may enhance positive developmental aspects by avoiding sex stereotypes; encouraging to be independent and take a risk; and guiding in problem solving. It is suggested too that parents should avoid different parenting between boys and girls and help them to make moral decision properly so the can avoid social adapting problems.
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de Haan, Amaranta D., Peter Prinzie, and Maja Deković. "Change and reciprocity in adolescent aggressive and rule-breaking behaviors and parental support and dysfunctional discipline." Development and Psychopathology 24, no. 1 (January 31, 2012): 301–15. http://dx.doi.org/10.1017/s0954579411000848.
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AbstractThis study examined how the development of aggressive/rule-breaking behaviors (9–17 years) is related to the development of overreactive and warm parenting, and explored gender differences in development and interrelations. Externalizing was assessed using combined mother/father reports of the Child Behavior Checklist (N = 516). Overreactivity was assessed using self-reports of the Parenting Scale; warmth was measured using self-reports of the Parenting Practices Questionnaire. All constructs were assessed three times across 6 years. The interrelated development of externalizing and parenting was examined by cohort-sequential multigroup latent growth models. Timing of effects was investigated using multigroup cross-lagged models. The results from latent growth models suggest that boys and girls change similarly in the extent to which they show externalizing behaviors, and indicate that mothers and fathers show somewhat different parenting toward boys than girls. No gender differences were found for interrelations between externalizing and parenting. Initial levels of aggression were related to changes in overreactivity and warmth, and vice versa. Changes in externalizing were related to changes in parenting. Cross-lagged models showed that relations between overreactivity and aggression/rule breaking were reciprocal. Together, results from this study show that adolescent externalizing and parenting affect each other in important ways, regardless of the gender of the child or the parent.
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Ashiq, Uzma, Sara Subhan, and Sayyeda Taskeen Zahra. "Role of Self-Esteem in Punitive Parenting and Psychological Reactions of Abuse and Neglect in Adolescents." Journal of Professional & Applied Psychology 3, no. 3 (September 30, 2022): 371–80. http://dx.doi.org/10.52053/jpap.v3i3.125.
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The objective of the study was to examine the moderating role of self-esteem in the relationship between punitive parenting and psychological reactions to abuse and neglect. The sample of the study was 305 (Girls=49%, Boys=50%) adolescents with the age range of 12-16 years (M=14.25, SD=1.47) of class 6th -10th of 3 boys and 4 girls schools selected through multistage sampling technique. Culturally developed punitive parenting scale, self-esteem scale, and psychological reactions of abuse and neglect scale were administered. Results were discussed in light of cultural expressions and indicators of self-esteem, punitive parenting, and psychological reactions to abuse and neglect. Results suggested that self-esteem significantly moderates the relationship between punitive parenting and psychological reactions to abuse and neglect (?=.013, SE. = - .005, p<.001). Regression analysis revealed that punitive parenting is a positive predictor (SE=.45, p<.001) of psychological reactions to abuse and neglect whereas self-esteem negatively predicts (?=-.006; SE=.08) psychological reactions to abuse and neglect in the association with punitive parenting in adolescents. Study findings suggest that punitive parenting significantly contributes to increasing psychological reactions to abuse and neglect in adolescents therefore the area of parenting needs noteworthy concerns to reduce mental health problems in adolescents.
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Keenan, Kate, Rolf Loeber, Quanwu Zhang, Magda Stouthamer-Loeber, and Welmoet B. van Kammen. "The influence of deviant peers on the development of boys' disruptive and delinquent behavior: A temporal analysis." Development and Psychopathology 7, no. 4 (1995): 715–26. http://dx.doi.org/10.1017/s0954579400006805.
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AbstractThe concurrent and predictive influence of deviant peers on boys' disruptive and delinquent behavior was examined in a community sample of fourth- and seventh-grade boys, who were followed-up over six data waves. Analyses were conducted separately for three different types of behavior problems: authority conflict, covert, and overt disruptive behavior. Consistent with the existing literature, concurrent relations between peers' and boys' disruptive behavior were expected to be significant. A more informative test, however, was whether exposure to deviant peers resulted in boys' subsequent initiation of disruptive behavior. Although peer influences were expected in the predictive analyses, the relations were hypothesized to differ by type of behavior. The potential moderating effects of hyperactivity and poor parenting practices were also examined to test the hypothesis that boys who are already at risk for behavior problems will be more susceptible to deviant peer influence. Results supported the significant concurrent and predictive relation between exposure to deviant peers and boys' engagement in disruptive and delinquent behavior. There were no significant moderating effects of attention-deficit hyperactivity disorder (ADHD) or parenting practices on peer influence.
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Nguyen, Hoa T., Edward A. Frongillo, Christine E. Blake, Cheri J. Shapiro, and Amy L. Frith. "Earlier and Concurrent Food Insecurity Are Associated with Suboptimal Parenting in Early Childhood." Journal of Nutrition 150, no. 6 (March 31, 2020): 1590–99. http://dx.doi.org/10.1093/jn/nxaa073.
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ABSTRACT Background Food insecurity (FI) is associated with poor health, suboptimal nutrition, and disadvantaged linguistic, social, and academic development for children. Given the prominent role that parents play in children's development, FI may be associated with parenting practices. Objectives We aimed to understand how FI and its change over time relate to parenting in early childhood. Methods Data were from the Early Childhood Longitudinal Study–Birth Cohort: parental interviews and child assessments at 9 mo and 2, 4, and 5 y old. Dependent variables were parenting practices in years 2, 4, and 5 in parent–child interaction, discipline, rules, and routines in general and food-related settings. Stratified by gender, parenting outcomes were regressed on earlier FI and child, parent, and contextual covariates, then additionally regressed on concurrent FI, using models with full-information-maximum-likelihood and cluster control. Results Earlier FI was associated with harsh discipline (girls, year 5: β1 = 0.0811, P < 0.05) and frequent evening meals at a regular time (girls and boys, years 2 and 4), before adding concurrent FI. Accounting for earlier FI and covariates, concurrent FI was associated with harsh discipline (girls, years 2 and 4: β2 = 0.0489 and 0.0705, P < 0.05; boys, year 2: β2 = 0.0584, P < 0.05), rules about foods (girls, year 4), frequent evening meals as a family (girls, years 2 and 4), and frequent evening meals at a regular time (girls, years 2 and 4; boys, year 2); earlier FI remained associated with harsh discipline (girls, year 5) and frequent evening meals at a regular time (girls, years 2 and 4; boys, year 4). Conclusions FI was linked with suboptimal parenting practices in structuring a general and food-related living environment, particularly for girls and by the age of 5 y.
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Fitri, Nurfitriliani, Dwi Hastuti, and Lilik Noor Yuliati. "Parenting Style, Feeding Patterns, and Adolescent Eating Behavior in South Kalimantan between Male and Female Adolescents." Journal of Family Sciences 4, no. 2 (February 17, 2020): 130–42. http://dx.doi.org/10.29244/jfs.4.2.130-142.
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Parenting style and parenting eating patterns are a way of controlling teenagers eating behavior. This study aims 1) to analyze gender differences in adolescent characteristics, family characteristics, feeding patterns, and eating behavior; 2) to analyze the effect of adolescent characteristics, family characteristics, and feeding patterns on adolescent eating behavior. This study used a cross-sectional study design with survey methods. The sample of this study was 160 adolescents (61 boys and 99 girls who were in grade 10 of high school). The results of the T-test showed that there were no significant gender differences in adolescent characteristics and family characteristics. There were significant differences in authoritarian parenting style, feeding patterns and eating behavior between boys and girls. The results of the regression analysis showed that eating behavior was influenced by age and feeding patterns.
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Bornstein, Marc H., Diane L. Putnick, and Joan T. D. Suwalsky. "Parenting cognitions → parenting practices → child adjustment? The standard model." Development and Psychopathology 30, no. 2 (June 19, 2017): 399–416. http://dx.doi.org/10.1017/s0954579417000931.
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AbstractIn a large-scale (N = 317) prospective 8-year longitudinal multiage, multidomain, multivariate, multisource study, we tested a conservative three-term model linking parenting cognitions in toddlerhood to parenting practices in preschool to classroom externalizing behavior in middle childhood, controlling for earlier parenting practices and child externalizing behavior. Mothers who were more knowledgeable, satisfied, and attributed successes in their parenting to themselves when their toddlers were 20 months of age engaged in increased supportive parenting during joint activity tasks 2 years later when their children were 4 years of age, and 6 years after that their 10-year-olds were rated by teachers as having fewer classroom externalizing behavior problems. This developmental cascade of a “standard model” of parenting applied equally to families with girls and boys, and the cascade from parenting attributions to supportive parenting to child externalizing behavior obtained independent of 12 child, parent, and family covariates. Conceptualizing socialization in terms of cascades helps to identify points of effective intervention.
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Mahyudin, Mahyudin, and Nurbaiti Nurbaiti. "Pola Asuh Anak Perempuan Gayo Dalam Perspektif Gender." Hikmah: Journal of Islamic Studies 14, no. 1 (May 20, 2018): 40. http://dx.doi.org/10.47466/hikmah.v14i1.102.
Full textAbstract:
Family is the first social environment where children can interact.
It is in this primary institution that a child experiences parenting.
Prolonged parenting will form a habit in children. Teaching good
habits is very important to do since the beginning of a child’s
life and education through habituation can be done by giving
parenting to children or students.
Parenting between families with one another are different. Many
factors can influence parenting by the family. One of the factors
that determine the shape of parenting is culture, so that among
tribes and others have different forms of parenting.
In providing parenting, the Gayo tribe is strongly influenced by
the traditions and culture which they have. They follow to the
patrilineal kinship system, which is a fatherly manner, and in
principle, this system is a kinship system that draws the lineage of
the father or male ancestors.
Boys have a very important role in the kinship system of the
Gayo tribe, boys are given an important place, because boys are
successors and nobility.
This such parenting is known as gender bias, because boys and
girls get different status and roles based on sex (sex) and not
based on their abilities.
Keywords: Parenting, Parents, Child, Gender Bias, Gayo Tribe
Keluarga merupakan lingkungan sosial pertama tempat anak
dapat berinteraksi. Pada institusi primer inilah seorang anak
mengalami pengasuhan. Pola asuh yang berkepanjangan
akan membentuk sebuah pembiasaan pada anak. Penanaman
pembiasaan yang baik, sangat penting dilakukan sejak awal
kehidupan anak dan pendidikan melalui pembiasaan dapat
dilakukan dengan cara memberikan pola asuh pada anak/siswa.
Pola asuh anak antara keluarga satu dengan keluarga lainnya
berbeda-beda. Banyak faktor yang dapat mempengaruhi pola
asuh yang dilakukan keluarga. Salah satu faktor yang turut
menentukan bentuk pola asuh orang tua adalah budaya, sehingga
antara suku satu dengan lainnya mempunyai bentuk pola asuh
berbeda.
Dalam memberikan pola asuh, suku gayo sangat dipengaruhi
oleh tradisi dan budaya yang mereka miliki. Mereka menganut
sistem kekerabatan patrilineal yaitu bersifat kebapaan, dan
pada prinsipnya, sistem ini merupakan sistem kekerabatan
yang menarik garis keturunan ayah atau garis keturunan nenek
moyang laki-laki.
Anak lelaki peranannya sangat penting dalam sistem kekerabatan
suku gayo, anak lelaki diberikan tempat yang penting, karena anak
lelaki merupakan penerus keturunan dan gelar kebangsawan .
Pola asuh seperti itulah yang kemudian dikenal dengan pola
asuh bias gender, karena anak laki-laki dan anak perempuan
mendapatkan status dan peranan berbeda berdasarkan jenis
kelamin (sex) dan bukan berdasarkan kemampuan yang dimiliki.
Kata Kunci: Pola asuh, orang tua, anak, bias gender, suku gayo.
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Russell, Alan, Craig H. Hart, Clyde C. Robinson, and Susanne F. Olsen. "Children's sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles." International Journal of Behavioral Development 27, no. 1 (January 2003): 74–86. http://dx.doi.org/10.1080/01650250244000038.
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Links between both temperament and parenting, and children's sociable and aggressive behaviour with peers (physical and relational), were examined. The research was undertaken in two Western cultures (the United States and Australia) assumed to be similar in socialisation practices and emphases. The moderating effects of parent sex and child sex were also examined. Parents completed questionnaires on parenting styles and child temperament. Preschool teachers rated children's aggressive and sociable behaviour. US children were rated higher on both types of aggression by teachers and on sociability, activity, and emotionally by parents. Girls were rated as more relationally aggressive and more prosocial than boys, with boys higher on physical aggression. Mothers were more authoritative, with fathers more authoritarian, although the latter was mainly a result obtained from US parents. In both the United States and Australia, temperament consistently predicted child sociable and aggressive behaviours, with some evidence of fathers' authoritarian parenting also contributing. The results show the relevance for parenting and child development of gender, and the importance of culture differences even between two Western and individualist countries.
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Jackson, Aurora P., Jeong‐Kyun Choi, and Kathleen S. J. Preston. "Harsh Parenting and Black Boys' Behavior Problems: Single Mothers' Parenting Stress and Nonresident Fathers' Involvement." Family Relations 68, no. 4 (July 24, 2019): 436–49. http://dx.doi.org/10.1111/fare.12373.
Full text
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Sadeghi, Saeid, Sajad Ayoubi, and Serge Brand. "Parenting Styles Predict Future-Oriented Cognition in Children: A Cross-Sectional Study." Children 9, no. 10 (October 20, 2022): 1589. http://dx.doi.org/10.3390/children9101589.
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Parenting is a crucial environmental factor in children’s social and cognitive development. This study investigated the association between parenting styles and future-oriented cognition skills in elementary school-aged children. Cross-sectional data were collected from parents of 200 Iranian elementary school aged children (6–13 years), 139 boys and 61 girls. Baumrind’s Parenting Styles Questionnaire and Children’s Future Thinking Questionnaire (CFTQ) were administered to parents. There was a significant positive association between authoritative parenting and children’s abilities in prospective memory, episodic foresight, planning, delay of gratification, and future-oriented cognition total score. In contrast, authoritarian parenting was negatively correlated with children’s abilities in planning, delay of gratification, and future-oriented cognition. Increases in authoritative parenting scores predicted better future-oriented cognition abilities in children.
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Bagán, Gema, Ana M. Tur-Porcar, and Anna Llorca. "Learning and Parenting in Spanish Environments: Prosocial Behavior, Aggression, and Self-Concept." Sustainability 11, no. 19 (September 22, 2019): 5193. http://dx.doi.org/10.3390/su11195193.
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The psychology of sustainability and sustainable development is related to improvements in people’s quality of life in different environments, including the family. Based on this theoretical approach, this study explores the relationships between parenting styles (maternal and paternal support, control, and neglect) and prosocial behavior, aggression, and self-concept of children from Spain aged 4–7 years (M = 5.81; DS = 1.05). Participants were 635 boys and girls (53.7% boys; 46.3% girls) from Valencia and Castellón (Spain). Most parents had low educational levels and low-qualified, temporary jobs. Over 82% of participants were from Spain. The other participants were from Western Europe, Eastern Europe, Latin America, Sub-Saharan Africa, North Africa, and Southeast Asia. The results indicate that maternal support and control have the strongest relationships with children’s prosocial behavior, aggression, and self-concept, fundamentally as predictors of self-concept and aggression. According to children’s perceptions, maternal parenting plays a more prominent role than paternal parenting. Authoritarian and neglectful parenting at these ages seems to be perceived less negatively than at other ages, and the effects of such parenting may arise at a later age. Furthermore, prosocial behavior and self-concept curb aggression. These results can support the design of interventions in childhood.
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Sulik, Michael J., Nancy Eisenberg, Tracy L. Spinrad, Kathryn Lemery-Chalfant, Gregory Swann, Kassondra M. Silva, Mark Reiser, Daryn A. Stover, and Brian C. Verrelli. "Interactions among catechol-O-methyltransferase genotype, parenting, and sex predict children's internalizing symptoms and inhibitory control: Evidence for differential susceptibility." Development and Psychopathology 27, no. 3 (August 27, 2014): 709–23. http://dx.doi.org/10.1017/s0954579414000807.
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AbstractWe used sex, observed parenting quality at 18 months, and three variants of the catechol-O-methyltransferase gene (Val158Met [rs4680], intron1 [rs737865], and 3′-untranslated region [rs165599]) to predict mothers' reports of inhibitory and attentional control (assessed at 42, 54, 72, and 84 months) and internalizing symptoms (assessed at 24, 30, 42, 48, and 54 months) in a sample of 146 children (79 male). Although the pattern for all three variants was very similar, Val158Met explained more variance in both outcomes than did intron1, the 3′-untranslated region, or a haplotype that combined all three catechol-O-methyltransferase variants. In separate models, there were significant three-way interactions among each of the variants, parenting, and sex, predicting the intercepts of inhibitory control and internalizing symptoms. Results suggested that Val158Met indexes plasticity, although this effect was moderated by sex. Parenting was positively associated with inhibitory control for methionine–methionine boys and for valine–valine/valine–methionine girls, and was negatively associated with internalizing symptoms for methionine–methionine boys. Using the “regions of significance” technique, genetic differences in inhibitory control were found for children exposed to high-quality parenting, whereas genetic differences in internalizing were found for children exposed to low-quality parenting. These findings provide evidence in support of testing for differential susceptibility across multiple outcomes.
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Žukauskienė, R., O. Malinauskienė, and R. Erentaitė. "TĖVŲ AUKLĖJIMO STILIAUS IR EMOCINIO INTELEKTO SĄSAJOS SU VYRESNIŲJŲ PAAUGLIŲ SAVIVEIKSMINGUMU BEI SAVIVERTE PAGAL LYTĮ." Psichologija 44 (January 1, 2011): 22–41. http://dx.doi.org/10.15388/psichol.2011.44.2550.
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Šiame straipsnyje analizuojamos prognostinės tėvų auklėjimo stiliaus ir paauglių emocinio intelekto galimybės numatyti savivertę ir saviveiksmingumą paauglystėje atskirai vaikinams ir merginoms. Analizei naudoti duomenys iš tęstinio Klaipėdos apskrities mokyklose atliekamo vyresniųjų klasių mokinių tyrimo. Tiriamųjų imtį sudarė 1028 mokiniai, kurių amžius 16–18 metų (M = 16,29; SD = 0,93), iš jų 624 merginos ir 404 vaikinai. Šiame straipsnyje naudojama 2008–2009 m. surinkta informacija apie paauglių savivertę (RSE: Rosenberg Self–Esteem scale, Rosenberg, 1965), tėvų auklėjimo stilių (EMBU: Egna Minnen Beträffande Uppfostran, Arrindell et al., 1994), paauglių emocinį intelektą (ESCQ-45: Emotional Skills and Competence Questionnaire, Takšić et al., 2009) ir saviveiksmingumą (GSE: Generalized Self-Efficacy Scale, Schwarzer and Jerusalem, 1995). Tyrimo rezultatai parodė, kad merginos turi aukštesnį bendrą emocinį intelektą (ir didesnius visus emocinio intelekto rodiklių įverčius) nei vaikinai; merginų ir vaikinų saviveiksmingumas nesiskiria, tačiau vaikinai pasižymi didesne saviverte nei merginos. Abu tėvai emocinę šilumą, kaip auklėjimo stilių, dažniau naudoja, kai šeimoje auga duktė, o tėvas (bet ne motina) dažniau naudoja atstūmimą, kai šeimoje auga sūnus. Labiausiai su emocinio intelekto rodikliais yra susijusi tėvų emocinė šiluma, tačiau svarbūs ir kiti tėvų auklėjimo stiliai, kurių sąsajos su paauglių emociniu intelektu priklauso ir nuo tėvų, ir nuo vaiko lyties. Apibendrinant galima teigti, kad vaikinų ir merginų saviveiksmingumą ir merginų savivertę numatyti leidžia tik emocinis intelektas, o vaikinų savivertę – dar ir tėvo emocinė šiluma.Pagrindiniai žodžiai: tėvų auklėjimo stilius, emocinis intelektas, savivertė, saviveiksmingumas, paauglystė.Effects of parenting styles and emotional intelligence on self-efficacy and self-esteem in late adolescence: gender differencesŽukauskienė R., Malinauskienė O., Erentaitė R. SummaryPrevious studies have found that parenting styles predict childrens’ emotional intelligence, i.e., their ability to perceive, express and manage their emotions. Parenting styles were also found to predict the self-efficacy and self-esteem of adolescents. Despite a high interest in the effects of parenting on the emotional charateristics and adjustment indicators of adolescents, researchers have rarely analysed the effects of gender on these links. Previous data suggest that adolescent boys have a higher self-esteem as compared with girls, while findings on gender differences in emotional intelligence are mixed. Moreover, some effects of the interaction between parents’ and adolescents’ gender have been found significant when predicting the adjustment of adolescents. The present study explores the way in which parenting styles and adolescents’ emotional intelligence (perception and understanding of emotions, expression and labeling of emotions, and managing and regulating emotions) predict the self-esteem and self-efficacy of adolescent boys and girls. Data for this analysis were taken from a longitudinal study in high schools of the Klaipėda region. The sample consisted of 1028 adolescents (624 girls and 404 boys) aged 16 to 18 (M = 16.29, SD = 0.93). The participants filled in the Rosenberg’s Self-Esteem Scale (RSE, Rosenberg, 1965), parenting styles questionnaire (EMBU: Egna Minnen Beträffande Uppfostran, Arrindell et al., 1994), the Emotional Skills and Competence Questionnaire (ESCQ-45, Takšić et al, 2009), and the Generalized Self-efficacy Scale (GSE, Schwarzer and Jerusalem, 1995). The results revealed significant gender effects: girls scored higher on all subscales of emotional intelligence (perception and understanding, expression and labeling, and managing and regulating emotions), including the total emotional intelligence score. In line with the previous studies, self-efficacy did not differ by gender, but boys had a higher self-esteem as compared with girls. Both parents showed more emotional warmth to their daughters, while fathers (but not mothers) showed more rejection towards their sons. Of all parenting styles, parental emotional warmth had the strongest links with the emotional intelligence of adolescent girls and boys. The other links between parenting styles and adolescents’ emotional intelligence were gender-dependent in both parents and adolescents. Self-esteem and self-efficacy in adolescents were strongly predicted by their emotional intelligence scores, whereas parenting styles (father’s emotional warmth) were only important in predicting boys’ self-esteem.Key words: parenting styles, emotional intelligence, self-esteem, self-efficacy, adolescence.
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Smith, Cynthia L., and Kimberly L. Day. "Parenting, anger, and effortful control as predictors of child externalizing behavior." International Journal of Behavioral Development 42, no. 2 (February 17, 2017): 248–56. http://dx.doi.org/10.1177/0165025417692898.
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Externalizing behaviors observed in early childhood have been found to be stable, particularly for boys, but little research has investigated the antecedents of these behaviors, especially how the antecedents may differentially relate to externalizing behaviors in boys and girls. The goal of this study was to explore predictors of externalizing behaviors concurrently in toddlerhood and longitudinally to preschool. When children ( n = 140) were 30–36 months old, maternal supportive and controlling behaviors were observed, and children’s effortful control and anger were measured through observations and maternal report. Mothers reported on children’s externalizing behavior during toddlerhood and approximately 2 years later ( n = 116). Although mean level differences were not found between boys and girls, effortful control was differentially related to externalizing behaviors in toddlerhood. Higher levels of effortful control were associated with less externalizing behaviors for boys but not for girls. Additionally, anger was positively related to externalizing behaviors. Few associations were found for maternal behaviors, which emphasizes the importance of child characteristics in externalizing behaviors. Our findings emphasize how future research should continue to examine relations of early antecedents to concurrent and later externalizing behaviors even if mean level sex differences are not found.
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Sulyok, R. S., and M. Miklósi. "The Moderator Role Of Gender In The Relationship Between Behavioral Inhibition And Parental Behaviour In Preschool Children." European Psychiatry 65, S1 (June 2022): S853—S854. http://dx.doi.org/10.1192/j.eurpsy.2022.2211.
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Introduction Preschool Behavioural Inhibition (BI) was found to be a temperamental risk factor of anxiety disorders in later life; especially in women. Similarly, previous research revealed that parental behaviour plays a major role in the development and maintenance of anxiety disorders. Gender differences in parental responses to child’s temperament may contribute to the stronger association between BI and anxiety disorders in females. Objectives We aimed to examine the moderating effect of child’s gender in the association between child’s BI and parenting behaviour in a non-clinical sample of parents of preschool children. Methods A cross-sectional sample of parents (N=94) of preschool children (girls 47.4%) filled out the Behavioural Inhibition Questionnaire (BIQ) and the Multidimensional Assessment of Parenting Scale (MAPS). Results Child’s gender was found to moderate the relationships between BIQ scores and MAPS Supportive Parenting (F(3,90)=4.350, p=.007, R2=.127), as well as Hostile Parenting (F(3,89)=3.478, p=.019, R2=.105). In boys, higher BIQ scores were associated with higher levels of Supporting Parenting (b=.005, p=.027), while in girls this association was reversed (b=-.004, p=.037). Furthermore, in boys, no association was found between BIQ scores and Hostile Parenting (b=.005, p=.835); however, higher BIQ scores were related to higher levels of Hostile Parenting in girls (b=.067, p<.001). Conclusions Our results suggest that parental responses to their preschool child’s Behavioural Inhibition may vary as a function of child’s gender. This may lead to gender differences in developmental pathways to anxiety disorders. Disclosure No significant relationships.
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Ramasamy, P., and S. Deepika. "A Study on Socio-Demographic Profile and Parental Bonding Among Boys in Madurai Corporation Schools." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 63–69. http://dx.doi.org/10.34293/education.v7i4.602.
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Parental bonding is a critical factor in personality, emotional, and behavior development. The objectives of the present research were to study the socio-demographic profile and parental bonding of the students in Madurai Corporation Schools. The design of the study is descriptive, and 115 samples were selected using stratified random sampling. The present research focuses on the socio-demographic profile and parental bonding of male students in the age group from 14 to 17 years. The study included other factors like religion, caste, education of father and mother, the employment status of father and mother, family income, family type, and birth order of respondents. Further parental bonding, which includes father bonding and mother bonding was studied. Parental bonding was the outcome variable which included four subtypes (viz) a) affectionate constraint b) optimal parenting, c) affectionless control and d) neglectful parenting ‘The study results show that both fathers and mothers showed affectionless power. Following this, optimal parenting, affectionate constraint, and neglectful parenting occupied successive percentage for fathers as well as mothers.
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Seginer, Rachel, Ad Vermulst, and Shirli Shoyer. "The indirect link between perceived parenting and adolescent future orientation: A multiple-step model." International Journal of Behavioral Development 28, no. 4 (July 2004): 365–78. http://dx.doi.org/10.1080/01650250444000081.
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The indirect links between perceived mothers’ and fathers’ autonomous-accepting parenting and future orientation were examined in a mediational model consisting of five steps: perceived mothers’ and fathers’ autonomous-accepting parenting, self-evaluation, and the motivational, cognitive representation, and behavioural components of future orientation. Empirical estimates were carried out by LISREL on data collected from 458 (224 girls) Israeli Jewish adolescents (11th graders) regarding two prospective life domains: career and family. These estimates showed a good fit between the theoretical model and four domain-by-gender estimates (girls’ and boys’ career, and girls’ and boys’ family). Similar to recent findings, only few gender differences were found; particularly, girls scored higher on the motivational component applied to career (counter-hypothesis) and on all three components applied to prospective family. Discussion highlighted the pivotal functions of self-evaluation in linking between perceived parenting and the motivational component, and of the motivational component in linking between self-evaluation and the cognitive and behavioural components.
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Sputa, Cheryl L., and Sharon E. Paulson. "Birth Order and Family Size: Influences on Adolescents' Achievement and Related Parenting Behaviors." Psychological Reports 76, no. 1 (February 1995): 43–51. http://dx.doi.org/10.2466/pr0.1995.76.1.43.
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The purposes of this study were to confirm birth-order and family-size differences in achievement, to confirm birth-order and family-size differences in parenting, and to examine whether parenting style and parental involvement serve as mediators of birth-order and family-size differences in achievement. Subjects were 195 ninth-grade boys and girls and their parents from urban, suburban, and rural communities in the southeast and the midwest. Questionnaire measures of adolescents' and parents' perceptions of parenting style and parental involvement were used. Birth-order and family-size differences were found in adolescents' achievement and perceptions of parenting style and parental involvement but not in parents' perceptions of parenting. However, these parenting characteristics did not mediate the differences seen in achievement by birth order and family size. Implications of these findings are discussed.
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Nelson, Larry J., Craig H. Hart, Bo Wu, Chongming Yang, Susanne Olsen Roper, and Shenghua Jin. "Relations between Chinese mothers' parenting practices and social withdrawal in early childhood." International Journal of Behavioral Development 30, no. 3 (May 2006): 261–71. http://dx.doi.org/10.1177/0165025406066761.
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Researchers have identified specific parenting practices used by parents of preschoolers in mainland China (e.g., physical coercion, overprotection, shaming, directiveness, encouragement of modesty). Some of the intrusive practices have been linked to social withdrawal in western societies (e.g., United States, Canada). It seemed important to examine these associations in China because recent research suggests that young Chinese children who exhibit wariness in peer settings may be at risk for negative outcomes such as peer rejection. Therefore, the purpose of this study was to examine the relation between Chinese parenting practices and preschoolers' social withdrawal. Mothers of preschool-age children from mainland China ( N = 446) completed self-report parenting questionnaires. Teachers rated children's reticent, solitary-passive, solitary-active, and modest behaviors. Results showed that (a) maternal directiveness was positively associated with reticent behavior in girls and negatively associated with solitary-passive behavior in boys, (b) maternal overprotection, for girls, was positively related to both reticent behavior and solitary-passive behavior, and negatively related to modest behavior, (c) coercion was positively associated with solitary-active and reticent behavior in girls, and (d) shaming was positively related to all forms of withdrawn behaviors in boys and girls, as well as positively related to modest behavior in boys.
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Gómez-Ortiz, Olga, Eva Romera, Rosario Ortega-Ruiz, and Rosario Del Rey. "Parenting Practices as Risk or Preventive Factors for Adolescent Involvement in Cyberbullying: Contribution of Children and Parent Gender." International Journal of Environmental Research and Public Health 15, no. 12 (November 27, 2018): 2664. http://dx.doi.org/10.3390/ijerph15122664.
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Literature points out the role of parenting on adolescent cyberbullying involvement. However, it is necessary to clarify how gender affects this relationship. The aim of this study has been to examine the relation between the adolescents’ perception about parenting practices, and their involvement in cyberbullying, bearing in mind both girls’ and boys’ gender and progenitors’ gender. The sample comprised 2060 Spanish secondary school students (47.9% girls; Mage = 14.34). Two-way ANOVA and binary logistic regression analyses were carried out. An effect of the interaction between sex and cyberbullying roles in maternal affection and communication, inductive discipline, and psychological control, as well as paternal promotion of autonomy and psychological control, was found. In general, it can be observed that the more negative results were found in cyber-aggressors, especially when this role is assumed by girls. The results of logistic regression analysis suggest that parenting practices explain better cyberbullying involvement in girls compared to boys, finding some important differences between both sexes regarding protective and risk factors. These findings highlight the importance of parenting practices to explain cyberbullying involvement, which supports the necessity of including family among the addresses of intervention programs.
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Huang, Ching-Yu, Yi-Ping Hsieh, April Shen, Hsi-Sheng Wei, Jui-Ying Feng, Hsiao-Lin Hwa, and Joyce Feng. "Relationships between Parent-Reported Parenting, Child-Perceived Parenting, and Children’s Mental Health in Taiwanese Children." International Journal of Environmental Research and Public Health 16, no. 6 (March 23, 2019): 1049. http://dx.doi.org/10.3390/ijerph16061049.
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The current study examines the relationship between parents’ and children’s reports of parenting and their effects on children’s mental health symptoms. Six hundred and sixty-six parent-child dyads in Taiwan participated in this study. The parents and the children filled out the parenting questionnaires, and the children also reported their general mental health. The results demonstrated that parental-reported and child-perceived parenting were positively correlated, but parents tended to report lower scores on authoritarian parenting and higher scores on Chinese parenting than did their children. There were also significant gender differences: The mothers reported higher authoritative parenting than did the fathers; and the boys perceived higher authoritarian and Chinese-culture specific parenting than did the girls. Moreover, the Chinese parenting had a negative effect on children’s mental health outcomes. Finally, our results showed that children’s perception of parenting had a stronger effect on children’s mental health symptoms than did parental reports on parenting, urging future research to include the children’s report when investigating the effects of parenting on children’s mental health outcomes.
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Mi-Kyung, Choi. "The Effects of Fathers’ Parenting Involvement on Young Children’s Self-Control: The Mediating Effect of Mothers’ Parenting Competence." Family and Environment Research 58, no. 3 (August 20, 2020): 299–313. http://dx.doi.org/10.6115/fer.2020.022.
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This study investigated the relationship among fathers’ parenting involvement, mothers’ parenting competence, and young children’s self-control. Participants consisted of 325 mothers and young children (169 boys and 153 girls) from the Seoul area who completed questionnaires on fathers’ parenting involvement, mothers’ parenting competence, and young children’s self-control. Data were statistically analyzed using basic descriptive statistics, Pearson’s correlation, and multiple regression analysis. Baron and Kenny’s method was examined. Subsequently, the Sobel test was performed to check the mediating model’s significance and was adapted to SPSS version 21.0 for Windows. The major findings were as follows. First, fathers’ parenting involvement was positively correlated with young children’s self-control and mothers’ parenting competence. Second, mothers’ parenting competence was positively correlated with young children’s self-control. The mothers’ parenting competence indicated a tendency to play a perfectly/partially play a mediating role between fathers’ parenting involvement and young children’s selfcontrol; consequently, a fathers’ parenting involvement had a direct effect as well as an indirect effect through the mothers’ parenting competence on young children’s self-control. The results indicated that a mothers’ parenting competence plays a crucial role in the relationship between a fathers’ parenting involvement and the young children’s self-control.
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Fite, Paula J., Craig R. Colder, John E. Lochman, and Karen C. Wells. "The mutual influence of parenting and boys' externalizing behavior problems." Journal of Applied Developmental Psychology 27, no. 2 (March 2006): 151–64. http://dx.doi.org/10.1016/j.appdev.2005.12.011.
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McDonald, C. "Parenting style was associated with hyperactivity in school aged boys." Evidence-Based Nursing 2, no. 1 (January 1, 1999): 25. http://dx.doi.org/10.1136/ebn.2.1.25.
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Propper, Cathi B., Michael J. Shanahan, Rosemary Russo, and W. Roger Mills-Koonce. "Evocative gene–parenting correlations and academic performance at first grade: An exploratory study." Development and Psychopathology 24, no. 4 (October 15, 2012): 1265–82. http://dx.doi.org/10.1017/s0954579412000697.
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AbstractAcademic performance during the first years of school lays the groundwork for subsequent trajectories of academic success throughout childhood and adolescence. The current study tests a model according to which a gene–parenting correlation in the first 3 years of life is associated with subsequent psychosocial adjustment and then academic performance in the first grade (as indicated by teachers' assessment of academic behavior and two subscales of the Woodcock–Johnson Test of Achievement, Third Edition). Drawing on multiple waves of data from the Durham Child Health and Development Study, we find that risk alleles for dopamine receptor genes (dopamine receptor D4 for girls, dopamine receptor D2 for boys) are associated with less sensitive parenting. For girls, parenting mediates the link between dopamine receptor D4 and all academic outcomes. There is some indication that parenting also influences girls' withdrawn behavior in the classroom, which in turn influences teachers' assessments of academic performance. For boys, some evidence suggests that parenting is associated with emotion regulation, which is associated with teachers' assessments of academic behavior and both subscales of the Woodcock–Johnson. Replications of this exploratory study are necessary, but these findings provide a first step in understanding how evocative correlations in the home may predict indicators of psychosocial adjustment that in turn influence performance and achievement at school.
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Cecil, Charlotte A. M., Edward D. Barker, Sara R. Jaffee, and Essi Viding. "Association between maladaptive parenting and child self-control over time: cross-lagged study using a monozygotic twin difference design." British Journal of Psychiatry 201, no. 4 (October 2012): 291–97. http://dx.doi.org/10.1192/bjp.bp.111.107581.
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BackgroundHarsh parenting practices and negative parental feelings may be environmental risk factors for low self-control in children. Children may also evoke certain parenting reactions.AimsTo investigate the longitudinal relationship between parenting and self-control, as well as associated outcomes within the monozygotic (MZ) twin differences framework.MethodLongitudinal MZ twin differences analysis was conducted on a community sample of 5184 twins using data from ages 3, 4, 7 and 9 years. Outcomes related to self-control and parenting were analysed at age 12 years.ResultsNon-shared environmental effects of parenting on the development of self-control and an evocative effect of child self-control on parenting were found. Harsh parenting predicted conduct problems for both boys and girls. Self-control at age 9 predicted conduct problems and emotional difficulties at age 12.ConclusionsParenting and child self-control affect one another, highlighting the potential of early interventions that target parents and children simultaneously.
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Gerlach, Jennifer, Judith M. Fößel, Marc Vierhaus, Alexandra Sann, Andreas Eickhorst, Peter Zimmermann, and Gottfried Spangler. "Effects of family risk on early attachment security: Gender-specific susceptibility and mediation by parenting behavior." Developmental Child Welfare 4, no. 1 (January 3, 2022): 20–40. http://dx.doi.org/10.1177/25161032211065459.
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Growing up in high-risk environments is detrimental to children’s development of attachment security. Parenting behavior is hypothesized to be the mechanism through which risks exert their influence. However, risk influences can vary between individuals by gender. Aim of this study was to explore specific pathways of family risk on early attachment security and additionally examine the transmission via parenting behavior. The sample consisted of 197 children and their primary caregivers. Children’s age ranged between 10 and 21 months ( M = 15.25, SD = 3.59). Data assessment included 21 distal and proximal family risk factors, children’s attachment security, and parental responsivity and supportive presence. Whereas distal risk factors had an adverse effect only on girls’ attachment security, proximal risks negatively affected only boys’ attachment security. Additionally, patterns of risk factors occurring in our sample were analyzed using an exploratory principal component analysis. Regardless of the child’s gender, a low socio- economic status was negatively related to attachment security of all children. Migration and crowding and a high emotional load of the primary caregiver both negatively predicted girls’ but not boys’ attachment security. However, the attachment security of boys was affected by a negative family climate. Most of the adverse risk effects on attachment security were mediated by parental responsivity and supportive presence so that the transmission of risk occurs through parenting behavior. Results revealed a different susceptibility of family risks for girls and boys. The consideration of a gender-sensitive approach in developmental psychopathology and interventions of developmental child welfare services is recommended.