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Vasiou A, Kassis W, Krasanaki A, Aksoy D, Favre CA, Tantaros S. Exploring Parenting Styles Patterns and Children's Socio-Emotional Skills. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1126. [PMID: 37508623 PMCID: PMC10378631 DOI: 10.3390/children10071126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 06/09/2023] [Accepted: 06/27/2023] [Indexed: 07/30/2023]
Abstract
In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a "Highly Authoritative style" profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called "Relaxed Authoritative style", with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named "Permissive Focused Authoritative style", had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named "Inconsistent Parenting style", we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the "highly authoritative parenting style" profile to be the least connected to internalizing or externalizing problems of the respective children.
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Affiliation(s)
- Aikaterini Vasiou
- Department of Primary Education, University of Crete, 74100 Rethymno, Greece
| | - Wassilis Kassis
- Department of Research & Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, Switzerland
| | | | - Dilan Aksoy
- Department of Research & Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, Switzerland
| | - Céline Anne Favre
- Department of Research & Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, Switzerland
| | - Spyridon Tantaros
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece
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Carter M, van der Watt R, Esterhuyse K. Parent and peer attachment in bullying experiences among pre-adolescents. JOURNAL OF PSYCHOLOGY IN AFRICA 2023. [DOI: 10.1080/14330237.2023.2182948] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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The longitudinal reciprocal relations among friendship quality, positivity and prosocial behavior in chinese early adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03743-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Thompson KN, Odgers CL, Bryan BT, Danese A, Milne BJ, Strange L, Matthews T, Arseneault L. Trajectories of childhood social isolation in a nationally representative cohort: Associations with antecedents and early adulthood outcomes. JCPP ADVANCES 2022; 2:e12073. [PMID: 37431453 PMCID: PMC10242821 DOI: 10.1002/jcv2.12073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 03/09/2022] [Indexed: 11/09/2022] Open
Abstract
Background This study examined early life antecedents of childhood social isolation, whether these factors accounted for poor outcomes of isolated children, and how these associations varied according to patterns of stability and change in childhood isolation. Methods Participants included 2232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We conducted growth mixture modelling (GMM) on combined parent and teacher reports of children's social isolation when children were 5, 7, 10 and 12 years, and we assessed associations with age-5 antecedents and age-18 outcomes using regression analyses. Results We identified three linear developmental trajectories of increasing (4.75%), decreasing (5.25%) and low stable (90.00%) social isolation. Age-5 attention deficit hyperactivity disorder (ADHD) symptoms, emotional problems, prosocial behaviours, maternal personality (openness) and size of school were associated with the decreasing trajectory of social isolation. When controlling for these antecedents, increasingly isolated children were still more likely to experience ADHD symptoms, loneliness, lower job optimism and lower physical activity at age 18. Conclusions Isolated children follow distinct patterns of change over childhood and isolation seems most detrimental to health at the time it is experienced. Social isolation can be a valuable indicator of co-occurring problems and provide targets for mental health intervention in young people.
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Affiliation(s)
- Katherine N. Thompson
- Social, Genetic and Developmental Psychiatry CentreInstitute of PsychiatryPsychology and NeuroscienceKing's College LondonLondonUK
| | - Candice L. Odgers
- Social Science Research InstituteDuke UniversityDurhamNorth CarolinaUSA
- Department of Psychological ScienceUniversity of California IrvineIrvineCaliforniaUSA
| | - Bridget T. Bryan
- Social, Genetic and Developmental Psychiatry CentreInstitute of PsychiatryPsychology and NeuroscienceKing's College LondonLondonUK
| | - Andrea Danese
- Social, Genetic and Developmental Psychiatry CentreInstitute of PsychiatryPsychology and NeuroscienceKing's College LondonLondonUK
- Department of Child & Adolescent PsychiatryInstitute of PsychiatryPsychology & NeuroscienceKing's College LondonLondonUK
- National and Specialist CAMHS Trauma, Anxiety, and Depression ClinicSouth London and Maudsley NHS Foundation TrustLondonUK
| | - Barry J. Milne
- Faculty of ArtsCentre of Methods and Policy Application in the Social SciencesUniversity of AucklandAucklandNew Zealand
- Faculty of ScienceDepartment of StatisticsUniversity of AucklandAucklandNew Zealand
| | - Lily Strange
- Social, Genetic and Developmental Psychiatry CentreInstitute of PsychiatryPsychology and NeuroscienceKing's College LondonLondonUK
| | - Timothy Matthews
- Social, Genetic and Developmental Psychiatry CentreInstitute of PsychiatryPsychology and NeuroscienceKing's College LondonLondonUK
| | - Louise Arseneault
- Social, Genetic and Developmental Psychiatry CentreInstitute of PsychiatryPsychology and NeuroscienceKing's College LondonLondonUK
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Yin Y, Wang Y. Is empathy associated with more prosocial behaviour? A meta‐analysis. ASIAN JOURNAL OF SOCIAL PSYCHOLOGY 2022. [DOI: 10.1111/ajsp.12537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Affiliation(s)
- Yingying Yin
- CAS Key Laboratory of Mental Health Institute of Psychology, Chinese Academy of Sciences Beijing China
- Department of Psychology University of Chinese Academy of Sciences Beijing China
| | - Yong Wang
- CAS Key Laboratory of Mental Health Institute of Psychology, Chinese Academy of Sciences Beijing China
- The Research Center for Psychological Education University of International Relations Beijing China
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Piotrowski CC, Wiebe R, Cameranesi M. Prosocial behaviour between siblings exposed to intimate partner violence. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12589] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Caroline C. Piotrowski
- Department of Community Health Sciences Max Rady College of Medicine Rady Faculty of Health Sciences University of Manitoba Winnipeg MB Canada
| | - Rachel Wiebe
- Department of Psychology Faculty of Arts University of Manitoba Winnipeg MB Canada
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Jambon M, Malti T. Developmental Relations between Children's Peer Relationship Quality and Prosocial Behavior: The Mediating Role of Trust. The Journal of Genetic Psychology 2022; 183:197-210. [PMID: 35088652 DOI: 10.1080/00221325.2022.2030293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Positive peer relationships are important for children's prosocial development, yet the mechanisms that explain how peers contribute to prosocial outcomes during the preschool and early school years remain understudied. The present study used a prospective longitudinal design to examine whether children's degree of trust in others mediated the association between prior peer relationship quality and later prosocial behavior in a Canadian sample (N = 150; T1 Mage= 4.53 years, 50% female). Primary caregivers (84% mothers) reported on children's peer relationship quality (at age 4), trust in others (ages 4 and 5), and prosocial behavior (ages 4 and 6). Controlling for initial levels of trust and prosocial behavior at age 4, longitudinal path modeling indicated that higher quality peer relationships directly predicted relative increases in trust at age 5. In turn, increased trust at age 5 predicted relative increases in prosocial behavior at age 6. Consistent with longitudinal mediation, the indirect effect of peer relationship quality on later prosocial behavior via trust was also significant. Sensitivity analyses further indicated that these effects held over and above the potential confounding influence of parental warmth and externalizing behavioral problems (assessed at age 6). Programs designed to promote prosocial skills in early childhood may benefit from an increased emphasis on building and maintaining children's interpersonal trust.
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Affiliation(s)
- Marc Jambon
- Department of Psychology, Centre for Child Development, Mental Health, and Policy, University of Toronto Mississauga, Mississauga, Ontario, Canada
| | - Tina Malti
- Department of Psychology, Centre for Child Development, Mental Health, and Policy, University of Toronto Mississauga, Mississauga, Ontario, Canada.,Department of Psychiatry, University of Toronto, Ontario, Canada
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Yang C, Chan MK, Ma TL. School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. J Sch Psychol 2020; 82:49-69. [PMID: 32988463 DOI: 10.1016/j.jsp.2020.08.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2019] [Revised: 03/10/2020] [Accepted: 08/03/2020] [Indexed: 12/23/2022]
Abstract
Guided by the school-wide social-emotional learning framework and social-ecological model, in this study we examined the associations between students' perceptions of four core social emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, and relationship skills) and school climate and their experience with bullying victimization through a multilevel framework. We also examined the multilevel moderating effects of students' perceptions of school climate, gender, and school levels (elementary, middle, and high schools) on the association between SEL competencies and bullying victimization. Participants were 23,532 students (4th to 12th grade) from 90 schools in Delaware. Using hierarchical linear modeling and controlling for demographic factors and school climate at both student and school levels, we found that three of the four core SEL competencies (i.e., social awareness, relationship skills, and self-management) and student-level school climate perceptions had significant associations with students' bullying victimization experiences. Moreover, the positive association between social awareness and bullying victimization and the negative association between self-management and bullying victimization were both mitigated in schools with more positive school climate at the student level. The association between some of the SEL competencies and bullying victimization varied depending on students' gender and grade levels. The findings highlight the unique and differentiated relations among the four core SEL competencies and students' bullying victimization experiences; they also suggest the importance of including school climate assessment and applying gender- and grade-level-specific efforts in bullying prevention programs with an SEL focus.
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Affiliation(s)
- Chunyan Yang
- Graduate School of Education, University of California, Berkeley, United States of America.
| | - Mei-Ki Chan
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, United States of America
| | - Ting-Lan Ma
- Edgewood College, Madison, WI, United States of America
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Thornberg R, Daremark E, Gottfridsson J, Gini G. Situationally Selective Activation of Moral Disengagement Mechanisms in School Bullying: A Repeated Within-Subjects Experimental Study. Front Psychol 2020; 11:1101. [PMID: 32581946 PMCID: PMC7296082 DOI: 10.3389/fpsyg.2020.01101] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2020] [Accepted: 04/29/2020] [Indexed: 11/21/2022] Open
Abstract
With reference to social-cognitive theory, the aim of the present study was to examine whether school students' tendency to display different moral disengagement mechanisms varies according to different social cues in hypothetical events in which they are engaged in bullying behavior. A repeated within-subjects experimental design was adopted. A total of 706 Swedish students (aged 10-20) from 75 classrooms responded to four verbal bullying vignettes by filling out a self-report survey. The results showed changes in moral disengagement mechanisms across the bullying situations. For instance, moral justification, victim blaming, and dehumanization scored higher in the mean victim condition and lower in the likable victim condition than in the other two conditions. Diffusion of responsibility was higher in the group conformity condition than in the other conditions. The findings also revealed differences in the levels of moral disengagement mechanisms within the bullying conditions. For example, euphemistic labeling and displacement of responsibility scored higher than the other mechanisms in the laughing audience condition. Victim blaming scored higher than the other mechanisms in the mean victim condition. Dehumanization, victim blaming, and moral justification scored lowest while euphemistic labeling was higher than most of the other mechanisms in the likable victim condition.
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Affiliation(s)
- Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Elina Daremark
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Jonn Gottfridsson
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Gianluca Gini
- Department of Development and Social Psychology, University of Padua, Padua, Italy
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Hong W, Liu RD, Ding Y, Oei TP, Fu X, Jiang R, Jiang S. Self-Esteem Moderates the Effect of Compromising Thinking on Forgiveness Among Chinese Early Adolescents. Front Psychol 2020; 11:104. [PMID: 32116915 PMCID: PMC7010859 DOI: 10.3389/fpsyg.2020.00104] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Accepted: 01/15/2020] [Indexed: 11/17/2022] Open
Abstract
Forgiveness contributes to positive social relationships, which is critical for individual development, particularly for early adolescents. Most previous studies focused on the unique roles of cognitive factors (e.g., compromising thinking) and personality traits (e.g., self-esteem) in the process of developing forgiveness. However, sporadic research has examined their interactive effect on forgiveness from an integrated perspective. Given that forgiveness has been categorized into decisional and emotional forgiveness, this study aimed to examine the effects of compromising thinking on two types of forgiveness, and the moderating effects of self-esteem on the association between compromising thinking and forgiveness among early adolescents. A total of 1,009 Chinese primary and secondary school students (50.4% males; Mage = 11.75, SD = 1.27) were recruited to complete three self-reported questionnaires. The results showed that compromising thinking predicted decisional forgiveness but not emotional forgiveness. Furthermore, self-esteem was identified to moderate the conditional effects of compromising thinking on decisional and emotional forgiveness. These findings advance a better understanding of the construct and mechanism of forgiveness, which can provide insights for targeted forgiveness interventions among early adolescents, such as compromising thinking instructions and self-esteem enhancement programs.
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Affiliation(s)
- Wei Hong
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ru-De Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yi Ding
- Graduate School of Education, Fordham University, New York, NY, United States
| | - Tian Po Oei
- School of Psychology, The University of Queensland, St Lucia, QLD, Australia
| | - Xinchen Fu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ronghuan Jiang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Shuyang Jiang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
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