Parenting style and bullying behavior in adolescents

General Self-Esteem as the Mechanism Through Which Early-Childhood Parental Trust and Support Affect Adolescents' Learning Behavior: A Moderated Mediation Model

Parental trust and support are machineries for children's cognitive growth and behaviors exhibited at a later age. Their influence on students' learning engagement at school has been reported, but little is known about the mechanisms through which such a proposed causal effect occurs. This study tested 2 major proposed hypotheses; (1) general self-esteem (GSE) mediates the causal relationship between parents' trust and support (PTS) and Learning engagement (LE). (2) The mediation effect is further moderated by students' college grade level. Data was collected from 1139 college students in Tanzania (M_age = 22.5, SD_age = 0.681) who filled out an online-designed questionnaire. SPSS (Statistical Package for Social Science), PROCESS macro of SPSS, and JASP (Jeffrey's Amazing Statistical Program) were used for analyzing data. The results indicated that GSE had a mediating effect (β = .0912, SE = 0.0134, P < .001) on the causal relationship between PTS and LE. The unmediated (direct) effect of PTS on LE (β = .2125, SE = 0.0419, P < .001) was lower than the total effect (β = .3037, SE = 0.0553, P < .001) after the mediation. The interaction effects of PTS (β = .0463, P < .001) and GSE (β = .0495, P < .001) on students' college grades were statistically significant, indicating that the mediation effect of GSE on the causal relationship between PTS and LE was moderated by college grades. Parental trust and support enhance students' behavioral learning at school through their general self-esteem, built from the family level (parenting).

Asociación entre los estilos de crianza y el rol de los adolescentes peruanos en el acoso escolar, 2019

Highlights: Existe consenso científico de que las diferentes tipologías de los estilos de crianza de los padres se asocian con el rol que asumen sus hijos en el acoso escolar. Los adolescentes educados en un estilo de crianza negligente en comparación con el estilo de crianza autoritario tienen el doble de probabilidad de ser agresor victimizado. Los adolescentes hombres tienen mayor probabilidad en comparación con las mujeres en asumir el rol de agresor, así como también el rol de agresor victimizado. La incorporación del enfermero a la comunidad educativa, aprobado por la legislación peruana en el año 2021, permitirá prevenir la violencia escolar y promover la cultura de paz. Introducción. Los estilos de crianza determinan la conducta infantil; sin embargo, existe escasa información sobre su repercusión en el acoso escolar. Objetivo: Determinar la fuerza de asociación entre las diferentes tipologías de los estilos de crianza y el rol asumido en el acoso escolar, así como identificar perfiles de los adolescentes según su involucramiento en el acoso escolar. Materiales y métodos. Estudio transversal tipo analítico, realizado en Lima-Perú, en el año 2019. Se aplicó la escala de estilos de crianza de Steinberg y la escala EBIP-Q a 563 escolares de escuelas públicas. Los puntajes fueron obtenidos mediante un análisis factorial confirmatorio. Se empleó el coeficiente de correlación de Spearman, Chi Cuadrado de Pearson y análisis de regresión logística multinomial. Resultados.  Existe asociación entre los estilos de crianza y el rol del adolescente en el acoso escolar. El análisis multivariado reportó que ser hombres se asocia con el rol de agresor (OR = 2,73); mientras que acceder a una red social (OR = 2,23), ser hombre (OR = 1,75), los estilos de crianza (negligente [OR = 2,72] y mixto [OR = 0,38] en comparación con autoritario) fueron predictores de asumir el rol de agresor victimizado en el acoso escolar. Discusión. La asociación encontrada en el estudio confirma hallazgos previos; sin embargo, se abre debate sobre la influencia del estilo de crianza negligente en la dinámica del acoso escolar. Conclusión. Tanto el estilo de crianza negligente y autoritario (menor proporción) tienen un efecto positivo y significativo en el rol de agresor victimizado. Como citar este artículo: Zegarra Chapoñan Roberto, Zeladita Huaman Jhon Alex, Cuba Sancho Juana Matilde, Castillo Parra Henry, Moran Paredes Gladys Ivonne, Cárdenas Niño Lucila. Asociación entre los estilos de crianza y el rol de los adolescentes peruanos en el acoso escolar, 2019. Revista Cuidarte. 2023;14(1):e2679.  http://dx.doi.org/10.15649/cuidarte.2679

Emotional Regulation in Parental Optimism—The Influence of Parenting Style

This study contributes to determining the relationship between parental emotional regulation, optimism, and parenting style. The responses collected from respondents with parental status were used in the research. The majority of respondents were female; in terms of the age of participants, they were predominantly in the category of 31–40 years, followed by those in the category 41–50 years. The data were analyzed statistically through operations such as correlations, regression, and analysis of variance. The results indicate that the authoritative parenting style is associated with the emotional regulation of parents (r = 0.25, p < 0.001), but also with their level of optimism (r = 0.29, p < 0.001). It has been demonstrated both through correlations and through confirmatory factor analysis that optimism and emotional regulation are two factors that contribute to the adoption of the authoritative parenting style. The analysis of variance indicated that the emotional regulation of the parents does not vary according to their age. Based on multiple linear regression, it was established that 5% of parents’ level of optimism is predicted by their level of emotional regulation. These new results reveal the contribution of emotional regulation and parental optimism in the process of raising and educating a child.