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Pesando LM, De Cao E, La Mattina G, Ciancio A. Status (in)consistency in education and violent parenting practices towards children. Soc Sci Med 2024; 351:116954. [PMID: 38759382 DOI: 10.1016/j.socscimed.2024.116954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Revised: 03/16/2024] [Accepted: 05/07/2024] [Indexed: 05/19/2024]
Abstract
Violent childrearing practices represent an invisible threat for global health and human development. Leveraging underused information on child discipline methods, this study explores the relationship between parental educational similarity and violent childrearing practices, testing a new potential pathway through which parental educational similarity may relate to child health and wellbeing over the life course. The study uses data from Multiple Indicator Cluster Surveys (MICS) and Demographic and Health Surveys (DHS) covering 27 sub-Saharan African (SSA) countries. Results suggest that couples where partners share the same level of education (homogamy) are less likely to adopt violent childrearing practices relative to couples where partners face status inconsistency in education (heterogamy), with differences by age of the child, yet less so by sex and birth order. Homogamous couples where both partners share high levels of education are also less (more) likely to adopt physically violent (non-violent) practices relative to homogamous couples with low levels of education. Relationships are stronger in countries characterized by higher GDP per capita, Human Development Index, and female education, yet also in countries with higher income and gender inequalities. Besides stressing the importance of female education, these findings underscore the key role of status concordance vs discordance in SSA partnerships. Tested micro-level mechanisms and country-level moderators only weakly explain result heterogeneity, calling for more research on the topic.
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Affiliation(s)
- Luca Maria Pesando
- New York University (AD), Division of Social Science, United Arab Emirates; McGill University, Department of Sociology, School of Arts, Canada.
| | - Elisabetta De Cao
- University of Bologna, Department of Economics, Italy; IZA, Germany.
| | - Giulia La Mattina
- University of South Florida, Department of Economics, USA; IZA, Germany.
| | - Alberto Ciancio
- IZA, Germany; University of Glasgow, Adam Smith Business School, UK.
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Xiao H, Mao J, Chen J, Wei J, He J, Nie Y. The mediation roles of self-regulation and problematic internet use: How maladaptive parenting during the COVID-19 pandemic influenced adolescents' academic procrastination in the postpandemic era. J Adolesc 2024. [PMID: 38812273 DOI: 10.1002/jad.12355] [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: 02/11/2024] [Revised: 05/14/2024] [Accepted: 05/20/2024] [Indexed: 05/31/2024]
Abstract
INTRODUCTION In the transition to the postpandemic era, adolescents are working to shift their focus back to school. However, the prevalence of academic procrastination is reflective of that the aftereffects of the pandemic are persisting. Literature documents the increases in the negative parenting behaviors and internet use of adolescents during the pandemic. The excessive internet use has to do with adolescents' self-regulatory capabilities and self-regulation is profoundly shaped by parents' parenting practices. Given the connections among these factors, the present study seeks to understand how maladaptive parenting practices during the pandemic influenced adolescents' academic procrastination postpandemic through the mediation of self-regulation and problematic internet use. METHOD Using three waves of data from a total of 1062 Chinese adolescents (Mage = 14.9 years old, SD = 1.6, 13-18 years old; 45% female), we used structural equation modeling to examine the direct effect of maladaptive parenting on academic procrastination and its indirect effect via self-regulation and problematic internet use. RESULTS Maladaptive parenting during the pandemic did not directly predict adolescent academic procrastination post-pandemic. Yet, maladaptive parenting indirectly influenced academic procrastination both through self-regulation solely and self-regulation and problematic internet use sequentially. CONCLUSION The findings demonstrate that parents can contribute to adolescents' academic procrastination by influencing their self-regulation ability, which further impacts their internet use. Self-regulation serves as a robust mediator between parenting and adolescents' problematic behaviors related to internet use and learning. Implications for parents and intervention oriented toward adolescents are discussed.
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Affiliation(s)
- He Xiao
- Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China
| | - Jian Mao
- Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China
| | - Jiarong Chen
- Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China
| | - Junfeng Wei
- Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China
| | - Jiajie He
- Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China
| | - Yangang Nie
- Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China
- Center for Studies of Psychological Application, South China Normal University, Guangzhou, China
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Sun K, Wang M. Interpersonal Perceptual Tendencies and Adjustment in Chinese Adolescents: Testing the Mediating Role of Peer Relationship. J Youth Adolesc 2024:10.1007/s10964-024-01993-w. [PMID: 38782846 DOI: 10.1007/s10964-024-01993-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Accepted: 04/21/2024] [Indexed: 05/25/2024]
Abstract
Accuracy and assumed similarity are the most central topics in the research area of interpersonal perception. These two interpersonal perceptual tendencies have been demonstrated to have beneficial effects on adults' psychological functioning independently. However, how and why they influence adolescent psychological adjustment is less well-understood. The present research aimed to examine the mediating role of peer relationships in the association between these two interpersonal perceptual tendencies and psychological adjustment in adolescents. In the first study, a sample of adolescents in their first year of college (N = 93, 63% girls, Mage = 17.45 years, SD = 0.52) were recruited from a university located in Eastern China. They completed the likableness ratings of Anderson's 200 adjectives. The top 10 personality traits with the lowest and highest likableness values were selected to measure adolescents' personality profiles. In the second study, a round-robin design in a real-life setting, a sample of Chinese adolescents in grades six to nine were recruited from two middle schools (N = 337, Ndyads = 918, 47% girls, Mage = 13.76, SD = 1.15). They were requested to rate themselves and their peers within the same group on various factors. Results revealed that adolescents could form an accurate perception of their peers' personalities and concurrently assume that their peers' personalities are similar to their own. More importantly, accurate interpersonal perception and a biased tendency towards assumed similarity could, directly and indirectly, benefit adolescent psychological adjustment through peer relationships.
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Affiliation(s)
- Kaili Sun
- Student Counselling and Mental Health Center, Jiangsu Agri-animal Husbandry Vocational College, Taizhou, Jiangsu, China
| | - Mingzhong Wang
- College of Education, Yangzhou University, Yangzhou, Jiangsu Province, China.
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Shao Y, Kang S, Lu Q, Zhang C, Li R. How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychol 2024; 12:278. [PMID: 38755660 PMCID: PMC11100061 DOI: 10.1186/s40359-024-01780-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 05/09/2024] [Indexed: 05/18/2024] Open
Abstract
BACKGROUND Despite the recognition of the impact of peer relationships, learning motivation, and learning engagement on academic achievement, there is still a gap in understanding the specific mechanisms through which peer relationships impact academic achievement via learning motivation and learning engagement. METHODS This study aims to investigate how peer relationships affect junior high school students' academic achievement through the chain mediating roles of learning motivation and learning engagement, employing the self-system model of motivational development as the theoretical framework. In January 2024, 717 participants were selected from two middle schools in eastern China (mean age = 13.49 years, SD = 0.5). The data analysis in this study was performed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0. RESULTS The results showed that peer relationships were directly and significantly related to junior high school students' academic achievement, and that peer relationships were indirectly and positively related to junior high school students' academic achievement via learning motivation and learning engagement respectively. The results also revealed a significant indirect and positive relationship between peer relationships and junior high school students' academic achievement, mediated by the sequential mediating roles of learning motivation and learning engagement. Moreover, the path "peer relationship→learning motivation→academic achievement" has the strongest indirect effect. CONCLUSION For junior high school students to achieve academic success, the appropriate interventions should be implemented to improve peer relationships, learning motivation, and learning engagement.
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Affiliation(s)
| | - Shumin Kang
- College of Foreign Languages, Qufu Normal University, Qufu, China.
| | - Quan Lu
- College of Economics and Management, Tarim University, Alar, China
| | - Chao Zhang
- College of Foreign Languages, Qufu Normal University, Qufu, China
| | - Ruoxi Li
- Shandong Vocational Animal Science and Veterinary College, Weifang, China
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Wu X, Zhang L, Yang R, Duan G, Zhu T. Mother phubbing and harsh mothering: Mothers' irritability and adolescents' gender as moderators. Acta Psychol (Amst) 2023; 241:104086. [PMID: 37981449 DOI: 10.1016/j.actpsy.2023.104086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Revised: 11/10/2023] [Accepted: 11/11/2023] [Indexed: 11/21/2023] Open
Abstract
BACKGROUND While extant evidence supports the link between mother phubbing (Mphubbing) and harsh mothering, the current understanding of factors that may affect this relationship is limited. METHODS Hierarchical regression analyses were conducted to examine the relation between Mphubbing and harsh mothering, as well as to explore whether mothers' irritability and adolescents' gender would moderate this relationship. The participants included 482 middle school students (51.7 % girls) and their mothers from China. RESULTS The results revealed a significant positive association between Mphubbing as reported by adolescents and their perception of harsh mothering. However, the predictive power of Mphubbing for harsh mothering varied based on mothers' irritability and adolescents' gender. Specifically, the association between Mphubbing and harsh mothering was perceived more strongly in girls than in boys, but this gender difference was only observed among adolescents whose mothers rated themselves as high in irritability. CONCLUSIONS The current study offers a preliminary understanding of the association between Mphubbing and harsh mothering through mothers' irritability and adolescents' gender as moderators, which has certain theoretical and practical implications for comprehending harsh mothering in the digital age.
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Affiliation(s)
- Xiujuan Wu
- School of Psychology, Shaanxi Normal University, Xi'an 710062, China
| | - Lijin Zhang
- School of Psychology, Shaanxi Normal University, Xi'an 710062, China.
| | - Rui Yang
- School of Preschool Education, Xi'an University, Xi'an 710065, China
| | - Guoping Duan
- School of Psychology, Shaanxi Normal University, Xi'an 710062, China.
| | - Tingyu Zhu
- School of Psychology, Shaanxi Normal University, Xi'an 710062, China.
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Lin S, Wang Y, Cheng G, Bai X. Relationship between Harsh Parenting and Aggressive Behaviors in Male Juvenile Delinquents: Potential Mediating Roles of Peer Victimization and Hostile Attribution Bias. Behav Sci (Basel) 2023; 13:610. [PMID: 37504057 PMCID: PMC10376871 DOI: 10.3390/bs13070610] [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: 05/11/2023] [Revised: 06/28/2023] [Accepted: 07/14/2023] [Indexed: 07/29/2023] Open
Abstract
Harsh parenting can be regarded as a harsh behaviors, feelings, and attitudes toward children in the process of parenting. According to the theory of intergenerational transmission of violence, harsh parenting is an important factor affecting children's aggressive behavior, but the theory does not clarify the specific action path between harsh parenting and aggressive behavior. In order to reveal the relationship between harsh parenting and the aggressive behavior of juvenile delinquents, 604 male juvenile delinquents (N = 604; Mage = 16.57 years; SD = 0.612 years) were investigated using the Harsh Parenting Questionnaire, the Buss-Perry Aggression Questionnaire, the Multidimensional Peer Victimization Scale, and the Word Sentence Association Paradigm for Hostility in Chinese. Analysis using structural equation modeling procedures showed that (a) all variables were positively associated with each other; (b) the partial indirect effect of harsh parenting on aggressive behaviors was determined through the mediators of peer victimization and hostile attribution bias independently; and (c) the partial indirect effect was determined through the mediators of peer victimization and hostile attribution bias sequentially. The results suggest that harsh parenting can explain the highly aggressive behavior of male juvenile delinquents. Moreover, harsh parenting may also predict the risk of peer victimization and hostile attribution bias, thereby predicting the development of highly aggressive behaviors.
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Affiliation(s)
- Shuang Lin
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074, China
- Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China
| | - Ying Wang
- Faculty of Education, Guangxi Normal University, Guilin 541004, China
| | - Gonglu Cheng
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074, China
- Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China
| | - Xuejun Bai
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074, China
- Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China
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7
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Ma C, Song J. Negative association between harsh parenting and life satisfaction: negative coping style as mediator and peer support as moderator. BMC Psychol 2023; 11:16. [PMID: 36670452 PMCID: PMC9863196 DOI: 10.1186/s40359-023-01046-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 01/10/2023] [Indexed: 01/22/2023] Open
Abstract
BACKGROUND Previous research has demonstrated that harsh parenting negatively affects children's psychological development. This study examined the association between harsh parenting during childhood and life satisfaction of Chinese college students. We further looked at whether this association is explained in part by negative coping styles, and whether peer support lessens the potential effect of harsh parenting on negative coping styles and life satisfaction. METHOD The sample included 609 Chinese students (aged 17-21 years, M = 18.39, SD = 0.82). The participants responded to questionnaires measuring past experiences with harsh parenting, life satisfaction, negative coping styles, and peer support. RESULTS Regression analysis showed that harsh parenting negatively contributed to students' life satisfaction via the mediator of negative coping styles, and peer support moderated this negative relationship. Specifically, the negative impact of harsh parenting on life satisfaction was only significant when there was low peer support. The effect of harsh parenting on negative coping styles was higher in individuals with high peer support than in those with low peer support. CONCLUSION This study highlights the roles of intrinsic (negative coping style) and extrinsic (peer support) factors in understanding the negative effects of harsh parenting on adolescents' life satisfaction. These results provide insight into how to enhance adolescents' life satisfaction by reducing harsh parenting and negative coping styles and by promoting peer support.
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Affiliation(s)
- Chensen Ma
- grid.412793.a0000 0004 1799 5032Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, People’s Republic of China
| | - Jingjing Song
- grid.503241.10000 0004 1760 9015School of Education, Institute of Psychology, China University of Geosciences, 388 Lumo Road, Wuhan, 430074 People’s Republic of China
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Liu Y, Zhang Y, Peng C, Li Y, Tan Q. Cumulative Ecological Risk and Academic Burnout in Chinese College Students: A Moderated Mediation Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1712. [PMID: 36767079 PMCID: PMC9914711 DOI: 10.3390/ijerph20031712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 01/13/2023] [Accepted: 01/14/2023] [Indexed: 06/18/2023]
Abstract
This study explored the relationship between cumulative ecological risk exposure and academic burnout among Chinese college students and the mediating and moderating effects of neuroticism and gender, respectively. A total of 580 college students were selected as participants. They completed a battery of questionnaires that measured cumulative ecological risk, neuroticism, and academic burnout. The results showed that: (1) cumulative ecological risk was positively related to neuroticism and academic burnout; (2) cumulative ecological risk positively predicted academic burnout; (3) neuroticism partly mediated the relationship between cumulative ecological risk and academic burnout; and (4) gender moderated the effect of cumulative ecological risk and academic burnout. A high level of cumulative ecological risk had a greater impact on neuroticism among women, compared to men. These findings advance our current knowledge of the specific effects of cumulative ecological risk on academic burnout and the underlying internal mechanisms of this relationship. Furthermore, this study provides a constructive perspective on preventing and reducing academic burnout among college students.
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Affiliation(s)
- Yan Liu
- School of Education, Hunan University of Science and Technology, Xiangtan 411201, China
| | - Yan Zhang
- School of Education, Huazhong University of Science and Technology, Wuhan 430074, China
| | - Cong Peng
- School of Education, Huazhong University of Science and Technology, Wuhan 430074, China
| | - Yaojin Li
- School of Education, Huazhong University of Science and Technology, Wuhan 430074, China
| | - Qianbao Tan
- School of Education, Hunan University of Science and Technology, Xiangtan 411201, China
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Wang J, Li M, Geng J, Wang H, Nie J, Lei L. Meaning in Life and Self-Control Mediate the Potential Contribution of Harsh Parenting to Adolescents' Problematic Smartphone Use: Longitudinal Multi-Group Analyses. JOURNAL OF INTERPERSONAL VIOLENCE 2023; 38:NP2159-NP2181. [PMID: 35580649 DOI: 10.1177/08862605221099495] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Problematic smartphone use (PSU) has become an increasingly serious social issue that gradually impairs adolescents' daily social functioning. This study aimed to examine the potential contribution of harsh parenting (HP) to PSU by testing a two-mediator model in which meaning in life (MIL) and self-control (SC) were hypothesized to be two mediators. The moderating role of gender was also examined. Eight hundred and twenty-eight middle school students from rural areas in China (mean age = 13.04) reported on harsh parenting, MIL, self-control, and PSU. Both parents also reported on each other's harsh parenting and their child's self-control. Multi-group structural equation modeling analyses revealed gender differences in the association patterns among the model variables. Harsh parenting was only indirectly associated with PSU for both boys and girls. MIL and self-control completely mediated the relation between harsh parenting and PSU in sequential manners for boys and girls. And for boys, beyond the common path from harsh parenting to PSU, another indirect path existed from harsh parenting to self-control to PSU. But jointly, MIL and self-control precipitate more indirect effects for girls than for boys in the association between harsh parenting and PSU. Findings suggested that harsh parenting was detrimental to adolescents' MIL and self-control, which enhances their risk for PSU, especially for girls. These findings provide more insights for efforts to prevent adolescents from PSU.
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Affiliation(s)
- Jing Wang
- Department of Psychology, 12471Renmin University of China, Beijing, China
| | - Meng Li
- Dekai Primary School in Dezhou, Dezhou, China
| | - Jingyu Geng
- Department of Psychology, 12471Renmin University of China, Beijing, China
| | - Hongxia Wang
- Department of Psychology, 12471Renmin University of China, Beijing, China
| | - Jia Nie
- School of Humanities and Social Sciences, 12480Xi'an Jiaotong University, Xi'an, China
| | - Li Lei
- School of Education, 12471Renmin University of China, Beijing, China
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Liu F, Yu T, Xu Y, Che H. Psychological maltreatment and aggression in preadolescence: Roles of temperamental effortful control and maladaptive cognitive emotion regulation strategies. CHILD ABUSE & NEGLECT 2023; 135:105996. [PMID: 36528933 DOI: 10.1016/j.chiabu.2022.105996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 11/25/2022] [Accepted: 12/08/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Aggression is a type of externalization problem, which is common in preadolescence. The cause of preadolescents' aggression can be traced to their adverse family experiences, such as childhood psychological maltreatment. Therefore, exploring the cause and mechanism underlying aggressive behavior in preadolescents who have experienced psychological maltreatment is critical to preadolescents' healthy development. OBJECTIVE The purpose of this study is to explore the mediating effects of effortful control and maladaptive cognitive emotion regulation strategies in the relationship between psychological maltreatment and aggressive behavior among preadolescents. PARTICIPANTS AND SETTING A total sample of 940 preadolescents (50.53 % males and 49.47 % females, Mage = 9.75 years, SD = 1.17) were selected from two primary schools in Liaoning province, China. All preadolescents were in grades 3-5. METHODS The participants completed questionnaires regarding psychological maltreatment, effortful control, cognitive emotion regulation strategies, and aggression. RESULTS The results revealed that: (a) psychological maltreatment was positively associated with aggressive behavior; and (b) effortful control and maladaptive cognitive emotion regulation mediated the link between psychological maltreatment and aggression in a sequential pattern. CONCLUSIONS The present study provides further understanding of the relations between psychological maltreatment and aggression, and it also provides prevention and intervention suggestions concerning how to reduce the effect of psychological maltreatment on aggressive behavior among preadolescents.
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Affiliation(s)
- Fang Liu
- Department and Institute of Psychology, Ningbo University, Ningbo 315211, Zhejiang Province, China
| | - Tengxu Yu
- Department of Psychology, Liaoning Normal University, Dalian 116029, Liaoning Province, China
| | - Yanan Xu
- Department and Institute of Psychology, Ningbo University, Ningbo 315211, Zhejiang Province, China
| | - Hanbo Che
- School of Education, Liaoning Normal University, Dalian 116029, Liaoning Province, China.
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Lan X. “Parents are gone”: Understanding the unique and interactive impacts of affective and cognitive empathy on left-behind youth’s academic engagement. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03952-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
AbstractAlthough several studies have shown that left-behind adolescents are vulnerable regarding emotional and behavioral functions, much less research has focused on this group’s academic engagement. The relationship between distinct empathy subcomponents and academic engagement in left-behind youth (versus non-left-behind youth) is therefore largely unknown. To fill these knowledge gaps, the current study compared the academic engagement between left-behind and non-left-behind youth. This study subsequently examined the unique and interactive relationships among affective empathy, cognitive empathy, and left-behind status with academic engagement in a combined sample of left-behind and non-left-behind youth. In total, 323 left-behind youth and 737 non-left-behind youth (Mage = 13.05; 49.5% females) participated in this study. Findings, after adjusting for participants’ sociodemographic characteristics, revealed that left-behind youth did not differ significantly in academic engagement compared to non-left-behind youth. A four-step hierarchical regression analysis showed that both empathy components were positively related to academic engagement. Interaction analyses further exhibited a cross-over effect of affective and cognitive empathy for left-behind youth. Specifically, left-behind youth with high cognitive empathy seemed more susceptible to the influence of affective empathy on academic engagement, for better and for worse. In the presence of high affective empathy, left-behind youth with higher cognitive empathy reported the highest academic engagement, whereas the youth with higher cognitive empathy, in the presence of low affective empathy, reported the lowest. The current study highlights the unique and interactive roles of affective and cognitive empathy in left-behind youth’s academic engagement, including important conceptual and practical implications.
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Wu J. Exploring the process of harsh parenting on online aggressive behaviour: The mediating role of trait anger. JOURNAL OF PSYCHOLOGY IN AFRICA 2022. [DOI: 10.1080/14330237.2022.2121035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Jingli Wu
- Mental Health Education Center, Xinxiang Vocational and Technical College, Henan, China
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13
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Longitudinal Pathways from Mothers’ and Fathers’ Warmth and Control to Children’s Social and Academic Outcomes: The Mediating Role of Children’s Executive Functioning Difficulty. ADONGHAKOEJI 2022. [DOI: 10.5723/kjcs.2022.43.3.247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Objectives: This study examined longitudinal pathways from mothers’ and fathers’ warmth and control to children’s prosocial and externalizing problem behaviors as well as academic outcome. The study also explored whether children’s executive functioning difficulty plays the mediating role in the links between mothers’ and fathers’ parenting behaviors and children’s social and academic outcomes.Methods: Participants were 1,671 children and their parents which were retrieved from the Panel Study on Korean Children. Direct relations between parenting variables and children’s social and academic outcomes were examined. Indirect effects of children’s executive functioning difficulty were also investigated in these associations. Structural equation modeling was used to analyze the longitudinal relations among maternal and paternal parenting behaviors, children’s executive functioning difficulty, and their social and academic outcomes. The bootstrapping method was also used to examine the indirect effects of children’s executive functioning difficulty in the links between parenting variables and children’s social and academic outcomes.Results: Mothers' and fathers' warm parenting was negatively related to children’s executive functioning difficulty, which in turn predicted their subsequent prosocial and externalizing problem behaviors, as well as academic outcome. Moreover, indirect relations between parenting variables and children’s social and academic outcomes via children’s executive functioning difficulty were found.Conclusion: The result of this study suggests the importance of parental warmth in children's social and academic outcomes. The present results also emphasize the role of children’s executive functioning difficulty as the pivotal mechanism that explains how mothers’ and fathers’ warm parenting predicts subsequent children’s outcomes in social and academic domains.
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Sun W, Guo T, Spruyt K, Liu Z. The Role of Mindfulness in Mitigating the Detrimental Effects of Harsh Parenting among Chinese Adolescents: Testing a Moderated Mediation Model in a Three-Wave Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9731. [PMID: 35955086 PMCID: PMC9368679 DOI: 10.3390/ijerph19159731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/27/2022] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
Based on the conservation of resources theory, this study aimed to investigate the mediating role of depressive symptoms and the moderating role of mindfulness in the association between harsh parenting and adolescent suicidal ideation in the Chinese cultural context. Using a three-wave (i.e., three months apart) data collection among 371 Chinese adolescents, this study found that depressive symptoms mediated the relationship between harsh parenting and adolescent suicidal ideation. Moreover, adolescent mindfulness mitigated the effects of harsh parenting on suicidal ideation, as well as the indirect effect of harsh parenting on suicidal ideation via depressive symptoms. The theoretical and practical implications are discussed.
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Affiliation(s)
- Wenyan Sun
- School of Management, Zunyi Medical University, Zunyi 563000, China
| | - Tengfei Guo
- School of Vocational Education, Guangdong Polytechnic Normal University, Guangzhou 510665, China
| | - Karen Spruyt
- NeuroDiderot, INSERM, Université de Paris, 75019 Paris, France
| | - Zhijun Liu
- School of Management, Zunyi Medical University, Zunyi 563000, China
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Wang M, Li M, Wu X, Zhou Z. Cognitive reactivity and emotional dysregulation mediate the relation of paternal and maternal harsh parenting to adolescent social anxiety. CHILD ABUSE & NEGLECT 2022; 129:105621. [PMID: 35439628 DOI: 10.1016/j.chiabu.2022.105621] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 03/21/2022] [Accepted: 03/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Extant models of the association between harsh parenting and social anxiety among adolescents are mostly partial mediation models, leaving much of the relationship unaccounted for. OBJECTIVE The current study intends to test a two-mediator model in which adolescents' cognitive reactivity and emotional dysregulation were assumed to mediate the potential impact of harsh parenting on their social anxiety. PARTICIPANTS AND SETTINGS A sample of 726 adolescent students with their parents was recruited from two middle schools located in a provincial city of Northern China. METHODS Both fathers and mothers were required to report on their spouse's harsh parenting practices. The "Behind your back" task was used to assess cognitive reactivity of adolescents who also reported on their emotional dysregulation and social anxiety. Moderated mediation model and simple slope analyses were used to examine the meditational relations and the moderating role of child sex. RESULTS For the current model, cognitive reactivity and emotional dysregulation could completely mediate the potential influence of harsh fathering and harsh mothering on adolescents' social anxiety. Moreover, harsh fathering has a greater effect on adolescents' social anxiety than harsh mothering, especially for girls. CONCLUSIONS Cognitive reactivity in conjunction with emotional dysfunction can better account for the relationship from harsh fathering and harsh mothering to adolescents' social anxiety.
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Affiliation(s)
- Mingzhong Wang
- School of Educational Science, Yangzhou University, Yangzhou 225002, China.
| | - Meng Li
- School of Educational Science, Qufu Normal University, Qufu 273165, China
| | - Xingling Wu
- School of Educational Science, Qufu Normal University, Qufu 273165, China
| | - Zongkui Zhou
- School of Psychology, Central China Normal University, Wuhan 430079, China
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16
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Xia X, Wang X, Wang Y. Leisure Satisfaction, Personality, and Psychosexual Adjustment Among College Students: A Latent Profile Analysis. Front Psychol 2022; 13:895411. [PMID: 35664215 PMCID: PMC9161023 DOI: 10.3389/fpsyg.2022.895411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Accepted: 04/28/2022] [Indexed: 11/13/2022] Open
Abstract
Although the factors influencing sexual health have been explored by researchers, the impact of leisure and personality on psychosexual adjustment and the interaction of these two factors remain unknown. This study investigated the relationship between leisure satisfaction and psychosexual adjustment based on the compensation theory and the social learning theory. The differences in psychosexual adjustment across different personality types were also explored. Finally, we examined the interaction between personality and leisure satisfaction based on the personal-environment fit models. The participants in this study were 1,161 college students. The results supported all the hypotheses proposed. There was a significant positive correlation between leisure satisfaction and psychosexual adjustment. Participants of four personality types (the overcontrolled, high-moderate, low-moderate, and resilient groups) had different performance in psychosexual adjustment. The resilient group had the highest scores, while the overcontrolled group had the lowest scores. The results suggest that there is an interaction between personality and leisure satisfaction. Our research could enrich the research contents of leisure and personality and provide a practical basis for the improvement of college students in psychosexual adjustment.
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17
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Zhang Y, Liu S, Yang L, Feng T, Yang X. Coparenting matters: The mediating effect of implicit theories of intelligence and depression on the relation between coparental conflict and STEM self-efficacy among Chinese adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03118-7] [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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18
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Liu B, Yang Y, Geng J, Cai T, Zhu M, Chen T, Xiang J. Harsh Parenting and Children's Aggressive Behavior: A Moderated Mediation Model. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19042403. [PMID: 35206591 PMCID: PMC8878192 DOI: 10.3390/ijerph19042403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 02/01/2022] [Accepted: 02/16/2022] [Indexed: 11/16/2022]
Abstract
Harsh parenting and its effect on children’s aggressive behavior has received attention from researchers, however few studies have considered the role of the emotional process. This study aims to examine the relationship between harsh parenting, children’s aggressive behavior, normative beliefs about aggression, and regulatory emotional self-efficacy, alongside their mechanism of interplay. A sample of 235 senior primary school students in Beijing were recruited as participants by using the Harsh Parenting Scale, the Normative Beliefs about Aggression Scale, the Buss–Warren Aggression Questionnaire, and the Regulatory Emotional Self-Efficacy Scale. Results indicated that: (1) Harsh parenting had a significant positive predictive effect on children’s aggressive behavior after controlling gender; (2) normative beliefs about the aggression of children mediated the relationship between harsh parenting and children’s aggressive behavior; and (3) regulatory emotional self-efficacy had moderating effects both the mediation model of normative beliefs about the aggression of children and in the direct predictive model of harsh parenting on children’s aggressive behavior. The results are not only helpful to understand the relationship between harsh parenting and children’s aggressive behavior from the perspective of an integrated model of emotion processes and cognition, but also provide a new practical way to prevent and intervene in children’s aggressive behavior in the future.
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Iqbal J, Asghar MZ, Ashraf MA, Yi X. The Impacts of Emotional Intelligence on Students' Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19. Behav Sci (Basel) 2022; 12:14. [PMID: 35049625 PMCID: PMC8773199 DOI: 10.3390/bs12010014] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/21/2021] [Accepted: 12/30/2021] [Indexed: 12/10/2022] Open
Abstract
Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students' emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.
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Affiliation(s)
- Javed Iqbal
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
| | - Muhammad Zaheer Asghar
- Department of Education, University of Helsinki, 00014 Helsinki, Finland
- School of Doctorate, Education & ICT (e-Learning), Universitat Oberta de Catalunya, 08018 Barcelona, Spain
- Department of Education, University of Management and Technology, Lahore 54700, Pakistan
| | | | - Xie Yi
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
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20
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Fomina T, Potanina A, Bondarenko I, Morosanova V. Dynamics of School Engagement and its Relationship with Development of Conscious Self-regulation in Adolescents. EXPERIMENTAL PSYCHOLOGY (RUSSIA) 2022. [DOI: 10.17759/exppsy.2022150411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
<p>The phenomenon of school engagement, considered as a stable, directed and active participation of students in educational activities and in the school life in general, is of considerable interest to researchers in the field of educational psychology. According to modern scientific concepts, engagement can be assessed through behavioral, cognitive, emotional and social manifestations. The research had its purpose to study the dynamics of school engagement in adolescents, as well as to reveal the relationship of conscious self-regulation with behavioral and cognitive components of engagement based on the longitudinal data obtained on the sample of 6-8 grade students (N=80). A separate task was to find an answer to the question of whether the conscious self-regulation can be considered as a significant predictor of changes in the behavioral and cognitive engagement of students during their study in the secondary school. Methods: "Multidimensional Scale of School Engagement"(Wang et al., 2019; Fomina, Morosanova, 2020); "The Self-Regulation Profile of Learning Activity Questionnaire — SRPLAQ" (Morosanova, Bondarenko, 2017). Statistical processing of longitudinal data (including the latent growth curve modeling) made it possible to reveal the negative dynamics of the students’ behavioral and cognitive engagement during their study in the secondary school. The data analysis allowed to describe the effects of relationship between behavioral and cognitive engagement: a higher level of cognitive engagement contributes to a less pronounced decrease in behavioral engagement. The study established positive correlations of conscious self-regulation with both cognitive and behavioral engagement. The decrease in engagement is less pronounced in adolescents with a higher level of development of conscious self-regulation.</p>
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Affiliation(s)
- T.G. Fomina
- Psychological Institute of the Russian Academy of Education
| | - A.M. Potanina
- Psychological Institute of the Russian Academy of Education
| | - I.N. Bondarenko
- Psychological Institute of the Russian Academy of Education,
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21
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Wang M, Wu X, Wang J. Paternal and Maternal Harsh Parenting and Chinese Adolescents' Social Anxiety: The Different Mediating Roles of Attachment Insecurity With Fathers and Mothers. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:9904-9923. [PMID: 31608734 DOI: 10.1177/0886260519881531] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Although negative parenting and attachment insecurity have been demonstrated to place children at risk for social anxiety, the different roles of fathers and mothers in this association need to be further clarified. This study examined the different mediating roles of attachment insecurity with fathers and mothers in the association between harsh parenting and social anxiety among Chinese adolescents. A sample of 395 students in the sixth through eighth grades with their parents was enlisted as participants of this survey from two public middle schools located in Northern China. Parents were required to report on their harsh parenting, and students were asked to report on their social anxiety and perceived attachment insecurity with both parents. The results demonstrated that both paternal harsh parenting and maternal harsh parenting were positively associated with attachment insecurity with both parents. More importantly, we found that attachment insecurity with mothers partially mediated the association between maternal harsh parenting and adolescent social anxiety but completely mediated the relation of paternal harsh parenting to adolescent social anxiety. These results expanded extant understandings on the associations among harsh parenting, attachment insecurity, and child social anxiety by taking the different roles of both parents into consideration.
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22
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Gan X, Li H, Li M, Yu C, Jin X, Zhu C, Liu Y. Parenting Styles, Depressive Symptoms, and Problematic Online Game Use in Adolescents: A Developmental Cascades Model. Front Public Health 2021; 9:710667. [PMID: 34621718 PMCID: PMC8490704 DOI: 10.3389/fpubh.2021.710667] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 08/20/2021] [Indexed: 01/16/2023] Open
Abstract
Abundant empirical research has demonstrated the relationship between parenting style and adolescent problematic online game use (POGU), but the direction and underlying mechanism of this association remain unclear. Using a 1-year longitudinal design across three time points, the present study explored interrelations among parenting styles, depressive symptoms, and POGU from the theoretical perspective of the developmental cascade model and examined whether depressive symptoms mediate the relationship between parenting style and POGU. A sample of 1,041 children was recruited from two junior middle schools in China, of which 46.3% were boys. Results confirmed the cascade effects and showed that the reciprocal effect of parenting style, depressive symptoms, and POGU was significant, and parental control and POGU can predict each other via depressive symptoms. Knowledge regarding the direct and underlying mechanisms between parenting style, depressive symptoms, and POGU provides reference suggestions for the prevention and intervention of adolescent depressive symptoms and problematic online game use.
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Affiliation(s)
- Xiong Gan
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Hao Li
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Mengmeng Li
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Chengfu Yu
- Department of Psychology and Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou, China
| | - Xin Jin
- Department of Psychology, College of Education and Sports Sciences, Yangtze University College of Technology and Engineering, Jingzhou, China
| | - Congshu Zhu
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Yifan Liu
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
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23
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The Impact of Academic Achievement and Parental Practices on Depressive Symptom Trajectories Among Chinese Adolescents. Res Child Adolesc Psychopathol 2021; 49:1359-1371. [PMID: 33983532 PMCID: PMC8380233 DOI: 10.1007/s10802-021-00826-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/05/2021] [Indexed: 12/04/2022]
Abstract
Though depressive symptoms tend to increase in early adolescence, the trajectories of these symptoms may vary strongly. This longitudinal study investigated the extent to which the distinct developmental trajectories of depressive symptoms were predicted by adolescents' academic achievement and perceived parental practices in a sample of Chinese young adolescents (N = 2,576). The results showed four trajectory profiles of depressive symptoms: low-stable (75%), low-increasing (11%), high-stable (9%), and high-decreasing (5%). Adolescents with high academic achievement were more likely to be classified into the low-stable, low-increasing, and high-decreasing profiles than into the high-stable depressive symptom profile. Moreover, students who perceived greater parental autonomy support were more likely to be in the low-stable and low-increasing profiles than the high-stable profile, whereas adolescents perceiving more parental psychological control had higher odds of being in the low-increasing rather than the low-stable profile. Parental educational involvement was unrelated to students' depressive symptom trajectories. In sum, Chinese adolescents with higher academic achievement and who perceived more parental autonomy support, and less psychological control, were at lower risk of experiencing depressive symptoms.
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24
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Dou D, Shek DTL, Kwok KHR. Perceived Paternal and Maternal Parenting Attributes among Chinese Adolescents: A Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17238741. [PMID: 33255504 PMCID: PMC7727811 DOI: 10.3390/ijerph17238741] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Revised: 11/17/2020] [Accepted: 11/19/2020] [Indexed: 01/08/2023]
Abstract
This meta-analysis study examined perceived parental differences between Chinese mothers and fathers from the perspective of adolescents. A systematic search for relevant articles published up to 2019 was performed in electronic databases. The random-effect model was used to calculate the weighted and pooled effect size at the 95% confidence interval. This study was based on 43 studies in English peer-reviewed journals involving 55,759 Chinese adolescents aged between 11 and 18 years. We conducted subgroup analyses to explore whether differences in study designs (i.e., cross-sectional and longitudinal) and adolescent gender could explain perceived parental differences. The results showed that perceived maternal parenting attributes were more positive than perceived paternal parenting attributes in cross-sectional and longitudinal studies. Besides, perceived paternal parenting attributes showed slightly greater variability than did maternal parenting attributes. Subgroup analysis based on adolescent gender revealed that only adolescent girls perceived maternal parenting attributes to be more positive than paternal parenting attributes.
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25
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Neppl TK, Jeon S, Diggs O, Donnellan MB. Positive parenting, effortful control, and developmental outcomes across early childhood. Dev Psychol 2020; 56:444-457. [PMID: 32077716 DOI: 10.1037/dev0000874] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The current study evaluated bidirectional associations between mother and father positive parenting and child effortful control. Data were drawn from 220 families when children were 3, 4, 5, and 6 years old. Parenting and effortful control were assessed when the child was 3, 4, and 5 years old. These variables were used to statistically predict child externalizing and school performance assessed when the child was 6 years old. The study used random intercept cross-lagged panel models to evaluate within-person and between-person associations between parenting and effortful control. Results suggest that prior positive parenting was associated with later effortful control, whereas effortful control was not associated with subsequent parenting from ages 3 to 5. Stable between-child differences in effortful control from ages 3 to 5 were associated with school performance at age 6. These stable between-child differences in effortful control were correlated with externalizing at age 3. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Tricia K Neppl
- Department of Human Development and Family Studies, Iowa State University
| | - Shinyoung Jeon
- Early Childhood Education Institute, University of Oklahoma-Tulsa
| | - Olivia Diggs
- Department of Human Development and Family Studies, Iowa State University
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26
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Self-compassion mediates and moderates the association between harsh parenting and depressive symptoms in Chinese adolescent. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-01034-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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27
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Parenting, self-concept, and attitudes about romantic relationships. J Adolesc 2020; 82:41-49. [DOI: 10.1016/j.adolescence.2020.06.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2019] [Revised: 03/11/2020] [Accepted: 06/08/2020] [Indexed: 11/21/2022]
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28
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Wu CW, Chen WW, Jen CH. Emotional Intelligence and Cognitive Flexibility in the Relationship Between Parenting and Subjective Well-Being. JOURNAL OF ADULT DEVELOPMENT 2020. [DOI: 10.1007/s10804-020-09357-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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29
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Li SD, Xia Y, Xiong R, Li J, Chen Y. Coercive Parenting and Adolescent Developmental Outcomes: The Moderating Effects of Empathic Concern and Perception of Social Rejection. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17103538. [PMID: 32438556 PMCID: PMC7277415 DOI: 10.3390/ijerph17103538] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Revised: 05/14/2020] [Accepted: 05/16/2020] [Indexed: 12/19/2022]
Abstract
Previous studies have identified coercive parenting as a prevalent parenting style in Chinese society. They suggested that this style of parenting could promote prosocial behavior and school commitment when combined with close monitoring and proper training, but it could also undermine mental health. This study critically examines these claims. Based on the existing theory and research, it is predicted that the influences of coercive parenting on adolescent development vary according to adolescent personal attributes including empathic concern and perception of social rejection. Through the analysis of two-wave survey data collected from a probability sample of 1085 Chinese adolescents, this study found that adolescents with higher levels of empathic concern and perceived social rejection reported less delinquency and stronger school commitment than their peers with lower levels of such attributes, when coercive parenting was low to moderate. However, under the condition of excessive coercive control, these adolescents demonstrated more delinquency and weaker school commitment. Empathic concern and perception of social rejection, on the other hand, played no or limited role in moderating the relationship between coercive parenting and depression. These results suggest that the influences of coercive parenting are dynamic and are subject to change as they interact with adolescent personal characteristics across different developmental domains.
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Affiliation(s)
- Spencer De Li
- Department of Sociology, University of Macau, Macao 999078, China; (S.D.L.); (J.L.); (Y.C.)
| | - Yiwei Xia
- School of Law, Southwestern University of Finance and Economics, Chengdu 611130, China;
| | - Ruoshan Xiong
- Department of Sociology, University of Macau, Macao 999078, China; (S.D.L.); (J.L.); (Y.C.)
- Correspondence:
| | - Jienan Li
- Department of Sociology, University of Macau, Macao 999078, China; (S.D.L.); (J.L.); (Y.C.)
| | - Yiyi Chen
- Department of Sociology, University of Macau, Macao 999078, China; (S.D.L.); (J.L.); (Y.C.)
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Tian Q, Chen BB. The associations among parental warmth and hostility and student engagement in math and the mediating role of effortful control among Chinese children. Psych J 2020; 9:339-349. [PMID: 31943910 DOI: 10.1002/pchj.337] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2019] [Revised: 10/25/2019] [Accepted: 12/04/2019] [Indexed: 11/09/2022]
Abstract
The associations among parenting behaviors, effortful control, and student engagement in math were examined in a sample of Chinese children. The sample was composed of 778 students (Mage = 10.43 years, SD = 0.99) from Grades 4 to 6 in Shanghai, China. Children completed questionnaires to assess parental warmth and hostility, effortful control, and student engagement in math. The results indicated that parental warmth was positively correlated with math engagement whereas parental hostility was negatively correlated with math engagement. In addition, mediational analyses indicated that effortful control fully mediated the association between parental hostility and math engagement, but partially mediated the association between parental warmth and math engagement. This study offers insights into a mediating mechanism linking the relationships among parenting behaviors, effortful control, and math engagement.
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Affiliation(s)
- Qian Tian
- Department of Psychology, Fudan University, Shanghai, China
| | - Bin-Bin Chen
- Department of Psychology, Fudan University, Shanghai, China
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31
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Wang MT, Henry DA, Degol JL. A development-in-sociocultural-context perspective on the multiple pathways to youth's engagement in learning. ADVANCES IN MOTIVATION SCIENCE 2020. [DOI: 10.1016/bs.adms.2019.11.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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32
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Liu WJ, Zhou L, Wang XQ, Yang BX, Wang Y, Jiang JF. Mediating role of resilience in relationship between negative life events and depression among Chinese adolescents. Arch Psychiatr Nurs 2019; 33:116-122. [PMID: 31753216 DOI: 10.1016/j.apnu.2019.10.004] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Revised: 10/13/2019] [Accepted: 10/18/2019] [Indexed: 12/20/2022]
Abstract
PURPOSE To explore whether resilience acted as a protective factor between negative life events and depression among Chinese adolescents. METHOD Using convenient sampling, students (N = 278) in two junior and senior high schools in Wuhan, China were investigated, and structural equation model was used to examine the mediating effect of resilience in the relationship between negative life events and depression. RESULTS Resilience was negatively correlated with negative life events and depression, and negative life events were positively correlated with depression. Resilience partially mediated the effects of negative life events on depression in Chinese adolescents. CONCLUSIONS It is important for educators to improve adolescents' resilience to mitigate the effects of negative life events on depression.
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Affiliation(s)
- Wen Jia Liu
- Department of Nursing, School of Health Sciences, Wuhan University, No. 115 Donghu Road, Wuhan, PR China; University of Washington School of Nursing, Seattle, USA
| | - Li Zhou
- Remin Hospital of Wuhan University, No. 99 ZhangZhiDong Street Wuchang District, Wuhan, PR China
| | - Xiao Qin Wang
- Department of Nursing, School of Health Sciences, Wuhan University, No. 115 Donghu Road, Wuhan, PR China.
| | - Bing Xiang Yang
- Department of Nursing, School of Health Sciences, Wuhan University, No. 115 Donghu Road, Wuhan, PR China
| | - Yan Wang
- Department of Depressive Disorder, Affiliated Wuhan Mental Health Center, Tongji Medical College of Huazhong University of Science and Technology, Gong-nong-bing Road, Wuhan, PR China
| | - Jun Feng Jiang
- Department of Global Health, School of Health Sciences, Wuhan University, No. 115 Donghu Road, Wuhan, PR China
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Wang J, Shi X, Yang Y, Zou H, Zhang W, Xu Q. The Joint Effect of Paternal and Maternal Parenting Behaviors on School Engagement Among Chinese Adolescents: The Mediating Role of Mastery Goal. Front Psychol 2019; 10:1587. [PMID: 31354588 PMCID: PMC6635811 DOI: 10.3389/fpsyg.2019.01587] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2019] [Accepted: 06/24/2019] [Indexed: 11/13/2022] Open
Abstract
The present study aimed to explore the joint effect of paternal and maternal parenting behaviors on adolescent's school engagement, and the mediating role of mastery goal. A total of 2,775 Chinese adolescent participants (55.3% females, mean age = 15.70, SD = 1.57) from two-parent families were recruited in 2014, who rated their perceptions of emotional warmth, behavioral guidance, harsh discipline of their father and mother, as well as their own mastery goal and school engagement. Results showed that paternal and maternal parenting behaviors had interaction effects on school engagement with different interaction patterns. Specifically, the interactions of both parents' emotional warmth and both parents' behavioral guidance displayed strengthening patterns, where one parent's high emotional warmth or behavioral guidance enhanced the positive relationship between the corresponding parenting behavior of the other parent and adolescents' school engagement. By contrast, the interaction of both parents' harsh discipline displayed an interfering pattern, where one parent's high level of harsh discipline reduced the negative relationship between harsh discipline of the other parent and school engagement. Further, all three interaction effects between father and mother on school engagement were mediated by mastery goal. These findings underline the importance of viewing family from a systematic perspective and the benefits of supportive parenting behavior of both parents.
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Affiliation(s)
- Juan Wang
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xinxin Shi
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ying Yang
- School of Behavioural and Health Sciences, Australian Catholic University, Sydney, NSW, Australia
| | - Hong Zou
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wenjuan Zhang
- Department of Psychology, School of Philosophy, Wuhan University, Wuhan, China
| | - Qunxia Xu
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
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Qi W. Harsh parenting and child aggression: Child moral disengagement as the mediator and negative parental attribution as the moderator. CHILD ABUSE & NEGLECT 2019; 91:12-22. [PMID: 30807871 DOI: 10.1016/j.chiabu.2019.02.007] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Revised: 02/03/2019] [Accepted: 02/13/2019] [Indexed: 05/13/2023]
Abstract
As the negative outcomes of harsh parenting for child development have been gradually revealed, researchers become increasingly interested in the mechanisms through which harsh parenting affects child development. This study aimed to explore the mediating role of child moral disengagement and the moderating role of negative parental attribution in the relation of harsh parenting to child aggression. A sample of 397 Chinese adolescents aged from 12 to 16 years (227 boys and 170 girls, Mage = 13.98) with their parents were recruited as participants from two public schools situated in rural areas of Shandong province in China. Data were gathered from parents reporting on their harsh parenting and negative parental attribution, adolescents reporting on their moral disengagement, and peers nominating out aggressive children. Results indicated that harsh parenting was both directly and indirectly associated with adolescent aggression via adolescent moral disengagement. Negative parental attribution was found to moderate the indirect relation of harsh parenting to adolescent aggression via moral disengagement. Specifically, harsh parenting was only significantly associated with moral disengagement for adolescents with high levels of moral disengagement was more likely to induce aggression among adolescents with high levels of negative parental attribution (bsimple = of harsh parenting to adolescent aggression, adolescent moral disengagement could mediate the association between harsh parenting and aggressive behaviors for adolescents with high levels of negative parental attribution.
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Affiliation(s)
- Wanxue Qi
- Chinese Academy of Educational Big Data, Qufu Normal University, Qufu 273165, China.
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Wang M, Wang J. Harsh parenting and children's peer relationships: Testing the indirect effect of child overt aggression as moderated by child impulsivity. SCHOOL PSYCHOLOGY INTERNATIONAL 2019. [DOI: 10.1177/0143034319844304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although harsh parenting has been found to be a risk factor for poor peer relationships, less is known about the mediating and moderating mechanisms underlying this relation. Mainly guided by the person-environment interaction model, we tested a moderated mediation model to examine the mediating role of child overt aggression between harsh parenting and peer acceptance and whether this indirect association was moderated by child impulsivity. Eight hundred and twenty-four Chinese sixth to eighth graders with their parents and classmates were recruited as participants who completed questionnaires on harsh parenting, child impulsivity, child overt aggression and peer acceptance. Results indicated that the negative association between harsh parenting and adolescents' peer acceptance was mediated by child overt aggression. Moreover, the indirect effect of harsh parenting on peer acceptance was much stronger for adolescents with higher impulsivity. These findings suggest that reducing harsh parenting may be a way to reduce child aggression, especially for children with high impulsivity.
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Affiliation(s)
- Mingzhong Wang
- Qufu Normal University, China
- Qufu Normal University, China
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Wang Y, Tian L, Scott Huebner E. Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.01.003] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Wang M, Wang J. Negative parental attribution and emotional dysregulation in Chinese early adolescents: Harsh fathering and harsh mothering as potential mediators. CHILD ABUSE & NEGLECT 2018; 81:12-20. [PMID: 29689317 DOI: 10.1016/j.chiabu.2018.04.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2017] [Revised: 04/06/2018] [Accepted: 04/10/2018] [Indexed: 06/08/2023]
Abstract
The current study examined the potential mediating roles of harsh fathering and harsh mothering in the association between negative parental attribution and emotional dysregulation in Chinese adolescents and explored the moderating role of child gender on this indirect association. 864 students (367 girls, mean age = 13.55 years) with their parents were recruited as participants from two middle schools in Shandong Province, People's Republic of China. The results demonstrated that both harsh fathering and harsh mothering could partially mediate the association between negative maternal attribution and child emotional dysregulation, whereas only harsh fathering could partially mediate the association between negative paternal attribution and child emotional dysregulation. Moreover, we found the moderating role of child gender only for the association between harsh fathering and child emotional dysregulation, in that harsh fathering could be associated with higher levels of emotional dysregulation in girls. These results shed light on efforts to prevent harsh parenting and child emotional dysregulation.
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Affiliation(s)
- Mingzhong Wang
- School of Education, Qufu Normal University, Qufu 273165, China.
| | - Jing Wang
- School of Education, Qufu Normal University, Qufu 273165, China
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