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Liu Y, Chen J, Wei S, Wang P, Chen K, Liu J, Wang W. The association between parental warmth and children's prosocial behaviour: A moderated mediation analysis. Acta Psychol (Amst) 2024; 248:104344. [PMID: 38870690 DOI: 10.1016/j.actpsy.2024.104344] [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: 07/09/2023] [Revised: 03/26/2024] [Accepted: 06/10/2024] [Indexed: 06/15/2024] Open
Abstract
Prosocial behaviour is a bedrock of humane societies. Although previous studies have shown that parental style is an important contributing factor for children's prosocial behaviour, the psychological mechanism underlying this association in specific cultural background remains unclear. Based on the ecological systems theory, this study sought to explore the influence of parental warmth on children's prosocial behaviour, and the mediating effect of self-efficacy, as well as the moderating role of teachers' incentive evaluation in the link between self-efficacy and children's prosocial behaviour. This cross-sectional, survey-based study collected data from parents and teachers of 414 Chinese preschoolers (5-6 years old). Parents of these children finished questionnaires on the Chinese version of the short-form Egna minnen av. Barndoms uppfostran (s-EMBU-C), Child Behaviour Scale (CBS), and the revised General Self-efficacy Scale (GSES), while Incentive evaluation questionnaire was finished by their teachers. Results indicated that children who experience high parental warmth were more likely to act prosocially (b = 0.61, p < 0.001) and the association between parental warmth and prosocial behaviour was partially mediated by self-efficacy (indirect effect = 0.25, 95 % CI = [0.19, 0.32]). Besides, teachers' incentive evaluation moderated the link between self-efficacy and children's prosocial behaviour (b = 0.24, p < 0.001). Specifically, the effect of self-efficacy on prosocial behaviour was stronger for high teachers' incentive evaluation children than those with low teachers' incentive evaluation. These findings extend the existing understanding of the mechanism concerning the influence of parental warmth on prosocial behaviour in Chinese settings. The results revealed that interventions that could improve children's self-efficacy would be effective in accelerating their prosocial behaviour and schools played a crucial role in working with families to increase their self-efficacy at a young age. It should be noted that this study focused only on Chinese children of 5-6 years old, and the cross-sectional design means that the possibility of bidirectional effects could not be ruled out.
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Affiliation(s)
- Yongli Liu
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong; Department of Education Science and Technology, Shanxi Datong University, Datong, China
| | - Junjun Chen
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong
| | - Sumei Wei
- Department of Education, Quzhou University, Quzhou, China
| | - Pengcheng Wang
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China
| | - Kun Chen
- Department of Education Science and Technology, Shanxi Datong University, Datong, China
| | - Jing Liu
- School of Journalism, Shanxi Datong University, Datong 037009, China
| | - Wei Wang
- Department of Education Science and Technology, Shanxi Datong University, Datong, China; Department of Education, Datong Normal College, Datong, China.
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Mesesan-Schmitz L, Coman C, Stanciu C, Bucur V, Tiru LG, Bularca MC. Changes in parenting behavior in the time of COVID-19: A mixed method approach. PLoS One 2024; 19:e0302125. [PMID: 38640097 PMCID: PMC11029621 DOI: 10.1371/journal.pone.0302125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Accepted: 03/28/2024] [Indexed: 04/21/2024] Open
Abstract
This study was designed to explore mothers' perceptions about changes in parenting behavior in the middle of the pandemic COVID 19 period. Based on the convergent mixed-method design and Parental Stress model, we illustrated these changes by taking into account the impact of the pandemic perceived by mothers and the resources they had available. Research on parenting changes was important in the Romanian context because, in that challenging period, there were no regulations to safeguard parents, especially single parents as mothers. Mothers experienced increased levels of stress, some of them having to leave their jobs to stay at home with their children. Other mothers needed to work from home and in the meantime to take care of their children. In this context we wanted to illustrate the possible changes that occurred in their parenting behavior during the pandemic period. Results from the quantitative survey showed that there is a moderate correlation between the negative impact felt by mothers and the negative changes in their parenting behavior, and this correlation was diminished by a series of resources such as: social support, parenting alliance, or high income. Qualitative data provided better understanding of mothers' parenting behavior by showing that mothers shared both positive and negative experiences during the pandemic, regardless of the general trend mentioned. As shown by the quantitative data, the qualitative data also showed that mothers who felt more strongly the impact of the pandemic reported more negative changes in their parenting behavior. The positive changes most frequently stated involved expressing affection and communicating more often on various topics, carrying out leisure activities or activities meant to help with the personal development of the child, and involving children in domestic activities. Mothers mostly described negative aspects such as too much involvement in school life, increased control and surveillance of children, especially when it comes to school related activities and to the time children were allowed to spend on their digital devices. These changes led to conflicts and sometimes, mothers resorted to discipline practices. In addition to the resources identified in quantitative research, mothers with higher education and medium-high income also turned to specialized resources (psychologists, online courses, support groups) in order to manage conflicts, them being able to see the challenges of the pandemic as an opportunity to develop and improve the relationship with their children.
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Affiliation(s)
- Luiza Mesesan-Schmitz
- Faculty of Sociology and Communication, Transilvania University of Brasov, Brasov, Romania
| | - Claudiu Coman
- Faculty of Sociology and Communication, Transilvania University of Brasov, Brasov, Romania
| | - Carmen Stanciu
- Faculty of Sociology and Psychology, West University of Timisoara, Timisoara, Romania
| | - Venera Bucur
- Faculty of Sociology and Psychology, West University of Timisoara, Timisoara, Romania
| | | | - Maria Cristina Bularca
- Faculty of Sociology and Communication, Transilvania University of Brasov, Brasov, Romania
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Liu Y, Wang W, Wei S, Wang P, Chen K, Liu J, Chen J. The correlations between parental warmth and children's approaches to learning: a moderated mediation model of self-efficacy and teacher-child closeness. Front Psychol 2024; 15:1290141. [PMID: 38562239 PMCID: PMC10982347 DOI: 10.3389/fpsyg.2024.1290141] [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: 09/20/2023] [Accepted: 03/05/2024] [Indexed: 04/04/2024] Open
Abstract
Researchers have increasingly considered approaches to learning (ATL) a key indicator of school readiness. Our study purposed to examine the impacts of parental warmth on children's approaches to learning, and the mediating role of self-efficacy, as well as the moderating role of teacher-child closeness in this relationship. Using a whole-group sampling method, 414 Chinese children aged 5-6 years participated this research together with their parents and teachers. Parents of those children were asked to fill out in person questionnaires on parental warmth, children's approaches to learning, and self-efficacy. Children's teachers completed the questionnaire regarding teacher-child closeness. Results indicated that children with high parental warmth were more likely to get high approaches to learning and their self-efficacy played a partial mediating role in this link. In addition, teacher-child closeness moderated the correlation between parental warmth and children's self-efficacy. Specifically, the association between parental warmth and children's self-efficacy was stronger for children with high teacher-child closeness than those with low teacher-child closeness. The results extend our understanding of how parental warmth affects children's approaches to learning, revealing that strategies that could enhance self-efficacy would be effective in improving children's approaches to learning.
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Affiliation(s)
- Yongli Liu
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
- Department of Educational, Shanxi Datong University, Datong, China
| | - Wei Wang
- Department of Educational, Shanxi Datong University, Datong, China
| | - Sumei Wei
- Department of Education, Quzhou University, Quzhou, China
| | - Pengcheng Wang
- School of Media and Communication, Shanghai Jiao Tong University, Shanghai, China
| | - Kun Chen
- Department of Educational, Shanxi Datong University, Datong, China
| | - Jing Liu
- School of Journalism, Shanxi Datong University, Datong, China
| | - Junjun Chen
- Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
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Folker AE, Deater-Deckard K, Lansford JE, Di Giunta L, Dodge KA, Gurdal S, Liu Q, Long Q, Oburu P, Pastorelli C, Rothenberg WA, Skinner AT, Sorbring E, Steinberg L, Tapanya S, Tirado LMU, Yotanyamaneewong S, Alampay LP, Al-Hassan SM, Bacchini D, Bornstein MH, Chang L. Intraindividual variability in parental acceptance-rejection predicts externalizing and internalizing symptoms across childhood/adolescence in nine countries. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2024; 38:333-344. [PMID: 37732955 PMCID: PMC10922063 DOI: 10.1037/fam0001133] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/22/2023]
Abstract
Parenting that is high in rejection and low in acceptance is associated with higher levels of internalizing (INT) and externalizing (EXT) problems in children and adolescents. These symptoms develop and can increase in severity to negatively impact adolescents' social, academic, and emotional functioning. However, there are two major gaps in the extant literature: (a) nearly all prior research has focused on between-person differences in acceptance/rejection at the expense of examining intraindividual variability (IIV) across time in acceptance/rejection; and (b) no prior studies examine IIV in acceptance/rejection in diverse international samples. The present study utilized six waves of data with 1,199 adolescents' families living in nine countries from the Parenting Across Cultures study to test the hypotheses that (1) higher amounts of youth IIV in mother acceptance/rejection predict higher internalizing and (2) externalizing symptoms, and (3) that higher youth IIV in father acceptance/rejection predict higher internalizing, and (4) externalizing symptoms. Meta-analytic techniques indicated a significant, positive effect of IIV in child-reported mother and father acceptance/rejection on adolescent externalizing symptoms, and a significant positive effect of IIV in father acceptance/rejection on internalizing symptoms. The weighted effect for mother acceptance/rejection on internalizing symptoms was not statistically significant. Additionally, there was significant heterogeneity in all meta-analytic estimates. More variability over time in experiences of parental acceptance/rejection predicts internalizing and externalizing symptoms as children transition into adolescence, and this effect is present across multiple diverse samples. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Affiliation(s)
- Ann E Folker
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst
| | - Kirby Deater-Deckard
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst
| | | | | | | | - Sevtap Gurdal
- Division of Educational Sciences and Languages, University West
| | - Qin Liu
- School of Public Health and Management, Chongqing Medical University
| | - Qian Long
- Department of Global Health, Duke Kunshan University
| | - Paul Oburu
- Department of Psychology, Maseno University
| | | | | | - Ann T Skinner
- Duke Center for Child and Family Policy, Duke University
| | - Emma Sorbring
- Division of Social Work and Social Pedagogy, University West
| | | | | | | | | | | | | | - Dario Bacchini
- Department of Humanistic Studies, University of Naples "Federico II"
| | - Marc H Bornstein
- United Nations Children's Fund, Eunice Kennedy Shriver National Institute of Child Health and Human Development
| | - Lei Chang
- Faculty of Social Sciences, University of Macau
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Rawn KP, Keller PS, Widiger TA. Parent Grandiose Narcissism and Child Socio-Emotional Well Being: The Role of Parenting. Psychol Rep 2023:332941231208900. [PMID: 37855306 DOI: 10.1177/00332941231208900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2023]
Abstract
Previous research has highlighted how parent narcissism relates to parenting broadly. However, research has not examined how facets of grandiose narcissism are associated with parenting tactics, nor how these facets may indirectly affect child development. The current study assesses parenting tactics as intervening variables in associations between facets of grandiose narcissism and child internalizing/externalizing. Participants were 457 parents of a child between six and 18. Parents completed a survey assessing grandiose narcissism, positive and negative parenting tactics, and reported on child internalizing/externalizing behaviors. Higher parent grandiosity and entitlement/exploitation were associated with more negative parenting tactics and less positive parenting tactics. Negative parenting tactics intervened in relations between these facets of grandiose narcissism and child internalizing and externalizing. Conversely, higher levels of leadership/authority were related to more positive parenting tactics. Results suggest that deficits in parenting may be a mechanism for how parent grandiose narcissism relates to child mental health.
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Affiliation(s)
- Kyle P Rawn
- Department of Psychology, University of Kentucky, Lexington, KY, USA
| | - Peggy S Keller
- Department of Psychology, University of Kentucky, Lexington, KY, USA
| | - Thomas A Widiger
- Department of Psychology, University of Kentucky, Lexington, KY, USA
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Pritchard-Wiart L, Thompson-Hodgetts S, McKillop AB, Rosychuk R, Mrklas K, Zwaigenbaum L, Zwicker J, Andersen J, King G, Firouzeh P. A multi-center, pragmatic, effectiveness-implementation (hybrid I) cluster randomized controlled trial to evaluate a child-oriented goal-setting approach in paediatric rehabilitation (the ENGAGE approach): a study protocol. BMC Pediatr 2022; 22:375. [PMID: 35764983 PMCID: PMC9241221 DOI: 10.1186/s12887-022-03381-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Accepted: 05/24/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Child-oriented goal-setting in pediatric rehabilitation may improve child motivation, engagement in therapy, child outcomes related to therapy, and service delivery efficiency. The primary objective of this trial is to determine the effectiveness of a principles-driven, child-focused approach to goal-setting, Enhancing Child Engagement in Goal-Setting (ENGAGE), on pediatric rehabilitation outcomes compared to usual practice. The three secondary objectives are to 1) compare costs and secondary outcomes of the ENGAGE approach to usual practice, 2) determine the influence of child, parent and therapist characteristics on child engagement in therapy and rehabilitation outcomes, and 3) identify barriers and facilitators to the implementation of ENGAGE. METHODS This research protocol describes a pragmatic, multi-site, cluster, effectiveness-implementation (hybrid type 1 design) randomized controlled trial. Therapists (n = 12 clusters of two therapists) at participating sites (n = 6) will be randomized to 1) the ENGAGE intervention group, or 2) usual care (control) using a computer-generated, permuted-block randomization sequence with site as a stratification variable designed by a statistician (RR). Each therapist will recruit four children 5-12 years old with neurodevelopmental conditions (n = 96), who will receive ENGAGE or usual care, according to therapist group allocation. ENGAGE therapists will be trained to use a 'toolbox' of evidence-driven, theory-informed principles to optimize child and parent motivation, engagement in the goal-setting process, and performance feedback strategies. Outcomes include goal performance (primary outcome), engagement in therapy, functional abilities, participation, and parent and child quality of life. Qualitative interviews with children, parents, ENGAGE therapists, and managers will explore challenges to implementation and potential mitigation strategies. Mixed effects multiple linear regression models will be developed for each outcome to assess group differences adjusted for clustering. A cost-effectiveness analysis will combine cost and a measure of effectiveness into an incremental cost-effectiveness ratio. Qualitative data on implementation will be analyzed inductively (thematic analysis) and deductively using established implementation science frameworks. DISCUSSION This study will evaluate the effects of collaborative goal-setting in pediatric rehabilitation and inform effective implementation of child-focused goal-setting practices. TRIAL REGISTRATION NCT05017363 (registered August 23, 2021 on ClinicalTrials.gov).
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Affiliation(s)
- Lesley Pritchard-Wiart
- Department of Physical Therapy, Faculty of Rehabilitation Medicine, University of Alberta, University of Alberta, 3-60 Corbett Hall, Edmonton, AB, T6G 2G4, Canada.
| | - Sandy Thompson-Hodgetts
- Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, 3-20 Corbett Hall, Edmonton, AB, T6G 2G4, Canada
| | - Ashley B McKillop
- Faculty of Rehabilitation Medicine, University of Alberta, University of Alberta, 3-78 Corbett Hall, Edmonton, AB, T6G 2G4, Canada
| | - Rhonda Rosychuk
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, 3-524 Edmonton Clinic Health Academy, 11405 87 Ave, Edmonton, AB, T6G 1C9, Canada
| | - Kelly Mrklas
- System Innovation and Programs, Alberta Health Services and Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Strategic Clinical Networks, Provincial Clinical Excellence, Alberta Health Services and Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada, 1403 29th St NW, T2N 2T9
| | - Lonnie Zwaigenbaum
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, 10230 111 Ave NW, Edmonton, AB, T5G 0B7, Canada
| | - Jennifer Zwicker
- Director School of Public Policy, Cumming School of Medicine, University of Calgary, NW University of Calgary, 135 376 Collegiate Blvd 2500 University Drive, NW, Calgary, AB, T2N 1N4, Canada
| | - John Andersen
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, 10230 111 Ave NW, Edmonton, AB, T5G 0B7, Canada
| | - Gillian King
- Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Rd, East York, ON, M4G 1R8, Canada
| | - Pegah Firouzeh
- Faculty of Rehabilitation Medicine, University of Alberta, University of Alberta, 3-70 Corbett Hall, Edmonton, T6G 2G4, Canada
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Abstract
Objectives: This study aimed to develop and validate the Maternal Overprotection Scale to measure the degree of maternal overprotective behaviors in child-rearing.Methods: There were two parts in this study. In Study 1, the items and scale development was conducted and in Study 2, the scale evaluation was conducted. In Study 1, the sample consisted of 262 mothers with young children aged from five to six years. Mothers rated themselves on the degree of their overprotecting behaviors carried toward their children. The scale initially comprised 45 items, and it ended up with 18 items based on exploratory factor analysis and exploratory structural equation modeling. In Study 2, the data of additional 197 mothers who responded to these items were analyzed by means of confirmatory factor analysis and correlation analysis.Results: In Study 1, the exploratory factor analysis and exploratory structural equation modeling of the scale identified three sub-scale factors: Intrusive Control (eight items), Permissive Indulgence (four items), and Anxious Protection (six items). In Study 2, the Cronbach’s α values ranged from .70 to .85, showing appropriate levels of internal consistency. The cross-validation was established using different samples. The concurrent validity was confirmed by the association with a maternal parenting attitude measured by the Parenting Dimensions Questionnaire (PBDQ).Conclusion: The Maternal Overprotection Scale reliably and accurately measured degrees of overprotective maternal parenting with young children. This scale can be used as a tool for estimating individual differences in mothers’ overprotection for their young children, as well as correlations with other aspects of development.
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Development and initial validation of the hardiness based parenting behaviors questionnaire (HBPBQ). CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01673-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Liang CC, Yuan YH. Exploring Children's Creative Self-Efficacy Affected by After-School Program and Parent-Child Relationships. Front Psychol 2020; 11:2237. [PMID: 33041895 PMCID: PMC7522334 DOI: 10.3389/fpsyg.2020.02237] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 08/10/2020] [Indexed: 12/05/2022] Open
Abstract
This study aimed to verify the relationship among children’s creative self-efficacy, parenting style, parent–child relationship, and after-school program. Judgmental sampling was used for subject selection from Taiwan. There are 550 valid participants composed of elementary school to junior high school students; their data were put into the statistical process. The multiple regression analysis was applied in this study. The survey tool was developed based on literature review and related articles. Research result supported the idea that the after-school program was the most significant variable that affected the student’s creative self-efficacy. The “punitive discipline” and “autonomy support” of parenting style can affect positive parent–child relationships as well as students’ creative self-efficacy. Evidence supported the notion that “negative parent–child relationships” will not motivate students’ creative self-efficacy. Besides, the after-school program plays an important role in the students’ creative self-efficacy independently.
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Affiliation(s)
- Chen-Chu Liang
- Department of Education, National University of Tainan, Tainan, Taiwan
| | - Yu-Hsi Yuan
- College of Economics and Management, Zhejiang Normal University, Jinhua, China
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Merz EC, Maskus EA, Melvin SA, He X, Noble KG. Parental punitive discipline and children's depressive symptoms: Associations with striatal volume. Dev Psychobiol 2019; 61:953-961. [PMID: 31006129 PMCID: PMC6728208 DOI: 10.1002/dev.21859] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2018] [Revised: 02/25/2019] [Accepted: 03/13/2019] [Indexed: 12/27/2022]
Abstract
Although parental harshness has been consistently linked with increased depressive symptoms in youth, its associations with children's brain structure are not well understood. The striatum has been strongly implicated in depression in adolescents and adults. In this study, we investigated the associations among parental harsh discipline, striatal volume, and depressive symptoms in children. Participants were parents and their 5- to 9-year-old children (63% female; 29% African American; 47% Hispanic/Latino). Parents completed questionnaires about their parenting behaviors and children's depressive symptoms. Children participated in a high-resolution, T1-weighted MRI scan, and volumetric data for the caudate, putamen, and nucleus accumbens were extracted (n = 20 with both parenting and MRI data; n = 48 with both MRI and depressive symptom data). Findings indicated that more frequent parental harsh discipline was significantly associated with smaller dorsal striatal volume (caudate plus putamen). In addition, smaller dorsal striatal volume was significantly associated with increased depressive symptoms in children. These associations remained significant after accounting for child age, sex, whole brain volume, and parental depressive symptoms. These findings suggest that parental harsh discipline may be associated with children's striatal volume, which may in turn be associated with their level of depressive symptoms.
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Affiliation(s)
| | | | | | - Xiaofu He
- Columbia University Medical Center and New York State Psychiatric Institute
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