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McCorkle G, Andres A, Sims CR, Casey PH, Sorensen ST, Durey T, Bellando J. Exploring the relationship between child temperament, maternal psychiatric symptoms, family environment and infant feeding. MATERNAL & CHILD NUTRITION 2024:e13728. [PMID: 39228139 DOI: 10.1111/mcn.13728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Revised: 08/01/2024] [Accepted: 08/20/2024] [Indexed: 09/05/2024]
Abstract
OBJECTIVES Infant temperament is assumed to be primarily innate. However, newer research suggests that maternal affection impacts ratings of temperament and environmental factors, including feeding method, can also influence infant temperament. This study investigates child temperament and its relationships with maternal psychiatric symptoms, environmental variables and feeding method longitudinally in a cohort of children followed from 6 to 72 months. Differences in temperament by feeding group are also investigated. We hypothesized that maternal psychiatric symptoms, environmental stressors, and impaired family dynamics would have negative impact on child temperament, whereas breastfeeding would have a positive impact on child temperament. METHOD Mothers' ratings of child's temperament, own psychiatric symptomatology, environmental stresses and family cohesion were obtained in 504 mother-infant dyads via rating scales completed by mothers. Infants were breastfeed (BF), fed soy-based infant formula (SF) or dairy-based infant formula (MF). Linear mixed effect models investigated the relationship of variables on child's temperament while controlling for significant covariates and repeated measurements. RESULTS Mothers in this study did not endorse clinical-level psychiatric symptomatology; however, when adjusted for significant covariates, higher psychiatric symptomatology significantly correlated with environmental stressors, impaired family dynamics and elevations in temperament ratings of infants' adaptability and mood. There were no lasting differences for temperament between feeding groups. However, some significant transient increases in rhythmicity and adaptability were found between SF and BF children. CONCLUSION Positive relationships between family environment stressors and maternal psychiatric ratings were found. Transient differences were found in child temperament based upon feeding method.
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Affiliation(s)
- Ginger McCorkle
- Arkansas Children's Nutrition Center, Little Rock, Arkansas, USA
| | - Aline Andres
- Arkansas Children's Nutrition Center, Little Rock, Arkansas, USA
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
| | - Clark R Sims
- Arkansas Children's Nutrition Center, Little Rock, Arkansas, USA
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
| | - Patrick H Casey
- Arkansas Children's Nutrition Center, Little Rock, Arkansas, USA
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
| | - Seth T Sorensen
- Arkansas Children's Nutrition Center, Little Rock, Arkansas, USA
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
- Department of Pediatrics, Baylor College of Medicine, San Antonio, Texas, USA
| | - Trevor Durey
- Arkansas Children's Nutrition Center, Little Rock, Arkansas, USA
| | - Jayne Bellando
- Arkansas Children's Nutrition Center, Little Rock, Arkansas, USA
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
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Belizaire S, Powers M, Mekawi Y. How can white parents raise anti-racist children? Introducing the routes to effective anti-racist parenting (REAP) model. FAMILY PROCESS 2024; 63:535-576. [PMID: 37962033 DOI: 10.1111/famp.12951] [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: 11/18/2022] [Revised: 09/30/2023] [Accepted: 10/14/2023] [Indexed: 11/15/2023]
Abstract
In response to highly publicized instances of overt racial injustice, there has been a recent resurgence of interest and commitment to identifying processes through which anti-racist behaviors develop among White individuals. One particularly important context in which anti-racist behaviors can develop is within families and as a result of childrearing. Theories of anti-racism typically neglect the role of families and family science research typically neglects a focus on anti-racist parenting outcomes. To further research and applied work on fostering anti-racism within White families, this paper introduces a new integrative model called routes to effective anti-racist parenting (REAP). The model draws on theories from various fields, including family science and social psychology, and uses a metaphor of nurturing a plant to explain the nuanced, multi-faceted approaches to anti-racist parenting. The model incorporates factors related to the "pot" (i.e., fundamental values and structure necessary to contain more specific anti-racist skills and behaviors), "soil" (i.e., characteristics that define anti-racist commitment), "seeds" (i.e., direct transmission of anti-racism skills), and "environment" (i.e., influential external factors). Finally, we describe the intended benefits that can be reaped from this intentional approach to anti-racist parenting. The REAP model contributes to the family science literature by providing an empirically grounded theoretical model describing the roles that parents can play in children's anti-racist development.
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Affiliation(s)
- Shequanna Belizaire
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, Kentucky, USA
| | - Margaret Powers
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, Kentucky, USA
| | - Yara Mekawi
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, Kentucky, USA
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Savell SM, Niguse M, Caluori N, Brown-Iannuzzi JL, Wilson MN, Lemery-Chalfant K, Shaw DS. Cascading Influences of Caregiver Experiences of Discrimination and Adolescent Antisocial Behavior. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2024:1-15. [PMID: 38252485 PMCID: PMC11260903 DOI: 10.1080/15374416.2024.2301770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
OBJECTIVE Although a growing body of work has found that parents' experiences of racial and socioeconomic (SES) based discrimination are directly related to their children's behavior problems , more work is needed to understand possible pathways by which these factors are related and to identify potential targets for prevention and/or intervention. METHOD Using a large (N = 572), longitudinal sample of low-income families from diverse racial backgrounds, the current study explored whether caregivers' experiences of racial and SES discrimination during their children's middle childhood (i.e. ages 7.5-9.5) predicted youth-reported antisocial behavior during adolescence and potential factors mediating these associations (e.g. caregiver depressive symptoms and positive parenting practices). RESULTS We found that higher levels of caregiver experiences of discrimination at child ages 7.5-9.5 predicted higher levels of caregiver depressive symptoms at child age 10.5, which were related to lower levels of caregiver endorsement of positive parenting practices at child age 14.5, which in turn, predicted higher levels of youth-reported antisocial behavior at age 16. CONCLUSION The findings highlight the adverse effects of racism and discrimination in American society. Second, the findings underscore the need to develop interventions which mitigate racism and discrimination among perpetrators and alleviate depressive symptoms among caregivers.
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Affiliation(s)
- Shannon M. Savell
- Department of Psychology, University of Virginia, Charlottesville, VA
| | - Mihret Niguse
- Department of Psychology, University of Virginia, Charlottesville, VA
| | - Nava Caluori
- Department of Psychology, University of Virginia, Charlottesville, VA
| | | | - Melvin N. Wilson
- Department of Psychology, University of Virginia, Charlottesville, VA
| | | | - Daniel S. Shaw
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA
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Lee M, Kang S, Uribe A, Harvey EA, Galano MM. Mediators and moderator of the effects of early exposure to intimate partner violence on children's mental health. Dev Psychopathol 2023:1-13. [PMID: 37246164 DOI: 10.1017/s0954579423000548] [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: 05/30/2023]
Abstract
Childhood intimate partner violence (IPV) exposure increases the likelihood of internalizing and externalizing problems. There is substantial variability in children's outcomes following IPV exposure, but the reasons behind this are unclear, particularly among preschool-age children. The current study aimed to examine the direct and indirect effects of IPV on preschoolers' mental health through parent factors (parenting and parental depression), exploring child temperament as a potential moderator of the relation between IPV and child outcomes. Participants were 186 children (85 girls) and their parents living in the United States. Data were initially collected when children were age three, with follow-up at ages four and six. Both parents' baseline IPV perpetration had adverse effects on child outcomes. Mothers' IPV was associated with greater paternal depression, paternal overractivity, and maternal laxness, whereas fathers' IPV was associated with more paternal overreactivity. Only paternal depression mediated the effect of mothers' IPV on child outcomes. Parenting did not mediate nor did child temperament moderate the relation between IPV and child outcomes. Results shed insight into the need to address parental mental health in families experiencing IPV and underline the need for a further exploration of individual- and family-level mechanisms of adjustment following IPV exposure.
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Affiliation(s)
- Minji Lee
- University of Massachusetts Amherst, 135 Hicks Way, Department of Psychological and Brain Sciences, Amherst, MA 01003, USA
| | - Sungha Kang
- University of Massachusetts Amherst, 135 Hicks Way, Department of Psychological and Brain Sciences, Amherst, MA 01003, USA
| | - Ana Uribe
- University of Massachusetts Amherst, 135 Hicks Way, Department of Psychological and Brain Sciences, Amherst, MA 01003, USA
| | - Elizabeth A Harvey
- University of Massachusetts Amherst, 135 Hicks Way, Department of Psychological and Brain Sciences, Amherst, MA 01003, USA
| | - Maria M Galano
- University of Massachusetts Amherst, 135 Hicks Way, Department of Psychological and Brain Sciences, Amherst, MA 01003, USA
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Gonzalez S, Rodriguez CM. Psychosocial Resources Predicting Maternal and Paternal Positive Parenting and Lower Child Abuse Risk. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:186-197. [PMID: 36690868 PMCID: PMC10331505 DOI: 10.1007/s11121-022-01483-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/19/2022] [Indexed: 01/25/2023]
Abstract
Young children have the highest victimization rates of physical abuse in their first year of life, making up nearly half of all child abuse-related fatalities. More effective prevention is needed to reduce child victimization, yet many risk reduction models rely on problematic inclusion criteria, only intervene after maltreatment has occurred, or focus only on mothers. More proactive prevention models that promote positive parenting practices early in the transition to parenthood could be key to reducing child maltreatment. The current study sought to assess how both mothers' and fathers' psychosocial resources (e.g., emotion regulation, coping, and social support) and empathy can predict positive parenting and predict lower child abuse risk across time in a cross-lagged model. Parenting and abuse risk were examined prenatally, through the transition into parenthood, until children were 4 years old. First time mothers and their partners were recruited in the third trimester of pregnancy and assessed again when children were 6 months, 18 months, and 4 years old. Separate path models for mothers and fathers analyzed whether psychosocial resources and empathy at earlier timepoints predicted their positive parenting and lower abuse risk by the time children were age 4. Findings demonstrated that mothers' earlier empathy predicted later positive parenting and earlier positive parenting predicted later empathy. Fathers' lower prenatal abuse risk predicted greater subsequent empathy. Both mothers' and fathers' psychosocial resources and empathy at earlier timepoints predicted later positive parenting. Parents' psychosocial resources can be integral assets in positive, effective parenting approaches both concurrently and longitudinally. Mothers' and fathers' resources are an important point of intervention prior to and during the transition into parenthood to support healthier families that would confer benefits to child functioning.
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Affiliation(s)
| | - Christina M Rodriguez
- Department of Psychology, Old Dominion University, 250 Mills Godwin Life Sciences Building, Norfolk, VA, 23529, USA.
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Blume J, Park S, Cox M, Mastergeorge AM. Explicating Child-Driven Patterns of Parent-Child Responsivity in Fragile Families: A Longitudinal Approach. Front Pediatr 2022; 10:813486. [PMID: 35372155 PMCID: PMC8965445 DOI: 10.3389/fped.2022.813486] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Accepted: 02/21/2022] [Indexed: 11/13/2022] Open
Abstract
It has been well-established that development occurs in the context of a transactional framework, with bidirectional parent-child interactions influencing both proximal and distal outcomes. In particular, child vocabulary development is sensitive to parenting qualities including warmth, sensitivity, and control as well as parental stimulation including language input and access to learning enrichment activities. Similarly, these parenting qualities are influenced by and influence children's development of pro-social behaviors. Given the foundational role of both language and pro-social skills for academic achievement and the establishment of healthy relationships across the lifespan, a comprehensive understanding of the magnitude, stability, and reciprocity of such interactions across childhood has the potential to better inform early intervention and prevention practices and highlight risk and resilience factors. This study investigated the concurrent and successive transactional relationships between child pro-social behavior, child emergent language, and parenting qualities within a large, longitudinal sample. This study utilized Waves 3, 4, and 5 of the Fragile Families and Child Well Being Study (FFCWBS), corresponding to focal child age 3, 5, and 9 years, respectively. A series of Structural Equation Modeling (SEM) with full-information likelihood (FIML) estimation (n = 3,422) including child prosocial behavior, receptive vocabulary, and supportive parenting behaviors was tested and compared. Our findings indicate significant, positive associations over time between child pro-social behavior and receptive vocabulary, and parenting quality across all three stages of early child development. The steady decline in magnitude of these associations over time highlights the importance of synergistic parent-child interactions in toddlerhood as an early opportunity to propel these developmental outcomes and supportive parenting behaviors. Patterns of change in child pro-social behavior skills and parenting qualities remained positive and relatively stable, while observed growth in child receptive vocabulary skills increased in magnitude over time. Additional investigation of indirect effects specified the role of receptive vocabulary, as well as the bolstering role of prosocial behavior, in eliciting responsive parenting qualities over time.
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Affiliation(s)
- Jessica Blume
- Department of Human Development and Family Sciences, Texas Tech University, Lubbock, TX, United States
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Kaniušonytė G, Laursen B. Perceptions of Positive Parenting Predict Increases in Resilience for Low Neurotic and High Agreeable Adolescents. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022; 185:111272. [PMID: 34658471 PMCID: PMC8516125 DOI: 10.1016/j.paid.2021.111272] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
This study examines whether adolescent personality moderates longitudinal associations between perceived parenting practices and changes in adolescent resilience. A community sample of 442 (224 boys, 218 girls) Lithuanian adolescents completed surveys twice, one year apart, beginning in Grade 11 (M=17.1 years old). Adolescent self-reports described resilience, personality (neuroticism and agreeableness), and perceptions of positive parenting (support and monitoring). Adolescent personality moderated associations between initial perceptions of parenting and changes in resilience. Monitoring and support anticipated greater resilience for adolescents low but not high on neuroticism. Monitoring also anticipated greater resilience for adolescents high but not low on agreeableness. Consistent with the vantage-resistance hypothesis, the results suggest that neuroticism and disagreeableness interfere with the child's ability to profit from positive environmental experiences.
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Affiliation(s)
| | - Brett Laursen
- Florida Atlantic University, Department of Psychology
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8
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Cano-Lozano MC, León SP, Contreras L. Relationship between Punitive Discipline and Child-to-Parent Violence: The Moderating Role of the Context and Implementation of Parenting Practices. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:ijerph19010182. [PMID: 35010442 PMCID: PMC8750548 DOI: 10.3390/ijerph19010182] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/21/2021] [Accepted: 12/22/2021] [Indexed: 11/16/2022]
Abstract
This study examines the influence of punitive parental discipline on child-to-parent violence (CPV). The moderating roles of parental context (stress and parental ineffectiveness), mode of implementation of parental discipline (parental impulsivity or warmth/support) and the gender of the aggressor in the relationship between punitive discipline and CPV are examined. The study included 1543 university students between 18 and 25 years old (50.2% males, Mage = 19.9 years, SD = 1.9) who retrospectively described their experience between the ages of 12 and 17 years old. The results indicated that stress, ineffectiveness and parental impulsivity increase the negative effect of punitive discipline on CPV. There is no moderating effect of parental warmth/support. The gender of the aggressor is only a moderator in the case of violence toward the father, and the effect of punitive discipline is stronger in males than in females. The study draws conclusions regarding the importance of context and the mode by which parents discipline their children, aspects that can aggravate the adverse effects of physical and psychological punishment on CPV. It is necessary for interventions to focus not only on promoting positive disciplinary strategies but also on the mode in which they are administered and on contextual aspects.
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Affiliation(s)
| | - Samuel P. León
- Department of Education, University of Jaén, 23071 Jaén, Spain;
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Nonnenmacher N, Müller M, Taczkowski J, Zietlow AL, Sodian B, Reck C. Theory of Mind in Pre-school Aged Children: Influence of Maternal Depression and Infants' Self-Comforting Behavior. Front Psychol 2021; 12:741786. [PMID: 34899482 PMCID: PMC8651535 DOI: 10.3389/fpsyg.2021.741786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Accepted: 10/29/2021] [Indexed: 11/13/2022] Open
Abstract
A milestone of child development is theory of mind (ToM): the ability to attribute mental states, especially beliefs and desires, to other persons and to understand that their behavior is guided by mental states. The learning process about the mental world also takes place in social communication and interaction, beginning in infancy. Infancy is assumed to be a sensitive period for the development of social skills through interaction. Due to limited self-regulatory skills, infants depend on sensitive behavior of their caregivers to regulate affective states and physiological arousal, and in turn, mutually regulated affects allow the infant to gradually acquire the capability to self-regulate negative affective states. Effective and adequate affect regulation is an important prerequisite for environmental interaction and thus for the development of socio-emotional skills. The present study investigated the relation of self-regulatory abilities in infancy and later ToM in pre-school aged children of clinically depressed mothers and healthy controls. The sample comprised of N = 55 mother-child dyads, n = 22 diagnosed with postpartum or lifetime depression according to DSM-IV and n = 33 healthy controls. Mother-infant-interaction was videotaped during the Face-to-Face Still-Face paradigm. At 3 and 42 months postpartum mothers were interviewed with the Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I) to evaluate maternal psychopathological status according to DSM-IV. At the age of M = 4.0 years, children's ToM abilities were assessed using content-false-belief and location-false-belief tasks. The results of this study show that contrary to our hypotheses, maternal depression did not impair the development of children's ToM-abilities per se. Rather, an interaction effect highlights the role of infant's self-comforting behavior during mother-infant interaction in infancy (3 months postpartum) for ToM-development at pre-school age assessed with the Maxi-task; this association was distinct for female in comparison to male children. The results of this longitudinal study shed light on the discussion, how maternal depression influences child development and point in the direction that self-comforting behaviors in infancy can also be seen as a resource.
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Affiliation(s)
- Nora Nonnenmacher
- Center for Psychosocial Medicine, Heidelberg University Hospital, Institute of Medical Psychology, Heidelberg, Germany
| | - Mitho Müller
- Department of Psychology, Ludwig Maximilians University Munich, Munich, Germany
| | - Joana Taczkowski
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Anna-Lena Zietlow
- Center for Psychosocial Medicine, Heidelberg University Hospital, Institute of Medical Psychology, Heidelberg, Germany.,School of Social Sciences, University of Mannheim, Mannheim, Germany
| | - Beate Sodian
- Department of Psychology, Ludwig Maximilians University Munich, Munich, Germany
| | - Corinna Reck
- Department of Psychology, Ludwig Maximilians University Munich, Munich, Germany
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Luo Y, Wu A, Zhang H. Parental Punishment and Adolescents' Loneliness: A Moderated Mediation Model of General Self-Concept and Teacher-Student Relationships. Front Psychol 2021; 12:693222. [PMID: 34795609 PMCID: PMC8594268 DOI: 10.3389/fpsyg.2021.693222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Accepted: 10/01/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Loneliness adversely affects physical and mental health; therefore, it is necessary to explore its related influencing factors and mechanisms. This study investigated the mediating role of general self-concept in the association between parental punishment (PP) and adolescent loneliness and as well as the moderating role of teacher–student relationships (TSR) in Chinese students. Methods: Data were obtained from 1,169 Chinese students (10–18years old) using several self-report questionnaires: the Egna Minnen av Barndoms Uppfostran (EMBU), Self-Description Questionnaire (SDQ), Teacher–Student Relationships Scale (TSR), and UCLA Loneliness Scale. Data were analyzed with IBM SPSS 22.0, and the PROCESS macro program. Results: (1) Parental punishment had a positive predictive effect on adolescent loneliness, (2) parental punishment predicted adolescent loneliness not only directly but also indirectly through the mediating effect of general self-concept, and (3) teacher–student relationships moderated the influence of PP on adolescent loneliness. Conclusion: Adolescent loneliness is less affected by parental punishment when TSRs are better. Additionally, when adolescents are punished less by their parents and have good teacher–student relationships, they have higher general self-concepts. Limitations: This study’s cross-sectional research design was unable to show causal relationships among the factors influencing adolescent loneliness.
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Affiliation(s)
- Yun Luo
- School of Education, Zhaoqing University, Zhaoqing, China
| | - Anyi Wu
- School of Education, Zhaoqing University, Zhaoqing, China
| | - Hui Zhang
- Jiangsu Key Laboratory of Mental Health and Cognitive Science, School of Psychology, Nanjing Normal University, Nanjing, China
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Chen L, Wang Y, Yang H, Sun X. Emotional warmth and cyberbullying perpetration attitudes in college students: Mediation of trait gratitude and empathy. PLoS One 2020; 15:e0235477. [PMID: 32663843 PMCID: PMC7360375 DOI: 10.1371/journal.pone.0235477] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 06/16/2020] [Indexed: 11/18/2022] Open
Abstract
Based on Social Learning Theory and the General Aggression Model, this study aims to explore the relationship between parental emotional warmth and the cyberbullying perpetration attitudes of college students and the mediating roles of trait gratitude and empathy. Using the stratified cluster random sampling method, 1198 college students (716 boys and 482 girls with an average age of 20.44 years) were tested using the subscale of the Parenting Styles Instrument, the Basic Empathy Scale, the Gratitude Questionnaire-6, and the Cyberbullying Attitude Questionnaire. Results: Emotional warmth, trait gratitude, cognitive empathy, and affective empathy all demonstrated significantly positive relationships with each other (rs from .175 to .403, ps < 0.01) and negative correlations with cyberbullying perpetration attitudes (rs from -.137 to -.306, ps < 0.01). Emotional warmth can exert an impact on cyberbullying perpetration attitudes through three fully mediating paths: the mediating roles of trait gratitude (41.91% of the total effect), cognitive empathy (14.5% of the total effect), and the chain mediating roles of trait gratitude–cognitive empathy (19.5% of the total effect). The results may have important implications for future studies to develop effective interventions for cyberbullying.
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Affiliation(s)
- Liang Chen
- School of Marxism, University of Science and Technology Liaoning, Anshan, Liaoning Province, China
- * E-mail:
| | - Yandong Wang
- School of Business Administration, University of Science and Technology Liaoning, Anshan, Liaoning Province, China
| | - Hongze Yang
- School of Marxism, University of Science and Technology Liaoning, Anshan, Liaoning Province, China
| | - Xiaohua Sun
- Organization Department of Party Committee, University of Science and Technology Liaoning, Anshan, Liaoning Province, China
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Liew J, Erbeli F, Nyanamba JM, Li D. Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes. READING PSYCHOLOGY 2020. [DOI: 10.1080/02702711.2020.1783145] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Jeffrey Liew
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Florina Erbeli
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Juliet M. Nyanamba
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Danni Li
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
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Jaramillo-Sierra AL, Kaestle CE, Allen KR. Daughters’ Anger towards Mothers and Fathers in Emerging Adulthood. SEX ROLES 2016. [DOI: 10.1007/s11199-016-0599-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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