Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

Effects of Parental Childhood Maltreatment on Children's School Adaptation: An Intergenerational Perspective Based on Envy

Previous studies have examined the impact of maternal childhood maltreatment (CM) on children's school adaptation (SA), neglecting the role of fathers, and the joint influence of both parents. Based on family systems theory, this study explored the intergenerational impact of parental CM on children's SA and the mediating role of benign envy (BE) and malicious envy (ME). A total of 334 elementary school students' BE, ME, and SA statuses and their parents' CM, BE, and ME statuses were collected to construct the intergenerational transmission models of BE and ME for fathers, mothers, and parents, respectively. The results revealed that maltreated fathers or mothers individually exerted negative impacts on their children's SA, but when parents acted jointly, only fathers' CM intergenerational influence was significant. Mediation effects demonstrated that, individually, maltreated fathers indirectly affected children's SA through children's BE; maltreated mothers impacted children's SA through the "mothers' BE→children's BE" mediating chain; however, when taking combined parental action, only mothers' intergenerational transmission chain was significantly present. Identifying different intergenerational influence mechanisms of maltreated parents on offspring's school adaptation broadens our understanding of the diverse parenting roles of parents. That is, fathers foster their offspring's environmental adaptability through encouraging external exploration, while mothers enhance socialization by nurturing internal emotional development. Formulating strategies to address the emotional issues of maltreated parents, especially mothers, is crucial for mitigating the intergenerational consequences of maltreatment and enhancing the offspring's adaptability.

Analysis of parental goals according to family variables. Implications for quality education in secondary education

This paper presents an exploratory study to identify the parental achievement goals of families in Spain and to detect peculiarities, in terms of their socio-demographic and socio-economic characteristics. A total of 1590 families, represented by one of the two parents, participated by means of convenience sampling. The data were collected through a questionnaire developed ad hoc, validated by using a Confirmatory Factor Analysis. Data processing included descriptive analyses and comparisons between groups, looking for possible significant differences. The results indicate that the task mastery-oriented goal prevails in this research sample, but also that more than half of the participants guide their children towards task success. Therefore, a broad group of subjects simultaneously conveys two different types of goals with divergent orientations, a fact that could lead to a conflict of values for adolescents. Regarding the relationship with the socio-demographic and socio-economic variables of the families, their greatest influence is in the case of the goal oriented towards failure, being lower in the goal aimed at success and decreasing significantly in the goal oriented towards mastery of the task. The results of this study suggest the necessity to offer, within the framework of universal parenting programmes, specific projects which help parents to clarify the values inherent in their parental achievement goals from the perspective of positive parenting. In addition, teachers should be trained in this aspect so that, in exercising their tutorial role, they can encourage all families to attain the goals of parental achievement associated with the quality of education.

The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations

Academic stress has been showed to be an important factor associated with test anxiety. However, the internal mechanism between them is still not clear. The purpose of this study was to explore whether the relationship between academic stress and test anxiety was affected by parental expectations and regulatory emotional self-efficacy. This study recruited 1,315 volunteers aged 17-25 to complete self-reports on academic stress, parental expectations, regulatory emotional self-efficacy and test anxiety. The results showed that there was a significant positive correlation between academic stress and test anxiety. Additionally, parental expectations were negatively correlated with academic stress but positively correlated with regulatory emotional self-efficacy, and regulatory emotional self-efficacy was negatively correlated with academic stress and test anxiety. The results showed that regulatory emotional self-efficacy played a mediating role in academic stress and test anxiety, and the relationship between academic stress and regulatory emotional self-efficacy was moderated by parental expectations, which indicated that parental expectations and regulatory emotional self-efficacy may play an important role in the relationship between academic stress and test anxiety.

Relationship between Helicopter Parenting and Chinese Elementary School Child Procrastination: A Mediated Moderation Model

BACKGROUND

The family environment is essential for elementary school children's development. With smartphone penetration into all aspects of people's lives, how parenting affects children's behavior may show new patterns.

OBJECTIVE

This study constructed a mediated moderation model, focusing on the mediating role of child self-control and parental phubbing to clarify the relationship between helicopter parenting (over-parenting) and child procrastination and its mechanisms.

METHODS

The Smartphone Addiction Scale for Chinese Adults, Brief Self-Control Scale, Over-Parenting Questionnaire, and Short General Procrastination Scale were employed to investigate 562 elementary school-age children and their parents.

RESULTS

After data analysis, this study showed the following: (1) helicopter parenting was significantly and positively related to child self-control, child procrastination, and parental smartphone use; (2) child self-control partially mediated the relationship between helicopter parenting and child procrastination; and (3) pathways between helicopter parenting and child self-control were moderated by mother-phubbing behavior.

CONCLUSION

These findings inform parents of their roles in family education.

Parental Mediation and Adolescents' Internet Use: The Moderating Role of Parenting Style

Internet use can be distinguished into different uses (e.g., leisure-related, learning-related), yet comprehensive studies on how different uses are associated with everyday parenting situations are still lacking. This study attempts to locate parental mediation within broader family contexts and simultaneously considers the relationships among general parenting style, media-specific parenting practices, and adolescents’ amount and types of Internet use. Building on survey data collected from 1284 middle school students in China (mean age = 13, SD = 0.79, 48.60% girls), the Latent Profile Analysis identified three child-perceived profiles of general parenting style: slight-engaged, supportive, and rejecting-controller. The subsequent regressions suggested that adolescents with supportive parents reported lower levels of time spent online as well as leisure-related use; more restrictive parental mediation was associated with reduced leisure-related use while more active mediation was associated with more learning-related use. Notably, associations between parental use of active mediation and youth’s amount of Internet use and leisure-related use varied based on parenting style profiles. Only for the supportive parenting profile, more use of active mediation was associated with decreased amount of Internet use as well as leisure-related use. These findings have implications on how parents can be more effective in guiding youth’s Internet use.

Parental Beliefs about Childhood and Adolescence from a Longitudinal Perspective

Research into family context as a socializing agent points to the need to take parental beliefs into account due to the role they play in both parenting strategies and, ultimately, in the psychosocial adjustment of children and adolescents. The present study aims to explore possible relationships between parental beliefs about childhood and adolescence from a longitudinal and qualitative perspective. The beliefs held by parents of teenagers about adolescence are compared with those they hold about childhood at that same moment, and the evolution of these ideas is charted over the course of 16 years as their children grow. A total of 102 parents participated in the longitudinal study. They completed two types of semi-structured interviews: one of them throughout the entire study period and the other once their children became teenagers. The results reveal an association between the type of beliefs parents hold about childhood and their perception of adolescence, and they indicate that these ideas change over time as more adjusted and modern beliefs about child development correlate with a more positive perception of adolescence. These results are interpreted from the perspective of their influence on beliefs about parenting styles, reflecting what is reported in the recent literature regarding the most successful styles for fostering children’s and adolescents’ psychosocial adjustment.

The Influence of Pubertal Development on Adolescent Depression: The Mediating Effects of Negative Physical Self and Interpersonal Stress

The current study examined the influence of pubertal development stage on depression and its psychosocial mechanisms in a non-clinical population of 502 adolescents (244 boys and 258 girls) in China, graded 5 to 8. Results indicated that (1) pubertal development was positively correlated with depression, negative physical self and interpersonal stress. (2) There is a significant gender by pubertal development interaction on the measure of academic self-concept, which is accounted for by decreased academic self in boys but not in girls as a function of pubertal development. (3) Mediation analyses show that increased depression in late compared to pre- puberty is partly mediated by the enhancement of negative physical self and interpersonal stress. These findings suggest that the late stage of puberty is coupled by a higher risk of depression in adolescents partly through increased negative physical self and interpersonal stress.

Protective and Risk Factors for Adolescent Substance Use in Spain: Self-Esteem and Other Indicators of Personal Well-Being and Ill-Being

Although self-esteem has traditionally been considered as an important correlate of psychosocial adjustment, some empirical studies have found a positive relationship between some domains of self-esteem and drug use among adolescents. The present study analyzes self-esteem and other adjustment personal indicators as protective or risk factors for substance use. Participants were 644 Spanish adolescents aged 12–17 years. Substance use (cigarettes, alcohol, marijuana, and other illicit drugs), multidimensional self-esteem (academic, social, emotional, family, and physical), and other indicators of adolescents’ well-being and ill-being (psychological problems, behavior problems, and parenting) were measured. We observed, on the one hand, that substance use had a significant negative relationship with academic, family, and physical self-esteem. On the other hand, we also observed a significant positive relationship between drug use and social self-esteem. However, this significant relationship disappeared after statistically controlling for sex and age, using both partial correlation analyses and covariance analysis. Interestingly, beyond the importance of each factor related to drugs, prevention science should first of all be able to identify whether the main psychological variables (e.g., social or physical self-esteem) are risk or protective factors for drug use.

Parenting Styles, Internalization of Values and Self-Esteem: A Cross-Cultural Study in Spain, Portugal and Brazil

The present study analyzes the impact of parenting styles on adolescents' self-esteem and internalization of social values in three countries, Spain, Portugal and Brazil. The sample of the study was comprised of 2091 adolescents from Spain (n = 793), Portugal (n = 675), and Brazil (n = 623) from 12-18 years old (52.1% females). The four types of parenting styles, authoritative, indulgent, authoritarian and neglectful, were measured through the warmth and strictness dimensions of the Scale of Parental Socialization ESPA29. The two criteria variables were captured with the five dimensions of the AF5, Five-Factor Self-Concept Questionnaire, and with self-transcendence and conservation Schwartz values. Results confirm emergent research in parenting socialization: the use of parental warmth is evidenced as key for adolescent self-esteem and internalization of social values in the three countries analyzed. Indulgent and authoritative parenting (both characterized by parental warmth) are associated with the highest value internalization in the three countries. Furthermore, indulgent parenting (use of warmth) is associated with the highest adolescent self-esteem, overcoming authoritative parenting (use of warmth and strictness). The influence of parenting over adolescent self-esteem and values internalization is maintained independent of the differences in self-esteem and value priorities observed in the cultural context, the sex and age of the participants.

Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

Starting from the basic idea that identifying predictive family factors for children’s well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers’ achievement goal orientations and parental self-efficacy on their children’s academic well-being, considering children’s own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; Mage = 10.44, SD = 0.49), in the 8th grade (n = 62; Mage = 14.45, SD = 0.53), and in the 12th grade (n = 28; Mage = 18.39, SD = 0.62). The results indicated that mothers’ motivational orientations had a strong effect on their children’s corresponding motivational orientations. Mothers’ achievement goal orientations and parental self-efficacy had significant effects on children’s well-being, mediated by children’s goal orientations. Children’s well-being was positively predicted by mothers’ mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children’s corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents’ level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.

Alcohol Consumption Frequency of Parents and Stress Status of Their Children: Korea National Health and Nutrition Examination Survey (2007-2016)

Background: The effect of stress on mental health has been increasingly acknowledged. Drinking habits are closely inter-related with stress and each affects the other. However, only limited studies addressed the effects of alcohol consumption on family members apart from spouses. The purpose of this study is to better understand the relationship between parent drinking frequency and their children’s self-reported stress. Methods: Data was collected from the Korean National Health and Nutrition Examination Survey (K-NHANES) conducted during 2007–2016. Respondents were divided into three groups: children (n = 3796), maternal (n = 22,418), and paternal (n = 16,437). After merging the children and parents data sets, we identified the final study population of 3017 and performed binary logistic regression. Results: We found that the odds of high stress cognition was 1.58-fold higher for children who have heavy drinking mother (95% CI: 1.14–2.19) and 1.45-fold higher for those who have heavy drinking father (95% CI: 1.06–1.99). In a subgroup analysis, children whose household income level was Q1 and maternal occupation was white collar showed a statistically significant association of high stress with parental drinking frequency. Conclusions: Parental drinking frequency negatively impacts stress in the children of drinkers. We suggest providing support care for children in vulnerable environments to improve their stress levels.

Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents

School attendance problems negatively affect students' development. This study attempted to identify different school refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15-18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale-Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four school refusal behavior profiles: non-school refusal behavior, high school refusal behavior, moderately low school refusal behavior, and moderately high school refusal behavior. Analyses of variance (ANOVA) indicated that adolescents' with the profile of high school refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-school refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high school refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject school are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing school refusal behaviors.