共查询到20条相似文献，搜索用时 15 毫秒
1.
This study tested the equivalence of a theoretical model of parenting behaviors linking financial strain to adolescents' achievement for African American and European American families and for single- and two-parent families. The sample included an economic cross-section of African American (n = 387) and European American families (n = 230) from single- (n = 171) and two-parent (n = 446) homes. Multi-group analyses revealed no significant differences in the structural equation models between the African American and European American families, or between the single- and two-parent families. Results demonstrated that negative parent-adolescent relationships and parental school involvement mediated the relation between financial strain and adolescents' academic achievement. 相似文献
2.
The relation of parenting style to adolescent school performance 总被引：21，自引：0，他引：21
S M Dornbusch P L Ritter P H Leiderman D F Roberts M J Fraleigh 《Child development》1987,58(5):1244-1257
This article develops and tests a reformation of Baumrind's typology of authoritarian, permissive, and authoritative parenting styles in the context of adolescent school performance. Using a large and diverse sample of San Francisco Bay Area high school students (N = 7,836), we found that both authoritarian and permissive parenting styles were negatively associated with grades, and authoritative parenting was positively associated with grades. Parenting styles generally showed the expected relation to grades across gender, age, parental education, ethnic, and family structure categories. Authoritarian parenting tended to have a stronger association with grades than did the other 2 parenting styles, except among Hispanic males. The full typology best predicted grades among white students. Pure authoritative families (high on authoritative but not high on the other 2 indices) had the highest mean grades, while inconsistent families that combine authoritarian parenting with other parenting styles had the lowest grades. 相似文献
3.
《Early education and development》2013,24(2):111-133
The role of parenting as a protective process for school success was investigated among 59 African American children 6 to 11 years old from homeless families residing in a Minneapolis shelter. Reliable scores for three dimensions of parenting—parent-child closeness, parent involvement in education, and firm discipline—were derived from ratings based on interviews with parents while they were living at the shelter. After families had left the shelter, children's school success was assessed via three types of indicators: a) performance on a standardized achievement test; b) ratings of school records for the current school semester as well as cumulative school records; and c) teacher assessments of appropriate school behavior. Results suggested that good parenting may be protective for school success in these children. Close parent–child relationships and high parent involvement in the child's education were associated with school success in terms of school records of achievement and behavior in school. Parent's intellectual functioning, education level, psychological distress and firm disciplinary practices were unrelated to child academic success. Future research directions and implications for intervention are discussed. 相似文献
4.
Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed 总被引：21，自引：0，他引：21
Laurence Steinberg Susie D. Lamborn Sanford M. Dornbusch Nancy Darling 《Child development》1992,63(5):1266-1281
This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment. 相似文献
5.
Parenting as a Protective Process for School Success in Children from Homeless Families 总被引：1，自引：1，他引：0
The role of parenting as a protective process for school success was investigated among 59 African American children 6 to 11 years old from homeless families residing in a Minneapolis shelter. Reliable scores for three dimensions of parenting—parent-child closeness, parent involvement in education, and firm discipline—were derived from ratings based on interviews with parents while they were living at the shelter. After families had left the shelter, children's school success was assessed via three types of indicators: a) performance on a standardized achievement test; b) ratings of school records for the current school semester as well as cumulative school records; and c) teacher assessments of appropriate school behavior. Results suggested that good parenting may be protective for school success in these children. Close parent-child relationships and high parent involvement in the child's education were associated with school success in terms of school records of achievement and behavior in school. Parent's intellectual functioning, education level, psychological distress and firm disciplinary practices were unrelated to child academic success. Future research directions and implications for intervention are discussed. 相似文献
6.
Economic stress, parenting, and child adjustment in Mexican American and European American families 总被引：1，自引：0，他引：1
Parke RD Coltrane S Duffy S Buriel R Dennis J Powers J French S Widaman KF 《Child development》2004,75(6):1632-1656
To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted. 相似文献
7.
Tony Xing Tan Linda A. CamrasHuihua Deng Minghao ZhangZuhong Lu 《Early childhood research quarterly》2012,27(1):128
This study seeks to extend previous research on family stress, parenting, and child adjustment to families with adopted Chinese children. In doing so, we also seek to strengthen inferences regarding the experiential underpinnings of previously obtained relationships among these variables by determining if they also occur in families where parents and children are not biologically related. Participants were families of 133 preschool-age adopted Chinese girls (Mage = 5.2 years, SD = 0.7; Mage at adoption = 12.8 months, SD = 4.1). Data on family stress, parenting styles, and children's behavioral adjustment were collected from the adoptive mothers with the Social Problem Questionnaire (SPQ), Parenting Styles and Dimensions Questionnaire (PSDQ), and Child Behavior Checklist (CBCL) respectively. Results showed that adoptive mothers reported relatively mild family stress, frequent authoritative parenting, and few behavior problems in their children. Nonetheless, family stress, authoritarian and permissive parenting styles positively correlated with children's behavioral problems. Finally, authoritarian parenting mediated the effect of non-child-related family stress (NCR-stress) on the adopted Chinese girls’ CBCL internalizing and overall problems, even after controlling for corresponding CBCL scores from 2 years earlier. Our results showed that the overall pattern of relationships found in non-adoptive families is also seen in families with adopted Chinese children. 相似文献
8.
邢燕雷 《商丘职业技术学院学报》2012,(1):29-30
父母教养方式作为儿童发展中最重要的背景因素如何影响与塑造儿童的行为方式一直是儿童发展心理学研究的重点。文章选取了中国内陆843名初中儿童（12．66±1．34）为被试,考察了不同的教养方式与不同亚类型攻击的关系。结果显示,儿童反应性主动性攻击行为受不同类型的教养方式的影响方式显著不同。权威型的教养方式下儿童无论是反应性攻击还足主动性攻击都显著低于其他三种不利的教养方式;而三种不利的教养方式在反应性攻击上没有显著差异,但在主动性攻击上差异显著。 相似文献
9.
Beyond Parental Control and Authoritarian Parenting Style: Understanding Chinese Parenting through the Cultural Notion of Training 总被引：18，自引：2，他引：18
Ruth K. Chao 《Child development》1994,65(4):1111-1119
This study addresses a paradox in the literature involving the parenting style of Asians: Chinese parenting has often been described as "controlling" or "authoritarian." These styles of parenting have been found to be predictive of poor school achievement among European-Americans, and yet the Chinese are performing quite well in school. This study suggests that the concepts of authoritative and authoritarian are somewhat ethnocentric and do not capture the important features of Chinese child rearing, especially for explaining their school success. Immigrant Chinese and European-American mothers of preschool-aged children were administered standard measures of parental control and authoritative-authoritarian parenting style as well as Chinese child-rearing items involving the concept of "training." After controlling for their education, and their scores on the standard measures, the Chinese mothers were found to score significantly higher on the "training" ideologies. This "training" concept has important features, beyond the authoritarian concept, that may explain Chinese school success. 相似文献
10.
Authoritative parenting, psychosocial maturity, and academic success among adolescents 总被引：18，自引：0，他引：18
The over-time relation between 3 aspects of authoritative parenting--acceptance, psychological autonomy, and behavioral control--and school achievement was examined in a sample of 120 10-16-year-olds in order to test the hypothesis that authoritative parenting facilitates, rather than simply accompanies, school success. In addition, the mediating role of youngsters' psychosocial maturity was studied. Results indicate that (1) authoritative parenting facilitates adolescents' academic success, (2) each component of authoritativeness studied makes an independent contribution to achievement, and (3) the positive impact of authoritative parenting on achievement is mediated at least in part through the effects of authoritativeness on the development of a healthy sense of autonomy and, more specifically, a healthy psychological orientation toward work. Adolescents who describe their parents as treating them warmly, democratically, and firmly are more likely than their peers to develop positive attitudes toward, and beliefs about, their achievement, and as a consequence, they are more likely to do better in school. 相似文献
11.
The study examined goal orientations, perceived parenting styles, and their relationships in a sample of Hong Kong teacher education students. It was found that students adopted both learning and performance goals but tended to be more performance goal‐oriented. Females were more performance goal‐oriented than males. As well, students perceived their most influential parents to be authoritative. In terms of gender, authoritativeness was more effective with females and authoritarianism worked better with males. It was found that perceived parenting styles predicted goal orientations. Authoritativeness was significantly and positively related to learning goals, whereas authoritativeness and authoritarianism were significantly and positively related to performance goals. Besides main effects, there were interaction effects between gender and parenting styles on goal orientations. Cultural and contextual factors were considered in interpreting the findings. 相似文献
12.
Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong–Chinese mothers. Data were collected from 189 Hong Kong–Chinese mothers of 6- to 8-year-old children. Hong Kong–Chinese mothers reported that among authoritarian, authoritative, and permissive parenting styles, they adopted an authoritative style most often and an authoritarian style least often. They valued both relational and individualistic emotional competence of their children as parental goals but regarded the former as more important than the latter. Structural equation modeling results indicated that parental goals mediated the influences of parenting styles on parental practices. Authoritative mothers who held individualistic emotional competence goals adopted different parental practices (a coaching or an emotion-encouraging approach) from those who held relational emotional competence goals. When mothers adopted authoritarian parenting and endorsed relational emotional competence as a parental goal, they responded to children's expression of emotions in a dismissing way. Practice or Policy: Parenting styles play an overarching role in emotion socialization, influencing both parental practices and goals. The results imply that school personnel, counselors, or social workers should take into account parenting styles, parental goals, and cultural values of participants when they offer training programs to parents. 相似文献
13.
Huiguang Ren Charissa S. L. Cheah Biao Sang Junsheng Liu 《Parenting, science and practice》2020,20(3):229-239
SYNOPSIS
Objective . This study explores the contributions of Chinese immigrant mothers’ parenting cognitions and parenting practices to their children’s social skills. Design . We used a cross-sectional design to examine the mediating role of authoritative parenting in associations between Chinese immigrant mothers’ parenting attributions and their children’s social skills. Chinese immigrant mothers (N = 208, M age = 37.36 years) reported their attributions regarding successes and failures in their daily caregiving experiences, authoritative parenting practices, and demographic information. Their preschool children’s (M age = 4.51 years, 46.2% females) social skills in school were rated by their teachers. Results . Maternal attributions of successful events to uncontrollable causes and unsuccessful events to controllable causes were associated with more authoritative parenting. In turn, more authoritative parenting was associated with more competent social skills in children. In contrast, maternal attributions of successful events to controllable causes and unsuccessful events to uncontrollable causes were associated with less authoritative parenting, which in turn was associated with poorer social skills in children. Conclusions . Promoting Chinese immigrant mothers’ attributions that preserve positive efficacy during daily parenting tasks may enhance their engagement in warm, autonomy-promoting and regulatory parenting, which in turn may facilitate their children’s social skills. 相似文献
14.
Hamid Masud Muhammad Shakil Ahmad Farzand Ali Jan Ahmad Jamil 《Asia Pacific Education Review》2016,17(1):121-131
The literature supports the importance of parenting styles that are necessary to fulfill the developmental needs of the children and eventually improve their quality of life. Baumrind’s typology of parenting styles was used. There are many studies that examined the relationship of parenting styles (authoritative, authoritarian and permissive parenting styles) and academic performance, but there is lack of measurement of the relationship with respect to Pakistan. Current study analyzed the relationship of parenting styles and academic performance along with self-efficacy as mediating variable. Sample of the study consists of 313 university students from four academic departments. Measures included the parenting styles and self-efficacy. GPA was taken as a measure of academic performance of adolescents. Self-reported questionnaire was used to take the response from students. With the help of structural equation modeling, structural model was tested. Results of the study indicate that parenting styles individually have no significant relationship with the academic performance. In addition to this, self-efficacy only mediates the relationship of authoritative parenting style and academic performance. It can be concluded that self-efficacy in individuals is an important attribute necessary for the psychological development of the adolescents. Self-efficacy enhances the individual’s confidence to progress. There is a need to conduct more research on the relationship of parenting styles and academic performance in Pakistan. Implications for parents, teachers, are discussed. 相似文献
15.
W. Glenn Clingempeel John J. Colyar Eulalee Brand E. Mavis Hetherington 《Child development》1992,63(6):1404-1422
This longitudinal study assessed the effects of parents' marital transitions and pubertal development on grandparent-grandchild relationships. 9- to 13-year-old children, their mothers, and maternal grandparents from 186 Caucasian, middle-class families including 73 intact families, 64 mother-custody, single-parent families and 49 stepfamilies completed questionnaires focusing on the degree of children's "relationship involvement" (perceived closeness and frequency of contact) with maternal grandparents at 2 time periods 13 months apart. Children also completed questionnaires 9 months later during a third interview. Grandparents, and especially grandfathers, were more involved with grandchildren from single-parent families (supporting the "latent function" hypothesis). The pubertal status results supported the "emotional distancing" hypothesis for grandfather-granddaughter relationships (higher pubertal status, less involvement) and the "stress buffer" hypothesis for grandsons' relationships with both grandparents (greater change in physical development, more involvement and greater perceived closeness). 相似文献
16.
Over-Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families 总被引：19，自引：0，他引：19
Laurence Steinberg Susie D. Lamborn Nancy Darling Nina S. Mounts Sanford M. Dornbusch 《Child development》1994,65(3):754-770
In a previous report, we demonstrated that adolescents' adjustment varies as a function of their parents' style (e.g., authoritative, authoritarian, indulgent, neglectful). This 1-year follow-up was conducted in order to examine whether the observed differences are maintained over time. In 1987, an ethnically and socioeconomically heterogeneous sample of approximately 2,300 14–18-year-olds provided information used to classify the adolescents' families into 1 of 4 parenting style groups. That year, and again 1 year later, the students completed a battery of standardized instruments tapping psychosocial development, school achievement, internalized distress, and behavior problems. Differences in adjustment associated with variations in parenting are either maintained or increase over time. However, whereas the benefits of authoritative parenting are largely in the maintenance of previous levels of high adjustment, the deleterious consequences of neglectful parenting continue to accumulate. 相似文献
17.
Sharice Angel Brown David H. ArnoldJennifer Dobbs Greta L. Doctoroff 《Early childhood research quarterly》2007
The relationship between parenting and physical aggression is well established. However, less consideration has been given to parenting and relational aggression. The present study investigated four aspects of maternal parenting – overreactivity, laxness, positive affect and negative affect – and their relationships to relational aggression, in a sample of ethnically and socioeconomically diverse families. In the overall sample, positive maternal affect predicted less relational aggression, and negative maternal affect predicted more relational aggression. Laxness was associated with relational aggression in girls. For European American participants, negative affect, overreactivity, and laxness predicted relational aggression, whereas these relationships did not hold for Puerto Rican families. When parenting predictors were considered together, negative affect emerged as the most consistent predictor of relational aggression. Results suggest the need for more research on predictors of relational aggression, and for continued consideration of gender and ethnicity. 相似文献
18.
There is a large body of cross-sectional and longitudinal research that demonstrates the link between high-quality teacher-student relationships and numerous beneficial student outcomes such as reduced problem behavior, increased academic achievement, enhanced school engagement, and improved social standing among peers. Much less is known, however, about specific interventions that target teacher-student relationship quality. This article provides a comprehensive and integrative review of the literature on school-based interventions that included an outcome measure of teacher-student relationship quality. Our synthesis of 24 studies revealed four approaches targeting teacher-student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasizing relationship-driven classroom management. For each approach we describe the relationship building mechanisms, intervention components, effects, and conclusions. A final discussion includes common elements across intervention approaches, limitations and suggestions for future research, and implications for teacher training. 相似文献
19.
20.
Christine M. McWayne Marissa Owsianik Linnie E. Green John W. Fantuzzo 《Early childhood research quarterly》2008,23(2):173-192
Few researchers have questioned the validity of traditional parenting dimensions (based largely on Baumrind's [Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43–88; Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1–103] work) with economically and ethnically diverse groups, despite the fact that evidence for the utility of these dimensions for predicting child and youth outcomes is equivocal. In this paper, we report on the findings from two independent studies by which we examined the relationship of traditional parenting constructs to children's social–emotional competencies among low-income, urban-residing African American preschool families with measures validated specifically for use with this population. In Study 1, 184 children and their families participated, whereas 210 children and their families participated in Study 2. Contrary to our hypotheses, across these two studies, findings failed to indicate significant relationships between constructs of parenting and children's social and emotional skills. Findings call into question the consequential validity of these constructs for this group and highlight inconsistencies among the larger body of parenting work. Implications for future theory-building and parenting research are discussed. 相似文献