首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 156 毫秒
1.
This study assessed the combined and differential contributions of Chinese mothers and fathers (in terms of spouse-reported physically coercive and psychologically controlling parenting) to the development of peer-reported physical and relational aggression in their preschool-age children (mean age of 5 years). Results of the two-group (boys and girls) latent sum and difference structural equation model showed that combined parenting effects were slightly more prevalent than differential effects in predicting aggression. Furthermore, physical coercion was predictive of aggression in boys whereas psychological control was primarily associated with aggression in girls. Findings extend our understanding of relational aggression and the meaning of aversive parenting, particularly within the Chinese cultural context.  相似文献   

2.
Although there has been considerable research on the distinction between categories of relational and physical aggression, very little is known about the difference in nature of these behaviours. This study presented early childhood educators (N = 123) and parents (N = 112) with common relationally and physically aggressive behaviours, to determine whether item-level behaviours differ in prevalence, intervention and whether differentiated gender perceptions for each behaviour exist. Research Findings: Educators and parents reported observing and intervening in direct relationally aggressive behaviours more frequently compared to indirect relationally aggressive behaviours. Physical acts of aggression were reported more frequently compared to threats of physical aggression. Gender stereotypical perceptions of girls’ and boys’ aggression were evident, with boys being reported to engage in physical aggression more frequently. In comparison, relational aggression was more common in girls. At an item-level, there were some behaviours that educators identified both boys and girls using about equally. Practice or Policy: These findings highlight that meaningful differences exist between relationally aggressive and physically aggressive behaviours when examined at an item-level. A greater understanding of the most common behaviours used during early childhood will allow researchers, practitioners, and parents to focus their intervention efforts more specifically on these behaviours.  相似文献   

3.
The present study investigated relations between proactive and reactive functions of physical and relational aggression and functional impairment across early childhood. It was hypothesized that reactive functions of aggression would be associated with functional impairment. Hypotheses with regard to proactive functions of aggression were exploratory. Participants were 36 children (22 girls) from a longitudinal study. At Time 1 (M = 50.31 months old, SD = 10.97), observations of aggressive behavior were collected during preschool free-play. At Time 2 (M = 73.33 months old, SD = 10.88), parent-report of functional impairment was collected. Reactive physical aggression was a significant and unique predictor of future impairment when controlling for gender and all other types of aggression. Implications of these findings are discussed from a developmental perspective.  相似文献   

4.
Objective. This study advanced and tested conceptualizations of parents’ depression and anxiety in relation to parental warmth, hostility/rejection/neglect, and behavioral control, before and after controlling for comorbid symptoms. Design. Two-parent families (N = 119) with girls (aged 8 to 12) completed questionnaires on parents’ and girls’ depression and anxiety and parents’ parenting. Results. Both parents’ depression and anxiety were related to more hostility/rejection/neglect; and the relations with depression remained after controlling for anxiety, yet the relations with anxiety became non-significant after controlling for depression. Mothers’ and fathers’ depression remained significantly and uniquely related to more hostility/rejection/neglect after controlling for their anxiety in addition to parental warmth, family socioeconomic status, parents’ treatment status, and girls’ depression and anxiety symptoms. Both mothers’ and fathers’ anxiety were related to higher behavioral control, before and after controlling for the parent’s depression, hostility/rejection/neglect, and treatment status, as well as family socioeconomic status and girls’ depression and anxiety symptoms. Fathers’ depression was related to lower behavioral control only after controlling for fathers’ anxiety, and remained so after also controlling for fathers’ hostility/rejection/neglect and the other control variables. Fathers’ depression and anxiety also interacted in relation to behavioral control. Conclusions. Mothers’ and fathers’ depression and anxiety symptoms are differentially related to parental warmth, hostility/rejection/neglect, and behavioral control, especially when comorbid symptoms are considered.  相似文献   

5.
This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression.  相似文献   

6.
Although boys too are involved in relational aggression, their experiences are overshadowed by the focus on relational aggression among girls. This paradox mirrors the empirical puzzle that forms the starting point for this article: while teachers saw relational aggression as a ‘girl problem’, we found a vast undercurrent of relational aggression among boys. Drawing on ethnographic fieldwork and interviews with staff and students in Norwegian schools, we ask how boys’ relational aggression can be left unnoticed by school staff. We demonstrate that there is a gap between the experiences boys have of being victims of relational aggression and their expression of this, in terms of both their inability to talk about it and its undramatic form. We argue that this represents a blind spot for school staff and for the boys themselves, and suggest that gendered knowledge production contributes to reproducing the invisibility of relational aggression among boys.  相似文献   

7.
To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and verbal and performance IQ. Participants in this study were a subset of the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. The study included 1,067 children (50% male) assessed during fourth and fifth grade. Results indicated that for girls, relational aggression was negatively associated with school performance, while statistically controlling for both victimization and overt aggression. For boys, overt aggression was negatively related with school performance. Additional results indicated that for both girls and boys, victimization was negatively associated with school performance.  相似文献   

8.
This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11–16 (M age = 13.96, SD = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a questionnaire reporting student classroom behaviour. Interestingly, early adolescent boys’ (11–12 years) self-reported academic motivation was significantly more closely associated with reports of student classroom behaviour completed by teachers. However, a surprising result was the significant drop in girls’ adaptive motivation from early to mid-adolescence (13–14 years) and a significant increase in mid-adolescence (13–14 years). Furthermore, teachers reported a significant increase in negative classroom behaviour in mid-adolescent and late adolescent girls (15–16 years). The need to further understand the association between academic motivation and classroom behaviour at different stages in adolescence, and to design interventions to improve classroom behaviour, is deliberated.  相似文献   

9.
Child maltreatment is a public health problem worldwide, and China is no exception. However, the pattern of child maltreatment remains unknown, including whether the gender of children and their parents has an impact on the occurrence of maltreatment. This study aims at examining the rates and frequency of child maltreatment, including physical abuse, psychological abuse and neglect perpetrated by mothers and fathers. We also test whether the interaction between parents’ gender and their child's gender affects the occurrence of child maltreatment in China. 997 children from the China Jintan Child Cohort Study participated in the present study and reported their maltreatment experience perpetrated by their mothers and fathers using the questionnaire, Parent–Child Conflict Tactics Scale (CTSPC_CA). Generalized linear model analyses show that boys were more likely than girls to report physical abuse, and, in particular, boys were more likely than girls to be physically abused by their fathers. On the other hand, mothers were more likely than fathers to exhibit psychological aggression and use corporal punishment for both boys and girls. There was no difference based on the child's or parent's gender in the occurrence of neglect. The findings present empirical evidence that enhances the understanding of the pattern of child maltreatment in China, provide implications for social workers and health professionals to identify children at risk of child maltreatment, and shed light on future research studies.  相似文献   

10.
OBJECTIVE: To examine the relationship between physical abuse of adolescents and parenting by mothers and fathers and whether the association differs by gender. METHODS: Subjects were adolescents, 51 girls and 45 boys, documented by Child Protective Services (CPS) as physically abused during adolescence. Comparison subjects were non-abused adolescents, 47 girls and 48 boys, from the same suburban communities. Subjects completed the following: Family Adaptability and Cohesion Evaluation Scale, Parental Bonding Instrument, modified Conflict Tactics Scale (assessing physical abuse/punishment by each parent). RESULTS: Although CPS generally cited fathers as the abuse perpetrators, abused boys and girls often reported experiencing physical maltreatment from both parents. Not surprisingly, comparison subjects rated parents more positively than abused subjects. For both groups, mothers were perceived as more caring and less controlling, were reported to have closer relationships with their adolescents, and were less likely to use abuse/harsh punishment than were fathers. Differences between the adolescents' perceptions of mothers and fathers were more pronounced for abused than for comparison subjects. Boys' and girls' perceptions of parenting were generally similar except that girls, especially the abused girls, reported feeling less close to fathers. Abused girls also viewed mothers as less caring than the other groups viewed mothers. Abused girls were also less likely than abused boys to perceive that either parent, but particularly fathers, had provided them with an optimum style of parenting. CONCLUSIONS: Adolescents who experienced relatively mild physical abuse reported dysfunctional family relationships, which may place them at risk of poor adult outcomes. Adolescents' reports suggest that CPS reports may underestimate physical maltreatment by mothers.  相似文献   

11.
This study examined discrepancies between 4- and 7-year-olds’ (n = 135; Mage = 5.65) self-reported affect following hypothetical moral versus social-conventional transgressions and their associations with teacher-rated physical and relational aggression concurrently and 9-months later. Negative emotion ratings in response to prototypical moral transgressions were not associated with children's aggression. When transgressions were described as no longer prohibited by rules and authority figures, children reporting more negative affect in response to moral as compared to conventional violations were less physically aggressive at Wave 1 and showed relative and mean-level declines in physical aggression over time. Relational aggression was not associated with self-reported emotions. Findings indicate the importance of distinguishing between types of transgressions and forms of aggression in studying moral emotions.  相似文献   

12.
This study examined the mediating roles of three types of child aggression in the relation between harsh parenting and Chinese early adolescents’ peer acceptance as well as the moderating role of child gender on this indirect relation. 833 children (mean age = 13.58, 352 girls) with their parents were recruited as participants from two junior high schools in Shandong Province, People’s Republic of China. The results showed that paternal harsh parenting was only associated with boys’ aggressive behaviors and maternal harsh parenting was only associated with boys’ and girls’ verbal aggression. Adolescents’ verbal and relational aggressions were negatively associated with their peer acceptance. Verbal aggression was more strongly and negatively associated with girls’ peer acceptance. The results imply that in the Chinese cultural context, paternal harsh parenting may compromise boys’ peer acceptance through boys’ verbal and relational aggression as mediators, whereas maternal harsh parenting may impair children’s peer acceptance through children’s verbal aggression as a mediator, especially for girls. These results provide a theoretical basis for ameliorating the negative effect of harsh parenting on early adolescents’ peer acceptance by reducing their aggressive behaviors, with different strategies between boys and girls.  相似文献   

13.
This investigation examined the associations between maltreatment and aggression using a gender‐informed approach. Peer ratings, peer nominations, and counselor reports of aggression were collected on 211 maltreated and 199 nonmaltreated inner‐city youth (M age = 9.9 years) during a summer day camp. Maltreatment was associated with aggressive conduct; however, these effects were qualified by gender, maltreatment subtype, and the form of aggression under investigation. Findings revealed that maltreatment was associated with physical aggression for boys and relational aggression for girls. Physical abuse was associated with physically aggressive behaviors, but sexual abuse predicted relational aggression for girls only. Findings suggest that investigating the interaction between familial risk and gender is important in understanding aggressive behaviors of boys and girls.  相似文献   

14.
This study examines the prevalence, stability, and development of physical aggression, as reported by mothers and fathers, in a sample of children initially recruited at 12, 24, and 36 months (N=2,253) and in a subsample followed up 1 year later (n=271) in a cross-sequential design. Physical aggression occurred in 12-month-olds, but significantly more often in 24- and 36-month-olds. The rates of physically aggressive behaviors increased in the 2nd year of life, and declined from the 3rd birthday onward. Stabilities were moderate for 12-month-olds and high for 24- and 36-month-olds. At the ages of 24 and 36 months, boys were more aggressive than girls. The results confirm and extend R.E. Tremblay's (2004) hypothesis about the early development of physical aggression.  相似文献   

15.
The literature suggests that teacher responses to bullying are a function of the type of aggression (overt vs. relational), the gender of the children involved, and characteristics of the teacher. We extended the literature by examining teachers' dispositional coping styles as a predictor of their responses to bullying. Preservice teachers (N = 97) completed a measure of coping styles and then responded to eight vignettes showing overt or relational aggression occurring among boys or girls. Overt aggression was viewed as a bigger problem than relational aggression, and teacher interventions were deemed more necessary for overt than relational aggression. Preservice teachers who typically use more active coping, less denial coping, and less self‐blame responded more actively to bullying, especially in response to relational aggression among boys. These findings point to the need to consider teacher coping styles when working with them to intervene effectively in responding to bullying. © 2012 Wiley Periodicals, Inc.  相似文献   

16.
The present study examined associations between boys’ and girls’ self-reported psychological adjustment and a wide spectrum of peer-rated behaviours in the school context using a sample of 463 Estonian early adolescents (Mage = 12.90). Although girls had more internalised problems and boys more externalised problems, the associations between adolescents’ psychological adjustment and behaviour were not gender-specific. Among both boys and girls, hostility was positively associated not only with their peer-reported misbehaviour, but also with sociable behaviour and negatively with studiousness. Adolescents with negative self-esteem were perceived to exhibit high levels of self-centred competitive behaviour, misbehaviour and also sociable behaviour. Those with negative self-adequacy, on the contrary, were less likely to behave in a self-centred competitive and sociable manner. In general, the findings show that psychological maladjustment may appear not only in well-observed problematic behaviour but also in seemingly ordinary behaviour in school.  相似文献   

17.
The study examined the prevalence, frequency, and coexistence of psychological aggression (PA), corporal punishment (CP), and severe physical abuse (SPA) in mainland China. Using a sample of 2,518 father–mother dyads of 3–15-year-old children, the findings revealed that parental harsh discipline was prevalent in mainland China. The rates of harsh discipline in the current study fell in the middle of the ranges of rates found in other studies. Harsh discipline was most likely directed at boys or children aged 7 years and committed by mothers, young fathers, or high and low socioeconomic status (SES) parents. The prevalence of maternal and paternal PA and CP declined with the children's age. Maternal and paternal SPA first increased and then decreased with child age. The frequency of the three types of maternal and paternal harsh discipline fluctuated depending on the age of the children. In addition, approximately 50% of the mothers and fathers who reported using severe forms of disciplinary practices also engaged in less severe forms of harsh disciplinary practices against their children. SPA generally coexisted with CP and PA, and CP was usually accompanied by PA; however, PA was more likely to occur independently compared with CP and SPA. Moreover, maternal harsh discipline coexisted with paternal harsh discipline to some extent. The coexistence decreased with increasing severity of parental harsh discipline and differed according to child gender. These findings highlight the importance of studying these three types of parental harsh discipline simultaneously and intervening in harsh discipline by mothers and fathers within the same family.  相似文献   

18.
Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (Mage child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed.  相似文献   

19.
ABSTRACT

The study examined the links among maternal warmth and adolescents’ empathic concern, moral conviction and prosocial behaviors. Participants were 311 adolescents from a low-income community (M age = 16.10 years; range = 14–19 years; 58.7% girls; 82.7% white; 13.6% Latinx). The results demonstrated that maternal warmth was positively associated with adolescents’ empathic concern and moral conviction. Empathic concern was positively associated with three common forms of prosocial behaviors, and moral conviction was positively associated with four types of prosocial behaviors. Empathic concern and moral conviction also interacted to predict selfishly and selflessly motivated prosocial behaviors. Discussion will focus on the role of maternal warmth in fostering sociomoral tendencies.  相似文献   

20.
Relational Aggression, Gender, and Social-Psychological Adjustment   总被引：40，自引：2，他引：40  
Prior studies of childhood aggression have demonstrated that, as a group, boys are more aggressive than girls. We hypothesized that this finding reflects a lack of research on forms of aggression that are relevant to young females rather than an actual gender difference in levels of overall aggressiveness. In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of 491 third- through sixth-grade children. Overt aggression (i.e., physical and verbal aggression as assessed in past research) and social-psychological adjustment were also assessed. Results provide evidence for the validity and distinctiveness of relational aggression. Further, they indicated that, as predicted, girls were significantly more relationally aggressive than were boys. Results also indicated that relationally aggressive children may be at risk for serious adjustment difficulties (e.g., they were significantly more rejected and reported significantly higher levels of loneliness, depression, and isolation relative to their nonrelationally aggressive peers).  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号