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Objective: The purpose of this study was to investigate the effects of victim age, victim gender, and observer gender on the tendency to attribute responsibility for extrafamilial child sexual abuse to the victim and the nonoffending parents.Method: A 2 (Victim Age) × 2 (Victim Gender) × 2 (Observer Gender) between-subjects design was employed. Undergraduate students (N = 145) read a vignette describing a sexually abusive interaction between an adult male neighbor and a child. In this vignette, the child’s gender and age (6 years old, 13 years old) varied. After reading the vignette, participants used a 5-point scale to indicate the degree to which they believed the victim and the parents (a) were responsible for, (b) were to blame for, (c) caused, and (d) could have prevented the abuse.Results: Greater responsibility was assigned to older than younger victims. Both parents were ascribed similar levels of responsibility, and were ascribed greater responsibility when the child victim was younger than older. Male observers attributed greater responsibility and causality to the victim and the parents than did female observers.Conclusions: The results indicate that responsibility attributions directed toward the victim and the nonoffending parents may be a function of the victim’s age. In addition, the findings support previous research suggesting that male observers may tend to hold victims more responsible for their abuse than female observers. Implications for treatment and research are discussed.Spanish abstract was not available at time of publication. 相似文献
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Xiaoran Sun K. Farish Haydel Donna Matheson Manisha Desai Thomas N. Robinson 《Child development》2023,94(1):303-314
This prospective, longitudinal study examined associations between whether and when children first acquire a mobile phone and their adjustment measures, among low-income Latinx children. Children (N = 263; 55% female; baseline Mage = 9.5) and their parents were assessed annually for 5 years from 2012. Children first acquired a mobile phone at a mean (SD) age of 11.62 (1.41) years. Pre-registered multilevel models tested associations linking phone ownership, phone acquisition age, and the interaction between ownership and acquisition age to levels and changing trends of depressive symptoms, school grades, and reported and objectively assessed sleep. Results showed no statistically significant associations, controlling the False Discovery Rate. Findings suggest an absence of meaningful links from mobile phone ownership and acquisition age to child adjustment. 相似文献
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Pnina S. Klein Esther Adi-Japha Simcha Hakak-Benizri 《Educational Studies in Mathematics》2010,73(3):233-246
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child
mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s
mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences
were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However,
mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different
processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to
be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child
interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other
forms of mathematics communication and teaching. 相似文献
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Genetic Influences Can Protect Against Unresponsive Parenting in the Prediction of Child Social Competence 
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下载免费PDF全文 Mark J. Van Ryzin Leslie D. Leve Jenae M. Neiderhiser Daniel S. Shaw Misaki N. Natsuaki David Reiss 《Child development》2015,86(3):667-680
Although social competence in children has been linked to the quality of parenting, prior research has typically not accounted for genetic similarities between parents and children, or for interactions between environmental (i.e., parental) and genetic influences. In this article, the possibility of a Gene x Environment (G × E) interaction in the prediction of social competence in school‐age children is evaluated. Using a longitudinal, multimethod data set from a sample of children adopted at birth (N = 361), a significant interaction was found between birth parent sociability and sensitive, responsive adoptive parenting when predicting child social competence at school entry (age 6), even when controlling for potential confounds. An analysis of the interaction revealed that genetic strengths can buffer the effects of unresponsive parenting. 相似文献
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Research Findings: The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. In addition, child gender and parental education together moderated the effects of children’s anxious/depressed problems and parent-reported social behaviors on children’s preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children’s preacademic development . In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children’s social-emotional and cognitive competence. 相似文献
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《Journal of moral education》2012,41(1):81-96
The current study investigated whether parents are accurate judges of their own children’s lie-telling behavior. Participants included 250 mother–child dyads. Children were between three and 11 years of age. A temptation resistance paradigm was used to elicit a minor transgressive behavior from the children involving peeking at a forbidden toy and children were subsequently questioned about the transgressive event. Mothers were asked to make predictions about whether their child would peek and then watched a video of their child being questioned about their peeking behavior. Mothers were asked to detect whether or not they thought their child was lying. Overall, 59.6% of parents accurately predicted their child’s lie-telling behavior. Mothers had more difficulty detecting older children’s lies. Signal detection analyses revealed parents had a strong tendency to believe their child was honest. The findings are discussed in terms of their implications for parent–child relationships. 相似文献
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Parents’ evaluations of children are believed to be a cognitive contributor to their subsequent child-directed harsh or physically abusive behaviors. The current research examined whether parents’ (N = 100) evaluations of children were moderated by either (a) the child behavior on which the evaluation was based and (b) parents’ measured risk for child physical abuse. The study also explored whether parents’ evaluations of children were related to their tendencies to symbolically harm their child. The current study also used a novel method to indirectly assess parents’ evaluations of children: A modified Affect Misattribution Procedure. Contrary to a priori expectations, negative evaluations of children were stronger for parents who were at low risk, relative to high risk, for child physical abuse. Nonetheless, we observed that high-risk parents were more likely than low-risk parents to inflict symbolic harm onto their child. In an exploratory analysis we observed that parents who formed more overall negative evaluations of children engaged in more symbolic harm to their child. Although high-risk parents were more likely to symbolically harm their child than low-risk parents, this effect does not seem to be due to high-risk parents’ negative child evaluations from negative child behaviors. 相似文献
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Clear Self,Better Relationships: Adolescents’ Self‐Concept Clarity and Relationship Quality With Parents and Peers Across 5 Years 下载免费PDF全文
下载免费PDF全文 Andrik I. Becht Stefanie A. Nelemans Marloes P. A. van Dijk Susan J. T. Branje Pol A. C. Van Lier Jaap J. A. Denissen Wim H. J. Meeus 《Child development》2017,88(6):1823-1833
This study examined reciprocal associations between adolescents’ self‐concept clarity (SCC) and their relationship quality with parents and best friends in a five‐wave longitudinal study from age 13 to 18 years. In all, 497 adolescents (57% boys) reported on their SCC and all informants (i.e., adolescents, both parents, and adolescents’ best friends) reported on support and negative interaction. Within‐person cross‐lagged analyses provided systematic evidence for both parent effects and child effects, with the direction of effects being strongly dependent on the relational context. For example, higher maternal support predicted higher adolescent SCC, supporting a parent effects perspective, whereas higher SCC predicted lower paternal negative interaction, supporting a child effects perspective. Peer effects on adolescent SCC were not consistently found across adolescent and best friend reports. 相似文献
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Elizabeth E. O’Neal Shiwen Zhou Yuanyuan Jiang Joseph K. Kearney Jodie M. Plumert 《Child development》2021,92(2):e173-e185
This investigation examined parental scaffolding of children’s prospective control over decisions and actions during a joint perception-action task. Parents and their 6-, 8-, 10-, and 12-year-old children (N = 128) repeatedly crossed a virtual roadway together. Guidance and control shifted from the parent to the child with increases in child age. Parents more often chose the gap that was crossed and prospectively communicated the gap choice with younger than older children. Greater use of an anticipatory gap selection strategy by parents predicted more precise timing of entry into the gap by children. This work suggests that social interaction may serve as an important experiential mechanism for the development of prospective control over decisions and actions in the perception–action domain. 相似文献
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Hannu Räty 《Educational studies》2006,32(1):1-16
This paper examines the contribution of parents’ education and children’s gender on parental expectations of their children’s future education and the role of parental perceptions of their child’s competencies in the formation of their expectations. A group of university and vocationally educated parents (N = 418) were asked to estimate the probability of their child entering gymnasium (high school) or vocational education and assess the child’s competencies, first in preschool, and then at the end of the third school year. It was found that the education and gender‐bound differences in the parental expectations were established before the child entered school, and by the end of the third school year the relationships between expectations and competence assessments strengthened and were more uniform among the parents. The findings suggested that the parental assessments of their child’s abilities can be regarded as a potentially important social‐psychological process through which social differences are transformed into the individualized interpretations of the child’s educational prospects. 相似文献
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David Reiss Jody M. Ganiban Leslie D. Leve Jenae M. Neiderhiser Daniel S. Shaw Misaki N. Natsuaki 《Monographs of the Society for Research in Child Development》2022,87(1-3):7-188
The focus on the role of parenting in child development has a long-standing history. When measures of parenting precede changes in child development, researchers typically infer a causal role of parenting practices and attitudes on child development. However, this research is usually conducted with parents raising their own biological offspring. Such research designs cannot account for the effects of genes that are common to parents and children, nor for genetically influenced traits in children that influence how they are parented and how parenting affects them. The aim of this monograph is to provide a clearer view of parenting by synthesizing findings from the Early Growth and Development Study (EGDS). EGDS is a longitudinal study of adopted children, their birth parents, and their rearing parents studied across infancy and childhood. Families (N = 561) were recruited in the United States through adoption agencies between 2000 and 2010. Data collection began when adoptees were 9 months old (males = 57.2%; White 54.5%, Black 13.2%, Hispanic/Latinx 13.4%, Multiracial 17.8%, other 1.1%). The median child age at adoption placement was 2 days (M = 5.58, SD = 11.32). Adoptive parents were predominantly in their 30s, White, and coming from upper-middle- or upper-class backgrounds with high educational attainment (a mode at 4-year college or graduate degree). Most adoptive parents were heterosexual couples, and were married at the beginning of the project. The birth parent sample was more racially and ethnically diverse, but the majority (70%) were White. At the beginning of the study, most birth mothers and fathers were in their 20s, with a mode of educational attainment at high school degree, and few of them were married. We have been following these family members over time, assessing their genetic influences, prenatal environment, rearing environment, and child development. Controlling for effects of genes common to parents and children, we confirmed some previously reported associations between parenting, parent psychopathology, and marital adjustment in relation to child problematic and prosocial behavior. We also observed effects of childrenʼs heritable characteristics, characteristics thought to be transmitted from parent to child by genetic means, on their parents and how those effects contributed to subsequent child development. For example, we found that genetically influenced child impulsivity and social withdrawal both elicited harsh parenting, whereas a genetically influenced sunny disposition elicited parental warmth. We found numerous instances of children's genetically influenced characteristics that enhanced positive parental influences on child development or that protected them from harsh parenting. Integrating our findings, we propose a new, genetically informed process model of parenting. We posit that parents implicitly or explicitly detect genetically influenced liabilities and assets in their children. We also suggest future research into factors such as marital adjustment, that favor parents responding with appropriate protection or enhancement. Our findings illustrate a productive use of genetic information in prevention research: helping parents respond effectively to a profile of child strengths and challenges rather than using genetic information simply to identify some children unresponsive to current preventive interventions. 相似文献
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Olga Denac 《Early Childhood Education Journal》2008,35(5):439-444
In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic
monitoring and development of the interest in music activities enables the teachers to influence the preschool children in
forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five
to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities.
We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s
favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities
where they could take active part in the educational process. The parents reported that at home the children preferred most
to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music.
The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on
the choice of music activities and music contents and on the experience in the music environment of the family. 相似文献
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Responding adequately to parental priorities for child care is important for shaping children’s early experiences and development, and for facilitating parenting at the nexus of work and caregiving roles. Although much research on child care choice has relied on variable-centered approaches that treat parental priorities as distinct and isolated, this article aims to understand parents’ care choices from a person-centered, holistic perspective. Using data from the National Household Education Survey of Early Childhood Program Participation of 2005 (n = 4570), we conduct latent class and multinomial logistic regression analyses, identifying four empirically and substantively distinctive classes of parents based on their scores on seven indicators of child care priority. Class 1 parents (35%) rank all seven indicators as very important. Class 2 parents (18%) prioritize practicality factors. Class 3 parents (9%) do not, on average, rank any of the indicators as highly important. Class 4 parents (37%) emphasize learning and quality-focused factors. Class membership is associated with child’s age, race/ethnicity, and parent respondent’s gender, age, employment status, and socio-economic status. After controlling for socio-demographic factors, parents in the learning-focused class are more likely to choose center-based cares whereas practicality-focused parents prefer home-based relative or non-relative care arrangements. 相似文献
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Wing-kai Fung Kevin Kien-hoa Chung Rebecca Wing-yi Cheng 《Early education and development》2019,30(2):280-293
The present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents recruited through local kindergartens’ parent groups. The children were administered measures of social mastery motivation, vocabulary knowledge, behavioral self-regulation, and nonverbal intelligence. Parents reported their education level and children’s socioemotional skills. Research Findings: Results revealed that boys exhibited more social mastery interactions than girls, and girls showed better behavioral self-regulation and socioemotional skills than boys. Girls with higher social mastery interaction frequency demonstrated better vocabulary knowledge and socioemotional skills, whereas boys with higher social mastery interaction frequency showed lower behavioral self-regulation. Boys, who showed more positive affect during social mastery interactions, tended to have better expressive vocabulary, which facilitated their behavioral self-regulation. Practice or Policy: Findings highlight social mastery motivation as a potential factor that facilitates children’s early development, but it may contribute to boys and girls in different ways. 相似文献
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Although many self-identified bisexual individuals report having at least one child, bisexual parents’ unique experiences, including sexuality-related communication with their children, have been largely absent from the parenting literature. We conducted in-depth interviews via telephone (or digital telephony such as voice over Internet protocol) with 33 individuals who self-identified as bisexual were at least 18 years old, had at least one child (genetic, adopted, step, foster, guardian or partner’s child) and currently living in the USA. Nearly all participants encouraged their children to be tolerant of sexual and gender diversity. Sexual behaviours were primarily discussed in terms of protection from sexually transmitted infections and unintended pregnancy. Participants’ approaches to communication included non-verbal methods (e.g. role modelling) and pragmatic verbal discussion. Participants employed numerous strategies, including age-appropriate, child-driven and opportunistic discussions. Some parents did not discuss sexuality at all with their children. Many had not received training in childhood development or sexuality education. The participants’ experiences were often similar to previous research on parents of other sexual identities. However, due to the unique stigma associated with bisexuality, findings point to a need for developing and providing targeted resources for bisexual parents to assist in discussions about sexuality within the family context. 相似文献
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亲子关系对独生子女成长的影响 总被引：3，自引：0，他引：3
独生子女家庭的亲子关系具有如下特点：亲子互动频繁，亲子关系伙伴化；父母对子女的高期望值；偏重子代。而这样的亲子关系对独生子女的学业成绩，性格特征，社会交往能力等多方面都产生了不可忽视的影响。 相似文献