Coercive Parenting Mediates the Relationship between Military Fathers’ Emotion Regulation and children’s Adjustment

2020 ◽  
Vol 48 (5) ◽  
pp. 633-645
Author(s):  
Jingchen Zhang ◽  
Alyssa Palmer ◽  
Na Zhang ◽  
Abigail H. Gewirtz
2012 ◽  
Vol 40 (8) ◽  
pp. 1401-1408 ◽  
Author(s):  
Xiayun Yin ◽  
Zhihua Li ◽  
Linyan Su

In this study we explored the degree to which father-child conflict mediated the relationship between father parenting and child adjustment in a sample of 338 Chinese children. It was found that fathers' parenting was associated with child adjustment, and father-child conflict. Father-child conflict was found to mediate the relationship between fathers' parenting and child adjustment.


2021 ◽  
pp. 016502542110510
Author(s):  
Melanie J. Zimmer-Gembeck ◽  
Julia Rudolph ◽  
Jessica Kerin ◽  
Gal Bohadana-Brown

We conducted a meta-analytic review of 53 studies published between 2000 and 2020 to quantify associations of parents’ emotion regulation with parenting behavior and children’s emotion regulation and internalizing and externalizing symptoms. Twelve meta-analyses, which included between 4 to 22 effect sizes ( N from 345 to 3609), were conducted to summarize associations of parent emotion regulation with positive or negative parenting behaviors and child outcomes of emotion regulation, difficulties in emotion regulation, internalizing symptoms, or externalizing behavior. Given the range of behavioral parent emotion regulation measures used across studies, effect sizes for parent emotion regulation strategy use ( skill) were analyzed separately from effect sizes for parents’ difficulties with emotion regulation. Summary effect sizes ranged from |.08| to |.28| for relations of parent emotion regulation skill with parenting behaviors and children’s adjustment. Summary effect sizes ranged from |.03| to |.42| for relations of parent emotion regulation difficulties with parenting behaviors and children’s adjustment. In general, parents with better emotion regulation skill or fewer difficulties are higher in positive parenting behaviors and have children with better emotion regulation and fewer internalizing symptoms. Evidence was less clear-cut for child externalizing behaviors. Significant effect size heterogeneity was observed in most analyses, and study characteristics (measures, child age, parent gender, sampling, and region where the study was conducted) were examined as moderators. Measures used, child age, and participant risk status moderated effect size in some analyses.


2007 ◽  
Vol 32 (2) ◽  
pp. 43-50 ◽  
Author(s):  
Kay Margetts

THE IMPORTANCE OF carefully planned transition programs for children commencing school has been advocated in the literature. These programs should be based on sound principles of transition and reflect the voices of parents, preschool and school staff, and children. A variety of practices exists, and children's participation in transition programs also varies. This paper reports a study about the participation of children and their parents in different transition activities, differences in this participation by child gender and family demographics, and the relationship between participation in different numbers of these activities and children's adjustment to the first year of school. Results indicate significant benefits of participation in high numbers of transition activities for teacher-rated social and academic competence for children. Children's adjustment to school also appeared to differ for particular cohorts of the population. The challenge is to take these findings and translate them into the public good to maximise benefits to all children rather than those already experiencing sociocultural privilege.


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