What Influences Parenting Behaviour? The Role of Parent Self-Concept

2020 ◽  
Vol 37 (4) ◽  
pp. 195-205
Author(s):  
Catherine B. Gittins ◽  
Maree J. Abbott ◽  
Caroline Hunt
Keyword(s):  
Psychological Control ◽  
Self Esteem ◽  
Behavioural Control ◽  
Self Concept ◽  
Domain Specific ◽  
Self Worth ◽  
Controlling Behaviour ◽  
Parenting Behaviours ◽  
Parenting Behaviour

AbstractParenting has a strong influence on child development. However, there is minimal empirical evidence on why some parents use beneficial techniques, while others use harmful behaviours. Thus, there is a significant gap in the knowledge needed to address problematic parenting. Theories suggest that parental self-concept has a large influence on parenting behaviours. The aim of this study was to examine the relation between parent self-cognitions and parenting behaviours. One-hundred and four mothers of Grade 7 students completed questionnaires measuring their self-esteem, self-criticism, domain-specific self-concept, and parenting behaviours (support, behavioural control, and psychological control). Regression analyses demonstrated that self-cognitions largely predicted psychological control but support or behavioural control did not. These findings suggest that psychologically controlling behaviour in parents may be due to poor self-worth. With psychological control known to deeply damage children, these findings have major implications for interventions targeting harmful parenting.

scholarly journals Parenting behaviour and adolescent behavioural and emotional problems: The role of self-control

2005 ◽  
Vol 29 (1) ◽  
pp. 58-69 ◽  
Author(s):  
Catrin Finkenauer ◽  
Rutger C. M. E. Engels ◽  
Roy F. Baumeister
Keyword(s):  
Psychological Control ◽  
Psychosocial Problems ◽  
Self Esteem ◽  
Self Control ◽  
Cross Sectional ◽  
Increased Risk ◽  
Behavioural And Emotional Problems ◽  
Parenting Behaviours ◽  
Parenting Behaviour

Cross-sectional data from 1359 boys and girls aged 10–14 years investigated whether parenting behaviours are directly or indirectly (through building self-control) associated with emotional (depression, stress, low self-esteem) and behavioural (delinquency, aggression) problems among adolescents. Replicating existing findings, both types of problems were directly, negatively related to adaptive parenting behaviour (high parental acceptance, strict control and monitoring, and little use of manipulative psychological control). Extending existing findings, self-control partially mediated the link between parenting behaviour and adolescent emotional and behavioural problems. Contrary to earlier suggestions, there was no sign that high self-control was associated with drawbacks or increased risk of psychosocial problems.

Part I Summary

2020 ◽  
pp. 99-100
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
Identity Development ◽  
Critical Role ◽  
Self Esteem ◽  
Home School ◽  
Self Concept ◽  
Musical Identity ◽  
Important Others ◽  
Self Worth ◽  
Over Time

Using a developmental frame, we focused thus far on the innermost circles of adolescent musical identity development. In the chapter exploring “who I am,” we viewed adolescent self-concept, or traits and attributes they ascribed to their musicking; self-esteem, or a feeling of musical self-worth; and self-representation, or how adolescents viewed themselves musicking over time. In close interaction, we saw the critical role of important others and closest contexts, such as home, school, and community. Examining “how I think,” we discussed the importance of relatedness, mindset, autonomy, and building a sense of competency. While looking at adolescent feelings, we explored agency, perseverance, and vulnerability. In ...

Testing the sociometer: The role of self-esteem as a domain specific mediator

2007 ◽  
Author(s):  
P. S. Kavanagh ◽  
G. J. O. Fletcher ◽  
B. J. Ellis
Keyword(s):  
Self Esteem ◽  
Domain Specific

Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self‐concept

2021 ◽  
Author(s):  
Şule Selçuk ◽  
Aylin Koçak ◽  
Athanasios Mouratidis ◽  
Aikaterini Michou ◽  
Melike Sayıl
Keyword(s):  
Psychological Control ◽  
Self Concept ◽  
Maternal Psychological Control ◽  
Math Class

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

scholarly journals Dimensions of self-concept and sports engagement in early adolescence

Psihologija ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 209-225 ◽  
Author(s):  
Tatjana Tubic ◽  
Visnja Djordjic ◽  
Suncica Pocek
Keyword(s):  
Self Concept ◽  
Self Perception ◽  
Special Effect ◽  
Sports Activity ◽  
Male Adolescents ◽  
Organized Sports ◽  
Domain Specific ◽  
Self Perceptions ◽  
Self Worth ◽  
Analysis Point

The aim of this paper is to examine the differences in particular dimensions of selfconcept in female and male adolescents depending on sports engagement, as well as to determine which domain-specific self-perceptions provide the highest contributions to global self-worth in female and male adolescents engaged in sport and those not engaged in it. This research included 400 subjects at early adolescent age, of both genders (235 females and 164 males) further divided to sub-samples of athletes and non-athletes. An adapted version of a scale Self-Perception Profile for Adolescents (Harter, 1988) was applied, which consists of nine subscales. The obtained results indicate that sport-engaged adolescents of both genders provide more favourable perception of themselves in most tested aspects of self-concept than those not engaged in an organized sports activity. Engagement in sport has special effect on selfconcept of male adolescents. Results of multiple regression analysis point out unambiguously the significance of self-perception of physical appearance in global self-worth of adolescents of both genders, irrespective of whether they are involved in sports activity or not.

scholarly journals Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Guenter Faber ◽  
Heike Drexler
Keyword(s):  
Interaction Effects ◽  
Self Concept ◽  
Statistics Anxiety ◽  
Science Students ◽  
Utility Value ◽  
Domain Specific ◽  
Experience Levels ◽  
Prior Experiences ◽  
Education Science

Based on a cognitive-motivational modeling of construct relations, the present study aimed at analyzing the role of prior statistics experiences to ex­­plain education science students’ statistics anxiety. Data were analyzed from two independent samples which consisted of N = 113 and N = 87 participants – using a different operationalization of the experience variable in each case. In both samples, analyses demonstrated students’ statistics anxiety to be substantially ex­plained by their self-concept and negative utility value – but not by their prior sta­tistics ex­periences. However, conceptually assumed interaction effects between motivation and ex­perience variables did not occur. Instead, students’ statistics anxiety appeared to be de­pendent on self-concept and value scores across all experience levels. Moreover, different operationa­lizations of the experience variable produced somewhat varying effect patterns. Find­ings are discussed in terms of conceptual, methodological, and instructional implications.

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