Pathways of influence: Chinese parents' expectations, parenting styles, and child social competence

This study was aimed to determine the difference of adolescents’ social competence based on their mothers’ working and non-working status and parenting styles. The interaction between mothers’ work status and their parenting styles in determining adolescents’ social competence was also tested. A total number of 292 Junior High School students whose ages ranged from 11 to15 years old were involved in this study. Data were collected using online questionnaires of social Competence and parenting styles and were analyzed using two-way ANOVA. The results reveal no difference in social competence between adolescents whose mothers are working and those whose mothers are not working. However, a significant difference of the adolescents’ social competence was found when it is based on mothers’ parenting styles. The result also shows no interaction between mothers’ working status and their parenting styles.Keywords: Social competence, adolescents, work status, parenting style, mother Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja dan perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Selain itu, penelitian ini juga bertujuan untuk mengetahui interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial. Partisipan penelitian adalah 292 remaja siswa Sekolah Menengah Pertama (SMP) yang berusia antara 11-15 tahun. Instrumen yang digunakan untuk koleksi data adalah skala Kompetensi Sosial dan Skala Pola Asuh Ibu. Data penelitian dianalisis menggunakan Two Way ANOVA. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan kompetensi sosial pada remaja dengan ibu bekerja dan tidak bekerja. Namun, terdapat perbedaan kompetensi sosial pada remaja ditinjau dari pola asuh ibu. Hasil penelitian juga menunjukkan tidak terdapat interaksi antara status pekerjaan ibu dengan pola asuh ibu dalam menentukan kompetensi sosial remaja.

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The Effects of Mother Participation in Relationship Education on Coparenting, Parenting, and Child Social Competence: Modeling Spillover Effects for Low-Income Minority Preschool Children

Family Process ◽

10.1111/famp.12267 ◽

2016 ◽

Vol 57 (1) ◽

pp. 113-130 ◽

Cited By ~ 2

Author(s):

Francesca Adler-Baeder ◽

Chelsea Garneau ◽

Brian Vaughn ◽

Julianne McGill ◽

Kate Taylor Harcourt ◽

...

Keyword(s):

Preschool Children ◽

Social Competence ◽

Low Income ◽

Spillover Effects ◽

Relationship Education ◽

Child Social Competence

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Economic Pressure, Parent Positivity, Positive Parenting, and Child Social Competence

Journal of Child and Family Studies ◽

10.1007/s10826-019-01372-1 ◽

2019 ◽

Vol 28 (5) ◽

pp. 1402-1412 ◽

Cited By ~ 3

Author(s):

Shinyoung Jeon ◽

Tricia K. Neppl

Keyword(s):

Social Competence ◽

Positive Parenting ◽

Economic Pressure ◽

Child Social Competence

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Executive Function, Social Emotional Learning, and Social Competence in School-Aged Boys With Autism Spectrum Disorder

Canadian Journal of School Psychology ◽

10.1177/0829573517707907 ◽

2017 ◽

Vol 32 (3-4) ◽

pp. 265-281 ◽

Cited By ~ 3

Author(s):

Nathalie Berard ◽

Lynn Loutzenhiser ◽

Phillip R. Sevigny ◽

Dennis P. Alfano

Keyword(s):

Autism Spectrum Disorder ◽

Executive Function ◽

Social Competence ◽

Social Emotional Learning ◽

Autism Spectrum ◽

Emotional Learning ◽

Spectrum Disorder ◽

Social Emotional ◽

Child Social Competence ◽

Children With Asd

Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence and more variability in social domains as compared with either communication or repetitive behaviour domains. There is limited understanding of factors that contribute to the heterogeneity of social abilities in ASD. A modified version of McKown and colleagues’ social competence model was used to examine social competence in 49 8- to 13-year-old boys with ASD without cognitive disability. The relations between executive function (EF), social emotional learning (SEL), and parent reports of child social competence were examined. Results showed that EF but not SEL predicted parent-reported child social competence. Although many interventions target SEL skills, these findings support specifically targeting EF in both assessment and interventions of school-aged children with ASD.

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