The effect of parenting pressure on children’s internalizing problem behaviors and its mechanism

Work ◽  
2021 ◽  
pp. 1-11
Author(s):  
Jing Zou
Keyword(s):  
Problem Behaviors ◽  
Parenting Styles ◽  
Internalizing Problems ◽  
Internalizing Behavior ◽  
Kindergarten Children ◽  
Psychological Aggression ◽  
Sample Survey ◽  
Raising Children ◽  
Internalizing Problem ◽  
Education In China

BACKGROUND: in the process of raising children, parents will inevitably have inappropriate measures and behaviors, which will bring greater pressure on the children’s psychology and physiology. OBJECTIVE: in the field of children’s development, parenting pressure has always been one of the hotspots of worldwide scholars. In order to further understand the causes of children’s psychological problems, the effect of parenting pressure on children’s internalizing problem behaviors and its mechanism are explored. METHODS: based on previous literature, the parenting pressure and children’s internalizing related problems in China are investigated. Based on the characteristic discussion of parenting styles in China, the parenting pressure and internalizing problems of children is deeply analyzed. The sample survey is used to sample the parents of kindergarten children, and a total of 679 children’s parents are selected. RESULTS: the results show that the parents of boys have more serious parenting pressure than the parents of girls. In the process of raising children, the mother bears more pressure than the father. For the internalizing problems of children, the psychological aggression behavior of parents shows a relatively serious effect. There is a certain causal relationship between parenting pressure and parents’ strict discipline behavior. Therefore, parenting pressure is used as an intermediary variable to affect children’s internalizing behavior. Parenting pressure does not show a significant correlation with children’s internalizing problems, but indirectly affects the generation of children’s internalizing behaviors by affecting parents’ strict discipline behaviors. CONCLUSION: it enriches the investigations on parenting pressure and children’s education in China, and provides a certain theoretical basis for the development of children’s mental health.

scholarly journals PARENTING STYLES AND THEIR IMPACTS ON CHILD PROBLEM BEHAVIORS

2020 ◽  
Vol 19 (3) ◽  
pp. 269-285
Author(s):  
Agnes Maria Sumargi ◽  
Eli Prasetyo ◽  
Benedicta Winona Ardelia
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Parenting Styles ◽  
Behavioral Problems ◽  
Family Adjustment ◽  
Authoritarian Parenting ◽  
Child Problem Behavior ◽  
Child Emotional Problems ◽  
Child Problem Behaviors ◽  
The Impact

Managing child problem behaviors as early as possible is crucial. Several studies have shown the impact of parenting on child problem behavior; however, the studies did not investigate the influence of paternal and maternal parenting on child behavior separately. This study aimed to test the effect of mothers’ and fathers’ authoritative and authoritarian parenting on child problem behavior. Furthermore, this study examined the influence of family adjustment on parenting styles. Participants were 105 pairs of parents (fathers and mothers). They completed a set of questionnaires assessing their parenting styles, child problem behavior, and family adjustment. Multiple regression analyses resulted in a significant effect of mothers’ authoritative parenting on child emotional problems, as well as significant effects of fathers’ authoritative and authoritarian parenting on child behavioral problems. Another key finding was that parental teamwork predicted the effectiveness of parenting.

scholarly journals Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

2017 ◽  
Vol 38 (8) ◽  
pp. 1100-1141 ◽  
Author(s):  
Eija Pakarinen ◽  
Gintautas Silinskas ◽  
Bridget K. Hamre ◽  
Riitta-Leena Metsäpelto ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Early Adolescence ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Parental Education ◽  
Reading Difficulties ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Performance Risk

This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students’ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups.

scholarly journals Associations between Levels of Urinary Oxidative Stress of 8-OHdG and Risk of Atopic Diseases in Children

2020 ◽  
Vol 17 (21) ◽  
pp. 8207
Author(s):  
Pang-Yen Chen ◽  
Chien-Wei Chen ◽  
Yu-Jang Su ◽  
Wen-Han Chang ◽  
Wei-Fong Kao ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Large Scale ◽  
Reference Group ◽  
Allergic Diseases ◽  
Kindergarten Children ◽  
Sample Survey ◽  
Atopic Diseases ◽  
Childhood Environment ◽  
Underlying Mechanisms ◽  
Oxidative Products

The oxidative stress biomarker of urinary 8-hydroxy-2′-deoxyguanosine (8-OHdG) was reported to be changed in patients with allergic diseases. Measurement of urinary oxidative products is noninvasive. However, correlations between the severity levels of atopic diseases and oxidative stress remain unclear. This study aimed to investigate the association among urinary 8-OHdG, atopic dermatitis (AD), and the phenotypes of atopic diseases in children. In a nested case-control study, participants of kindergarten children were enrolled from the Childhood Environment and Allergic Diseases Study (CEAS). Urinary analyses and urinary 8-OHdG were performed on samples from 200 children with AD as cases and 200 age- and sex-matched controls. Our study presents the following main findings: (1) The urinary 8-OHdG levels were significantly higher in cases than controls. Higher urinary 8-OHdG levels were associated with the risk of AD in a dose-response-manner; (2) Children’s AD history was associated with higher risks of asthma, allergic rhinitis, and night pruritus; (3) For children with AD, urinary 8-OHdG levels of >75th percentile were associated with higher risk of asthma, compared with the reference group of 0–25th percentiles. In summary, this study provides better understanding of the underlying mechanisms of AD and urinary 8-OHdG by analyzing a large-scale sample survey in Taiwan.

scholarly journals Relations between Sensory Responsiveness and Features of Autism in Children

2020 ◽  
Vol 10 (11) ◽  
pp. 775
Author(s):  
Jacob Feldman ◽  
Margaret Cassidy ◽  
Yupeng Liu ◽  
Anne Kirby ◽  
Mark Wallace ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Social Communication ◽  
Children With Autism ◽  
Older Children ◽  
Cascading Effects ◽  
Sensory Responsiveness ◽  
Ability Groups ◽  
Patterns Of Behavior ◽  
Internalizing Problem ◽  
Core Features

Autism is a neurodevelopmental condition defined by differences in social communication and by the presence of restricted and repetitive patterns of behavior, interests, and activities (RRBs). Individuals with autism also commonly present with atypical patterns of sensory responsiveness (i.e., hyporesponsiveness, hyperresponsiveness, and sensory seeking), which are theorized to produce cascading effects across other domains of development. The purpose of this study was to examine differences in sensory responsiveness in children with and without autism (ages 8–18 years), as well as relations between patterns of sensory responsiveness and core and related features of autism. Participants were 50 children with autism and 50 non-autistic peers matched on age and sex. A comprehensive clinical battery included multiple measures of sensory responsiveness, core features of autism, adaptive behavior, internalizing behaviors, cognitive ability, and language ability. Groups significantly differed on all three patterns of sensory responsiveness. Some indices of core and related autism features were robustly associated with all three patterns of sensory responsiveness (e.g., RRBs), while others were more strongly associated with discrete patterns of sensory responsiveness (i.e., internalizing problem behaviors and hyperresponsiveness, language and sensory seeking). This study extends prior work to show that differences in sensory responsiveness that are linked with core and related features of autism persist in older children and adolescents on the spectrum.

Parental Stress in Families of Children With Disabilities

2017 ◽  
Vol 53 (4) ◽  
pp. 201-205 ◽  
Author(s):  
Yun-Ju Hsiao
Keyword(s):  
Coping Strategies ◽  
Problem Behaviors ◽  
Parental Stress ◽  
Children With Disabilities ◽  
Parenting Support ◽  
Raising Children

Parents of children with disabilities often experience a higher level of stress than parents of children without disabilities, regardless of categories of disabilities. Understanding parental stressors can lead to appropriate interventions and supports for these parents and their children with disabilities. This article discusses issues of parental stress by exploring what is known about parental stress in raising children with disabilities and examining factors that may result in parental stress for practitioners to work on so as to help parents reduce their stress. This article focuses on three strong predictors of parental stress in families of children with disabilities: (a) problem behaviors of the child, (b) coping strategies of parents, and (c) parenting support for families. Implications for practitioners to help parents reduce their stress are discussed.

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

2019 ◽  
Vol 55 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Kaitlin Bundock ◽  
Leanne S. Hawken ◽  
Kristin Kladis ◽  
Kimberli Breen
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Internalizing Behavior ◽  
Students At Risk ◽  
Academic Difficulties ◽  
Step Process ◽  
Structured Means ◽  
Support Students

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

Maltreatment Profiles of Child Welfare–Involved Children in Special Education: Classification and Behavioral Consequences

2019 ◽  
Vol 86 (3) ◽  
pp. 237-254
Author(s):  
Kevin A. Gee
Keyword(s):  
Special Education ◽  
Sexual Abuse ◽  
Child Welfare ◽  
Physical Abuse ◽  
Problem Behaviors ◽  
Latent Class ◽  
Well Being ◽  
Latent Class Analyses ◽  
Internalizing Problem ◽  
Internalizing And Externalizing

In this study, I investigated the maltreatment profiles of child welfare–involved children in special education and examined how those profiles influenced their internalizing and externalizing behaviors. I analyzed data on a sample of 290 children (63% male, 37% female, Mage = 11 years) from the National Survey on Child and Adolescent Well-Being II. When weighted, this sample represented approximately 233,000 children involved in the child welfare system and in special education. Results from latent class analyses revealed four maltreatment classes, listed by predominance: supervisory neglect, physical abuse, other forms of maltreatment, and sexual abuse. Relative to children in the sexual abuse class, children had higher teacher-reported internalizing problem behaviors if their predominate maltreatment class was either supervisory neglect or physical abuse. Understanding maltreatment and its consequences for child welfare–involved children in special education can help better inform ways to promote their educational success.

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