scholarly journals On the Relationship Between Mothers’ and Fathers’ Parenting Behaviors and Children’s Explicit and Implicit Self-Esteem

2021 ◽  
Vol 42 (6) ◽  
pp. 679-694
Author(s):  
Seoyoung Ha ◽  
Sae-Young Han
Keyword(s):  
Parenting Behaviors ◽  
Self Esteem ◽  
Positive Parenting ◽  
Parent Child Relationship ◽  
School Students ◽  
Negative Parenting ◽  
Mothers And Fathers ◽  
Relationship Analysis ◽  
Child Relationship ◽  
Low Levels

Objectives: The purpose of this study was to clarify and elaborate the concept of implicit self-esteem by identifying parenting domains that are related to implicit self-esteem as well as by comparing the correlation between parenting behaviors and children’s explicit and implicit self-esteem (ESE & ISE). Furthermore, based on previous studies’ emphasis on the functions of self-esteem discrepancies, 4 groups of self-esteem types were included in the analysis: secure self-esteem, defensive self-esteem, damaged self-esteem and congruent low self-esteem.Methods: Participants were 279 Korean middle school students (114 boys and 165 girls). Children’s ESE and ISE were measured using the Rosenberg Self-Esteem Scale (RSES) and the Name-Letter Task (NLT), respectively, and the parenting behavior measure consisted of 8 domains: monitoring, reasoning, inconsistency, over-involvement, over-expectation, neglect, physical abuse, and affection. Considering the effect of gender on the parent-child relationship, analysis was conducted according to gender.Results: Comparison between the correlations revealed that among 32 factors, differences in ESE and ISE were significant in 13 factors and not significant in 19 factors. Further, most of the parenting domains were significantly related to both daughters’ and sons’ ESE, while only a few of father and mother’s parenting domains were related to ISE. Boys’ ISE was negatively related to fathers’ over-involvement and mothers’ reasoning, while girls’ ISE was positively related to both parents’ monitoring and negatively related to neglect. Additionally, the group with secure self-esteem (characterized by high ESE and high ISE) mostly reported high levels of positive parenting behaviors and low levels of negative parenting behaviors, while the group with congruent low self-esteem (characterized by low ESE and low ISE) mostly reported low levels of positive parenting behaviors and high levels of negative parenting behaviors.Conclusion: This study contributes significant findings to the understanding of ISE. Based on the current study’s results, it is plausible to conclude that ISE performs a similar function to ESE, yet weaker. Moreover, the importance of measuring mothers’ and fathers’ parenting behaviors separately could be more emphasized. Further discussions are suggested regarding areas of contention over the formation and the concept of ISE.

What About the Parental Response?: The Effect of Delinquency and Anger on Parental Monitoring

2021 ◽  
pp. 106648072199251
Author(s):  
Jeremiah W. Jaggers ◽  
Sara Tomek ◽  
Lisa M. Hooper ◽  
Missy T. Mitchell-Williams ◽  
Wesley T. Church
Keyword(s):  
Longitudinal Analysis ◽  
Parental Monitoring ◽  
Parenting Behaviors ◽  
Parent Child Relationship ◽  
Parent Behaviors ◽  
Youth Outcomes ◽  
Parental Response ◽  
Child Relationship ◽  
The Impact ◽  
Youth Behaviors

Parental monitoring is a set of correlated parenting behaviors involving attention to and tracking of the child’s whereabouts, activities, and adaptations. The impact of parental monitoring is ubiquitous and has broad relevance for youth outcomes. Similarly, although less commonly investigated, youth behaviors can impact parents’ or caregivers’ responses or behaviors. Longitudinal analysis was used to assess the gendered effects of youth behaviors—defined as internalized anger, externalized anger, and delinquency—on parent behaviors (i.e., parental monitoring). Results showed that adolescent’s levels of internalized anger, externalized anger, and delinquency were predictive of parental monitoring. Specifically, as the adolescents aged, parental monitoring decreased and parental monitoring was differentiated based on gender. Results and implications for the parent–child relationship are discussed.

Parental Phubbing and Children’s Social Withdrawal and Aggression: A Moderated Mediation Model of Parenting Behaviors and Parents’ Gender

2021 ◽  
pp. 088626052110428
Author(s):  
Xingchao Wang ◽  
Yuran Qiao ◽  
Wenqing Li ◽  
Li Lei
Keyword(s):  
Social Withdrawal ◽  
Parenting Behaviors ◽  
Moderated Mediation ◽  
Parenting Behavior ◽  
Positive Parenting ◽  
Negative Behavior ◽  
Mediation Model ◽  
Negative Parenting ◽  
Moderated Mediation Model ◽  
Early School

The present study sought to examine whether parental phubbing was significantly related to children’s social withdrawal and aggression, and determine whether positive and negative parenting behaviors mediated this association. We further examined whether parents’ gender moderated the direct and indirect relationships between parental phubbing and children’s social withdrawal and aggression. The participants included 465 Chinese fathers and mothers from different families, and each father or mother had one child from preschool and early school aged 4–10 years. They completed the measures regarding their experience with parental phubbing, positive and negative parenting behaviors, and children’s social withdrawal and aggression. Results showed that parental phubbing was positively related to children’s social withdrawal and aggression. Positive and negative parenting behaviors significantly mediated the associations between parental phubbing and children’s social withdrawal and aggression. Furthermore, parents’ gender moderated the relationships between parental phubbing and children’s social withdrawal and aggression. Specifically, in the mediating model of positive parenting behavior, the pathways from parental phubbing to children’s social withdrawal and parental phubbing to children’s aggression were significantly different. In the mediating model of negative behavior, the pathway from negative parenting behavior to children’s social withdrawal was significantly different.

Module 3: Maintaining a Consistent Schedule and Time Management

2020 ◽  
pp. 63-84
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Parental Stress ◽  
Time Management ◽  
Parent Child Relationship ◽  
Negative Parenting ◽  
Children With Adhd ◽  
Daily Routines ◽  
Hyperactivity Disorder ◽  
Child Relationship ◽  
Daily Schedule

In Module 3, parents learn to develop and maintain a consistent household schedule and daily routines for their child and themselves. All children benefit from consistency, but children with attention-deficit/hyperactivity disorder (ADHD) can be especially reactive when their environment is unpredictable or chaotic. External structure can scaffold the child with ADHD’s own sense of organization. In many families, parents of children with ADHD struggle with executive function or attention difficulties themselves. Teaching parents to implement a consistent daily schedule and to more effectively manage their time can reduce the parental stress that can contribute to harsh or negative parenting and poor parent–child relationship. In this module, you will work with parents on the basics of scheduling and time management, with the goal of creating a more organized and harmonious household.

An Empirical Study of the Incidence, Diagnosis, Treatment and Follow-Up of Academically Under-Achieving Children

1982 ◽  
Vol 3 (4) ◽  
pp. 219-230 ◽  
Author(s):  
L.F. Lowenstein
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Low Achievers ◽  
Parental Influences ◽  
High Achievers ◽  
Parent Child Relationship ◽  
School Students ◽  
Child Relationship ◽  
Males And Females

The well-known view that success leads to success and failure or frustration with learning to more failure has been investigated by Keister and Updegraff (1937). This has also been proved correct in recent years (Latta, 1978). Ample research observations exist concerning under-achievement and its aetiology or associated features. One of the more recent pieces of research refers to parental influences on a child's capacity to achieve academically (Su, 1976). Su surveyed the perceptions of parents of 352 male and female Junior high-school students who were classified as high, medium or low achievers on the basis of the differences between their expected and actual scores in school examinations. Only students scoring between 90 and 135 on the Army General Classification Test were included. Attitudes towards parents were assessed with ‘the parent/child relationship questionnaire’. Results indicate that high achievers perceive their parents more favourably than do low achievers, rating them higher in giving love and respect. Low achievers felt more rejection and neglect, and received fewer symbolic rewards and more symbolic punishments. Males more than females perceived their parents as demanding and not as showing love and care. Both males and females felt their mothers were more rejecting than their fathers.

Longitudinal associations among routine disclosure, the parent–child relationship, and adolescents’ prosocial and delinquent behaviors

2018 ◽  
Vol 36 (6) ◽  
pp. 1853-1871 ◽  
Author(s):  
Laura M. Padilla-Walker ◽  
Daye Son
Keyword(s):  
Parental Knowledge ◽  
Parental Warmth ◽  
Parent Child Relationship ◽  
Delinquent Behaviors ◽  
Mothers And Fathers ◽  
Child Disclosure ◽  
Child Relationship ◽  
Parental Autonomy ◽  
Parent Child

The purpose of this study was to explore whether routine child disclosure to parents was longitudinally related to adolescent prosocial and delinquent outcomes via the parent–child relationship (parental knowledge, parental autonomy granting, and parental warmth/support). The participants included 463 adolescents (48% male, 73% European American, 37% single parent families) and their mothers and fathers who completed questionnaires across three waves from early to late adolescence ( M age of adolescent at Time 1 = 13 years old, Time 3 = 17 years old). The results showed that routine child disclosure was longitudinally associated with prosocial behavior toward family via greater parental warmth. Child disclosure was negatively related to delinquency via parental knowledge. Implications regarding the role of child disclosure on the parent–child relationship and the development of adolescent behavior are discussed.

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