首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 658 毫秒
1.
Abstract

This study aims to understand the ways in which children’s play is situated in and shaped by middle-class parenting practices in South Korea. Drawing on a set of data collected through semi-structured interviews with 16 parents having children aged 6–11?years, I observe that despite the widespread rhetoric of the significance of play, parents’ scheduling of their children’s daily routine centres around ‘study’, while play, especially free play, is left for in between times and limited spaces. Play is prominently associated with and instrumental in developing children’s social skills and ensuring their emotional state. In line with the trend in the Global North where a broader concept of play is being institutionalised and incorporated into organised enrichment activities, play spaces are increasingly becoming a site of strategic family consumption. The changing geographies of play strongly reflect the neoliberal climate which generates anxiety and exhaustion related to parenting practices.  相似文献   

2.
Objective. This study examined whether mainland Chinese and U.S. American children’s interpretations of their parents’ coercive authority assertion and critical comparison and shaming moderate relations between their reports of parenting and adjustment. Design. Middle-school children from mainland China (n = 217) and the United States (n = 207) rated their parents on coercive authority assertion and critical comparison and shaming, indicated whether they approved of their parents’ practices, rated their parents’ underlying intentions, and reported their own depression, antisocial behavior, and school motivation. Results. Moderation analyses showed that associations between coercive authority assertion or critical comparison and shaming and child depression were stronger for American and Chinese children whose approval ratings for these practices were relatively low. Greater coercive authority assertion was related to lower antisocial behavior for children who rated their parents high for the child beneficial interpretation and to lower school motivation for children who rated their parents low for the parent beneficial interpretation. For American children, greater coercive authority assertion also was related to greater depression for those who rated their parents relatively low for the child beneficial interpretation. For Chinese children, greater critical comparison and shaming was related to increased school motivation for those who rated their parents high on the child beneficial and/or parent beneficial interpretations. Conclusions. When children interpret their parents’ behavior in a more positive manner (i.e., they approve or think it is motivated by concern for the child), negative effects of coercive authority assertion and critical comparison and shaming may be mitigated. However, some cultural differences were found, particularly with respect to school motivation.  相似文献   

3.
Erikson’s construct of generative concern for future generations seems a plausible structure for supporting environmental behavior and socialization in the family. The present study of 44 Canadian middle-class families with a focal child aged 14–16 years, examined variations in generative concern among parents and their children and tested how such variations were related to differences in environmental values and behaviors in the family, as measured by a number of standard and novel scales and self-reports. Results showed that adolescent generative concern on the Loyola Generativity Scale predicted positively adolescent environmental and prosocial behaviors and was, in turn, predicted by an authoritative parenting style and maternal generative concern. Furthermore, an emphasis on environmental-socialization values and practices by parents was associated positively with higher parent-generativity scores, and parents’ environmental actions and values, in turn, predicted adolescent behaviors. This study provides preliminary support for the role of generative concern in supporting environmental socialization in the family context.  相似文献   

4.
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.  相似文献   

5.
Objective. Extant research examining the predictors and outcomes of parenting self-efficacy has predominantly focused on families with young children. Adolescence is a time of increased autonomy during which parents may be uncertain about their abilities to influence their adolescents’ risk-taking behavior. Design. Parents’ (N = 145 mothers and 53 fathers) confidence in their parenting abilities across prudential adolescent behaviors was investigated, including alcohol consumption, cyber activities, eating behaviors, and problem peer associations. Additionally, we explored how adolescents’ (N = 161, Mage = 14.4 years, 60% female) reports of their engagement in those behaviors were associated with parents’ perceptions of their ability to impact their adolescents’ behavior (i.e., self-efficacy). Results. Mixed-model analysis of variance revealed that mothers and fathers felt most efficacious in reducing their adolescents’ engagement in problematic cyber activities and least efficacious regarding alcohol consumption. Bivariate correlations indicated multiple negative associations between adolescents’ engagement in prudential behaviors and both mothers’ and fathers’ behavior-specific parenting self-efficacy. Conclusions. Results suggest that parents with adolescents have varying levels of confidence in their ability to parent different types of prudential adolescent behaviors. Additionally, for multiple behavior categories, mothers’ and fathers’ behavior-specific parenting self-efficacy was negatively associated with adolescent engagement in corresponding behaviors, such that increased adolescent engagement was related to lower levels of behavior-specific parenting self-efficacy.  相似文献   

6.
The current study examined how parents’ cultural socialization efforts contribute to adolescents’ family obligation values and behaviors and how these processes may depend upon the relational climate at home. Utilizing survey and daily diary methodologies, 428 Mexican‐American adolescents (50% males; Mage = 15 years) and their parents (83% mothers; Mage = 42 years) participated in the study. Adolescents reported on their family obligation values and engagement in family assistance tasks across 14 days. Parents reported on their cultural socialization practices. Results indicated that parental cultural socialization was associated with adolescents’ family obligation values and behaviors when parent–child relationships were low in conflict and high in support. Findings suggest that the transmission of cultural values and practices is best facilitated through positive parent–child relationships.  相似文献   

7.
Objective. There is a need for better understanding the relation between parents’ mentalizing about their child and their actual behavior toward the child. Specifically, it is important to understand the significance of mentalization about discrete parental challenges in comparison with mentalization about the relationship in general in relation to their interaction with the child. This study aimed to examine parental mentalization and observed emotional availability. Design. Forty mothers were observed in a play situation with their children (aged 3–10 years) to rate the emotional availability in the interaction. Mothers were also interviewed with the parent development interview and about parental limit setting to assess parental reflective functioning. Results. Analyses showed moderate correlations between the reflective functioning scores and the emotional availability dimensions. Approximately 15% of the variance in emotional availability scales could be accounted for by the reflective functioning ratings. Conclusions. The results suggest that parents’ ability to mentalize about limit setting behaviors may affect interactions between the parent and child.  相似文献   

8.
Objective. This study investigated how parents’ perceptions of, feelings toward, and anticipated responses to children’s emotions relate to parents’ meta-emotion philosophy and attachment. Design. Parents (112 mothers and 95 fathers) completed an online research study where they viewed photographs of unfamiliar girls and boys (aged 10–14 years) displaying varying intensities of happiness, sadness, fear, anger, and neutral expressions. Parents labeled the emotion, identified the emotion’s intensity, and reported their mirrored emotion and responses. They also completed measures assessing their meta-emotion philosophy and attachment. Results. Meta-emotion philosophy predicted parents’ responses to children’s negative emotion, in that greater emotion-coaching predicted greater accuracy in labeling emotions (boys only), a greater likelihood to interact with children, and for mothers to be further from the mean in either direction in their mirrored emotion. Attachment also predicted parents’ responses to children’s negative emotions: Parents higher in anxiety reported more mirrored emotion, and those higher in avoidance reported less mirrored emotion, lower intensity, and less willingness to interact (boys only). In exploratory models for positive emotion, parents’ meta-emotion philosophy did not predict their responses, but parents higher in attachment avoidance rated girls’ positive emotions as less intense, reported less mirrored emotion, less willingness to interact, and less supportive responses, and those higher in anxiety showed the opposite pattern. Conclusion. Despite methodological limitations, results offer new evidence that parents’ ratings on a standardized emotion perception task as well as their anticipated responses toward children’s emotion displays are predicted by individual differences in their attachment and meta-emotion philosophy.  相似文献   

9.
SYNOPSIS

Objective. This study investigates maternal responsive parenting behaviors as a theorized buffer to the detrimental impact of maternal PTSD symptoms on young children’s depression and anxiety symptoms, disruptive behavior, and stress-related symptoms. Design. A multi-ethnic sample of 242 trauma-exposed mothers and their preschool-aged children was assessed. Maternal responsive parenting behaviors were observed during standardized parent-child interactions. Maternal and child mental health symptoms were reported by mothers. Results. Maternal PTSD symptoms were associated with their responsive parenting behaviors and predicted children’s mental health symptoms. Responsive parenting was inversely associated with children’s depression and stress-related symptoms. Moderation analyses revealed an interactive effect of maternal symptoms and responsive parenting on preschool children’s disruptive behavior and stress-related symptoms. Conclusions. Responsive parenting behaviors can mitigate the ill effects of maternal PTSD symptoms. Nurturing relationships buffer the impact of maternal PTSD. Helping parents’ to sensitively respond to their young children’s distress can support positive outcomes in children.  相似文献   

10.
Objective. This study focused on the intrapersonal and interpersonal effects of parents’ histories of childhood emotional abuse and emotion dysregulation on parenting stress in a sample of school-age children’s fathers and mothers in Mainland China. Design. One hundred ninety-four Chinese couples participated. Structural equation modeling within the framework of the actor–partner interdependence mediation model was used to assess whether emotion dysregulation mediates relations between parents’ childhood emotional abuse and parenting stress of both individuals and their spouses. Results. The childhood emotional abuse of one parent was significantly associated with the parenting stress of both parents through the emotion dysregulation of the parent who was emotionally abused. Conclusions. Links between emotional abuse and parenting stress in the family system are complex, and both parents’ childhood histories of emotional abuse play roles in parenting.  相似文献   

11.
Objective. Children vary in how sensitive they are to environmental influences. Child temperament is an individual difference factor that appears to moderate the impact of environment on early child development. This study contrasts the “diathesis-stress/dual risk” and “differential susceptibility” models in examining difficult temperament as a moderator of the relation between preschool parenting and school-aged child persistence. Design. A longitudinal design included 61 typically developing Portuguese children (31 girls) assessed when they were toddlers (Time 1 at 1–3 years), preschoolers (Time 2 at 4–6 years), and school aged (Time 3 at 8–10 years). At Time 1, parents were recruited and interviewed. At Time 2, semi-structured mother–child interactions were observed, and preschool teachers rated children’s temperament. At Time 3, children’s task persistence was rated by their elementary teachers. Results. Difficult temperament moderated the association between mother–child interactions and child persistence, with stronger associations for children with more difficult temperaments. Conclusions. Consistent with the diathesis-stress model, results reveal that high levels of positive parenting reduce the risk of low self-regulation associated with difficult temperament.  相似文献   

12.
Objective. The goal of the study was to identify determinants of child perceptions of parenting. Design. By using two children per family, the current study predicted siblings’ (106 pairs) perceptions of mothering and fathering at ages 9–13 from children’s perceptions of parenting and parent ratings of child difficulty, parental emotionality, and household organization, when the children were 4–8 years old. Multi-level modeling was used to differentiate between- and within-family variation. Results. Stability in child perceptions was moderate, and this stability was due to family-wide parenting shared by siblings. Conversely, the majority of variance in the 9- to 13-year-olds’ perceptions indicated differential, rather than similar, parental treatment. Maternal anger predicted maternal hostility. In contrast, household chaos predicted paternal hostility. Conclusions. Relationships between individuals in the family are part of a larger system, and children are equally as likely as parents to reap the benefits of services or interventions directed toward enhancing maternal well-being.  相似文献   

13.
This small-scale research examined young children’s, aged six to seven (n = 8), perceptions and understanding of bullying in Irish primary schools. It also included the views of the children’s parents (n = 8) and teachers (n = 2) on bullying. The participants’ views were obtained through semi-structured interviews which were analysed using the constant comparative method as per grounded theory approach. The results revealed the complexity of young children’s interactions in school and the difficulty that the adults around them have in accurately defining and addressing bullying behaviour. The data indicate the need for parents and teachers to listen attentively and sensitively to children’s accounts of bullying and to provide consistent advice on how to address bullying.  相似文献   

14.
  相似文献   

15.
SYNOPSIS

Objective. Working parents of young children often face work–family conflict, but little is known about the impact of this stressor on distress tolerance in the parenting role. We examined whether work–family conflict is associated with heightened work–family guilt and reduced infant distress tolerance, and we tested whether these effects are strongest among parents high in attachment anxiety. Design. In an experimental study of 233 parents of children ages 1–3 years, parents first reported their attachment anxiety, then were randomly assigned to read a vignette depicting a subtype of work–family conflict—work-interfering-with-family (WIF) conflict—or to an attention control condition. Finally, parents reported their feelings of WIF-guilt and completed an infant distress tolerance paradigm. Results. Attachment anxiety predicted greater WIF-guilt and less distress tolerance cry task persistence and moderated associations between experimental condition and outcomes: Parents with low attachment anxiety reported less WIF-guilt when primed with WIF-conflict than parents with average or high attachment anxiety, and parents with high attachment anxiety displayed less distress tolerance when primed compared to parents with low or average attachment anxiety. Conclusions. Working parents with low attachment anxiety may fare better emotionally in the face of WIF-conflict than their peers with higher attachment anxiety. High attachment anxiety may represent a risk factor for the negative effects of WIF-conflict on distress tolerance in response to infant crying. Future work should explore interventions to support working parents with high attachment anxiety.  相似文献   

16.
Objective. To better understand the antecedents of fathers’ positive engagement and child externalizing behaviors, we examined the roles of maternal coparenting attitudes and fathers’ prenatal intuitive parenting behaviors in predicting fathers’ positive engagement and toddler externalizing behaviors. Design. One hundred and eighty-two dual-earner families residing in Columbus, Ohio, were recruited when parents were expecting their first child. They were followed across the transition to parenthood and assessed at the third trimester (Time 1), 3 months postpartum (Time 2), 9 months postpartum (Time 3), and when the child reached approximately 27 months of age (Time 4). Mothers reported their perceptions of their partners’ parenting competence (i.e., coparenting attitudes) and their children’s externalizing behaviors at Times 2 and 4, respectively. Fathers reported their own positive engagement at Times 2 and 3. Fathers’ intuitive parenting behaviors were observed at Time 1. Results. After controlling for fathers’ positive engagement at Time 2, maternal endorsement of fathers’ parenting competence positively predicted fathers’ positive engagement at Time 3, especially for fathers who displayed average or high levels of prenatal intuitive parenting behaviors. For families with fathers who displayed average or above-average intuitive parenting behaviors, maternal endorsement of fathers’ parenting competence was negatively associated with children’s externalizing behaviors through its positive association with fathers’ positive engagement. Conclusions. Maternal coparenting attitudes in conjunction with fathers’ prenatal intuitive parenting predicted toddler externalizing behaviors through their association with fathers’ positive engagement.  相似文献   

17.
Background: This study is located in the general context of recent research on family life in England, ‘gifted and talented’ education policy and the significance of parental engagement. There is strong evidence that parental involvement has a significant and positive effect on children’s development and achievement. Although a great deal of work has been done on identifying general patterns of good practice, there is a gap in the literature regarding the support needs of parents of gifted and talented children from lower socio-economic backgrounds.

Purpose: The aim of this UK-based study was to explore what support such parents had received and what support they felt they needed to better promote their children’s development and achievement.

Sample: An opportunity sample of 21 parents with youngsters aged 14–16 identified as ‘gifted and talented’ by their schools, as part of UK government policy, took part in the study. The students attended a university-based intervention programme, which was designed to raise the students’ aspirations and achievement. The students were from schools within areas of relative social deprivation and, most qualified for free school meals.

Design and Methods: In-depth semi-structured interviews were carried out to capture the authentic voice of the parents. Data was analysed using both pre-determined and emerging codes.

Results: Sixteen of 21 of the parents had good, supportive relationships with their children and 15 of 21 had high aspirations for them. However, 18 of 21 of the parents felt unable to engage with their child’s learning in the home. They also felt inadequate in their knowledge and experience to help their children with subject choices and advise on matters relating to Higher Education. Parents did not perceive their wider family or the wider community as supportive, nor did they expect them to be. Peer groups were seen as threats to their children’s well-being and advancement. Schools were highly rated for relationships but offered no specific support to these parents.

Conclusions: We conclude that although parental involvement is acknowledged in defining children’s life chances, parents in our sample, nonetheless, seemed to be being forced to ‘go it alone’. Within the limitations imposed by our small sample, we raise questions about the implications of the study.  相似文献   

18.
Objective. The present study looks at predictors that may be associated with father–child relationship quality and whether relationship quality appears to be transmitted across generations. Design. This study includes 2,970 U.S. families who participated in the Fragile Families and Child Well-Being Study. Structural equation modeling was used to assess associations between fathers’ relationship with paternal grandfathers (PGF) during their own childhood and when their own children are 1 year old, father involvement at age 1, and child reports of father-child relationship quality at age 9. Results. Paternal grandfathers involvement with fathers during childhood was positively associated with the father-paternal grandfathers relationship at child age 1, which in turn was associated with greater father involvement at age 1. More father involvement at age 1 was associated with child reports of better father-child relationships at age 9. The pathways from paternal grandfathers involvement during fathers’ childhood and father–paternal grandfathers relationships at age 1 to father–child relationship quality at age 9 were fully mediated by father involvement at age 1. Conclusions. Patterns of father involvement and the quality of father–child relationships tend to be passed down across generations. To ensure an active, positive father involvement and its associated benefits for children, parenting interventions should focus promoting positive fathering behaviors to promote positive relationships with children in their own and future generations.  相似文献   

19.
This study investigated Mexican immigrant parents’ reports of perceived workplace discrimination and their children's behavior, parents’ moods, and parent–child interactions. Parents of one hundred and thirty‐eight 3‐ to 5‐year‐old children were asked to complete one survey daily for 2 weeks (N = 1,592 days). On days when fathers perceived discrimination, fathers and mothers reported more externalizing child behaviors, and mothers reported fewer positive child behaviors. When mothers perceived discrimination, they reported more externalizing child behaviors; fathers reported more internalizing child behaviors. Parents reported worse mood on days with perceived discrimination. Perceived discrimination was not strongly related to parent–child interactions. For fathers, but less so for mothers, those whose psychological acculturation indicated separation had more negative relations between daily perceived workplace discrimination and child and family outcomes.  相似文献   

20.
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.

Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.

Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).

Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.

Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号