Authoritarian Parenting Style in Asian Societies: A Cluster- Analytic Investigation*

While the beneficial effects of authoritative parenting style have consistently been demonstrated for Caucasian samples, these effects have not always been found for Asians. It appears that adolescents who perceived their parents’ style of parenting as authoritarian are not one homogeneous group. Cluster analyses performed for adolescents’ perceived mothers’ and fathers’ authoritarian parenting style using adolescents’ self-report scores on personal adjustment and social variables as the clustering variables found similar two-cluster solutions (maladjusted and well-adjusted). External validation evidence revealed that adolescents in the maladjusted cluster had poorer attitudes towards school and teachers compared to adolescents in the well-adjusted cluster for both samples. These findings suggest that authoritarian parenting style could possibly have a different cultural meaning for Asians. ^*The authors would like to thank staff from Tampines Family Service Center for their assistance with data collection. The schools, adolescents and principals who participated in this project are also gratefully acknowledged and thanked. This research is supported by the Voluntary Welfare Organization Capability Fund grant from the National Council of Social Service, Singapore.     

Parenting Styles Affecting the Social Behaviour of Five-Year Olds

The main aim of the study was to explore the relationship between parenting styles as a correlate of social behaviour among five-year olds. Participants were 30 parents of 25 pre-primary students of a school in Northern Province of South Africa, and the children's teacher. The participants were mostly of the indigenous African ethnic background. The parents completed the Parental Styles Dimensions Questionnaire (PSDQ: Robinson, Mandleco, Olsen & Hart, 2001). The teacher rated the five-year olds' social behaviour using the Behavioural Questionnaire (BQ: Latouf, 2008). These results indicated primarily that an authoritative parenting style was most endorsed by the parents of the five-year olds. Parents self-rating on parenting style were significantly associated with teacher ratings of the student's social behaviour.     

Parenting Practices of Anxious and Nonanxious Mothers: A Multi-Method,Multi-Informant Approach

Anxious and nonanxious mothers were compared on theoretically derived parenting and family environment variables (i.e., overcontrol, warmth, criticism, anxious modeling) using multiple informants and methods. Mother-child dyads completed questionnaires about parenting and were observed during an interactional task. Findings reveal that, after controlling for race and child anxiety, maternal anxiety was associated with less warmth and more anxious modeling based on maternal-report. However, maternal anxiety was not related to any parenting domain based on child-report or independent observer (IO) ratings. Findings are discussed in the context of the impact of maternal anxiety on parenting and suggest that child, rather than maternal, anxiety may have a greater influence on maternal behavior.     

父母教养方式影响学前儿童社会适应的追踪研究:自我控制的中介作用

采用追踪设计对439名儿童的父母进行问卷调查,旨在考察父母教养方式对学前儿童社会适应的影响及可能的中介机制。在第一年时,父母分别报告了自己的教养方式和儿童的社会适应;在第二年时,父母分别报告了儿童的自我控制和社会适应。研究结果表明：（1）父母权威型教养方式得分越高,孩子的社会适应越好,而父母专制型和放任型教养方式得分越高,孩子的社会适应越差;（2）自我控制能力高的孩子的亲社会行为更多,问题行为更少;（3）自我控制在母亲专制型教养方式与儿童违纪攻击和敏感合作间起完全中介作用,自我控制在父亲放任型教养方式与儿童违纪攻击和害羞焦虑间起完全中介作用。     

父母教养方式与幼儿焦虑关系的三水平元分析

以0~7岁学前儿童为样本,采用元分析方法考察父母教养方式（积极和消极）与幼儿焦虑之间的关系。通过文献检索,共获得26项研究,含136个独立效应量,被试总数达13565名。由于部分研究中存在多个效应量,当前研究针对两种教养方式分别构建了三级元分析模型。主效应检验发现,父母积极教养方式与幼儿焦虑呈显著负相关,而父母消极教养方式与幼儿焦虑呈显著正相关。调节效应检验发现,父母积极教养方式与幼儿焦虑之间的相关受到父亲受教育水平和幼儿生活质量的调节,但不受幼儿性别、母亲受教育水平和焦虑测量工具类型的影响。此外父母消极教养方式与幼儿焦虑之间的相关受到焦虑测量工具类型的调节,但这一相关不受幼儿性别、生活质量和父母受教育水平的调节。上述结果表明,父母教养方式与幼儿焦虑之间的关系密切,也指出了将来的研究过程中要关注父亲受教育水平、幼儿生活质量和焦虑测量工具类型在两者关系中的作用。     

Relationships among Negative Emotionality,Responsive Parenting and Early Socio‐cognitive Development in Korean Children

The present study examined the interplay among negative emotionality, responsive parenting and socio‐cognitive developmental outcomes (i.e., communication, personal‐social and problem‐solving outcomes) in about 1620 Korean children using three waves of longitudinal data spanning the first 2 years of their life. Results from the Structural Equation Modeling (SEM) demonstrated that there were moderate to low degrees of stability in negative emotionality, responsive parenting and socio‐cognitive developmental outcomes from infancy to toddlerhood. Evidence for reciprocity in the parent–child relationship was found; responsive parenting predicted higher levels of subsequent child communication (in infancy and toddlerhood), and infants' higher problem‐solving ability predicted higher responsive parenting in toddlerhood. Overall, the cross‐age associations among the variables were similar between boys and girls, but some different patterns were observed: when controlling for family contextual factors and the within‐time correlations, negative emotionality at an earlier point significantly predicted lower responsive parenting at a later point and vice versa only in girls during infancy, but neither in boys nor in toddlerhood. The implications of these findings are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

The Relation of Personal Epistemology to Parenting Style and Goal Orientation in College Mothers

This study sought to establish the relevance of mothers’ epistemic beliefs to their parenting style and preferred academic goals for their child. College mothers (N = 163) from primarily working class families completed a variety of self-report measures including a modified version of Schommer’s [(1990). Journal of Educational Psychology, 82, 498–504] Epistemological Beliefs Questionnaire, the Parental Attitudes Questionnaire-Revised [Reitman, Rhode, Hupp, & Altobello (2002). Journal of Psychopathology and Behavioral Assessment, 24(2), 119–127], and several goal orientation scales. Results indicated that a view of learning as effortful and under the learner’s control and a view of knowledge as actively constructed were associated with an authoritative parenting style and with a preference for their child to focus on learning, improvement, and effort in approaching academic tasks. By contrast, a view of learning as quick, straightforward, relatively passive and as based in innate constraints and a view of knowledge as consisting of discreet, unambiguous facts were associated with authoritarian and permissive styles and the adoption of performance goals for one’s child. Portions of this study were presented at the annual meeting of the Society for Research in Child Development in Atlanta, April, 2005.     

Relationship of Recalled Parenting Style to Self-Perception in Korean American College Students

The authors examined the relationship of authoritarian, authoritative, and permissive parenting styles and the number of years in the United States with self-perception (academic competence, morality, and self-reliance) as recalled by Korean American college students (N = 144). Authoritative parenting behaviors were most common in Korean American families, followed by authoritarian behaviors, with permissive behaviors a distant 3rd. Authoritative parenting styles and the number of years lived in the United States were predictive of higher academic competence. Authoritarian and permissive parenting styles were predictive of lower self-reliance, whereas number of years lived in the United States was related to higher self-reliance. Those findings provide partial support for generalizing D. Baumrind's (1971) model of parenting styles to Korean American families, and the findings demonstrate the importance of considering acculturation issues in parenting studies.     

The Stability of Parenting: A Longitudinal Analysis of Inner-City African-American Mothers

We examined the stability of authoritative parenting behaviors in a sample of 124 low-income, inner-city, African-American families. Parental monitoring and warmth were assessed longitudinally across four years. Test-retest correlation coefficients indicated the relative stability of both parental monitoring and warmth over the four-year assessment period was high, particularly for girls. In contrast, analyses of variance did not provide evidence for absolute stability as both parental monitoring and warmth declined across assessments, regardless of gender of child. Hierarchical multiple regression analyses revealed that the historical context of monitoring is important to consider as earlier parental monitoring behaviors accounted for unique variance in later parental monitoring behaviors, beyond that accounted for by the most recent assessment. Clinical implications and directions for future research are discussed.     

健康儿童与问题儿童父母教养方式结构的比较研究

本研究以生态系统理论为指导,分别运用差异模式、因素分析比较和结构模式比较三种方法,对健康组与问题组儿童的父母教养方式进行了比较分析。不但发现两组父母教养方式在诸多因子上存在显着差异,还发现两组父母的教养方式有着十分不同的结构模式特点。这对于深入认识父母教养方式影响儿童心理发展的可能机制具有重要的启迪意义。     

父母教养方式对青少年心理复原力的影响：自我控制与调节聚焦的链式中介

研究旨在考察青少年自我控制、调节聚焦在父母教养方式与心理复原力关系中的中介效应。使用父母教养方式量表、自我控制量表、调节聚焦量表和心理复原力量表对安徽、江苏、山东四所初高中922名青少年进行调查。结果发现:(1)父母教养方式、青少年自我控制、调节聚焦均能够直接显著预测青少年心理复原力;(2)父母积极教养方式能够通过青少年自我控制、调节聚焦间接正向预测心理复原力;(3)父母消极教养方式能够通过青少年防御聚焦间接负向预测心理复原能力。结论:青少年的自我控制与调节聚焦在父母教养方式与青少年心理复原力之间存在链式中介作用。     

国内父母教养方式与儿童发展研究

近年来,我国心理与教育研究者探讨了父母教养方式对儿童的认知、社会性情感及各种人格品质的发展的作用以及影响父母教养方式的因素,为儿童教育提供理论支持,并获得了中国文化背景下与西方不同的父母教养方式对儿童发展的特点。     

Parenting typologies in Georgian and Belgian adolescents: Associations with self-esteem

The parenting context is of fundamental importance for the optimal development of adolescents. Making use of a person-centered approach, we derived parenting typologies from the perspective of Georgian and Belgian adolescents based on four dimensions of perceived parenting (responsiveness, structure, psychological control, and autonomy support). Further, we examined how perceived parenting typologies were associated with adolescents' self-esteem. The study sample included 511 Georgian and 830 Belgian adolescents (N = 1341; 48% female). A cluster-analytic procedure on the full sample was conducted separately for mothers and fathers. The analysis yielded five parenting typologies: Supportive—Highly structuring (high responsiveness and structure), Highly structuring—Moderately controlling (high structure and psychological control, moderate—responsiveness), Supportive—Low structuring/controlling (high responsiveness and autonomy support, low structure and psychological control), Highly controlling (very high psychological control, low responsiveness and autonomy support) and Uninvolved (low on all dimensions). Results indicated that the Highly structuring—Moderately controlling paternal cluster was more prevalent in the Belgian sample. A country-moderating effect was found with the paternal Uninvolved profile associated with low levels of self-esteem in Belgian adolescents, but with moderate levels of self-esteem in Georgian adolescents.     

Parenting and self‐regulation in preschoolers: a meta‐analysis

A meta‐analysis of 41 studies was conducted to examine the strength of the relation between parenting (positive control, negative control and responsiveness) and self‐regulation in preschoolers. Results revealed significant associations between both types of parental control and self‐regulation, with effect sizes being small in magnitude. There was no significant association between self‐regulation and responsiveness. The strength of the association between parenting and self‐regulation varied with different conceptualizations of self‐regulation; positive and negative control were associated with child compliance, but not with inhibition and emotion regulation. Copyright © 2006 John Wiley & Sons, Ltd.     

父母教养方式对初中生攻击行为的影响:越轨同伴交往和自我控制的作用

以631名初中生为被试,采用问卷法考察父母教养方式与初中生攻击行为的关系,同时探讨越轨同伴交往的中介作用,以及该作用是否受自我控制的调节。结果发现：（1）消极父母教养方式对越轨同伴交往、攻击行为均有显著的正向预测作用;（2）越轨同伴交往在消极父母教养方式与初中生攻击行为之间起部分中介作用;（3）自我控制可以调节越轨同伴交往对初中生攻击行为的作用,对于低自我控制个体,越轨同伴交往起部分中介作用;对于高自我控制个体,越轨同伴交往的中介效应不显著,消极父母教养方式对攻击行为仅有直接作用。     

外来务工人员子女父母教养方式的研究

本研究采用父母教养控制源量表(PLOC)对351名外来务工人员子女和本地儿童父母教养方式进行了调查分析,结果表明,外来务工人员和本地家长在效能感、子女对家长生活的控制及家长对机遇的信念等因素上差异显著。     

父母教养方式对子女焦虑的影响：认知情绪调节策略与男性化特质的中介作用

本研究通过对269名在校大学生进行父母教养方式、情绪调节策略的使用、男性化特质和焦虑水平的测查,探讨了父母教养方式对子女焦虑产生影响的可能机制。结果发现,研究建构的模型对焦虑的整体解释率为26%。父母教养方式主要通过三种途径影响子女焦虑：（1）直接对子女焦虑产生影响;（2）以灾难化和积极重评这两种情绪调节策略为中介,间接影响子女焦虑;（3）促成子女男性化特质的形成,该特质通过积极重评策略的完全中介作用,间接影响子女焦虑。     

中国青少年父母教养方式与自杀意念的元分析

如何降低自杀意念是研究者共同面临的问题,其中家庭因素近些年得到了越来越多的关注。本研究采用元分析的方法考察中国青少年父母教养方式与自杀意念的关系及其影响因素,纳入了符合标准的文献22篇,包括158个效应量,总样本量为16980人。结果发现,父母积极教养方式与自杀意念呈显著负相关,父母消极教养方式与自杀意念呈显著正相关。年龄阶段、自杀意念测量工具能够显著调节父母教养方式与自杀意念的关系,独生子女比例能够调节父母消极教养方式与自杀意念的关系。上述结果表明,父母教养方式能够显著影响自杀意念,家长应采用情感温暖、理解等积极教养方式,而非拒绝、过度干涉等消极教养方式。     

蒙汉族大学生父母教养方式、成人依恋与心理困扰的关系研究

通过整群抽样方法抽取了576名大学生,对其施测父母养育方式量表、亲密关系体验量表和心理困扰量表,运用结构方程模型技术,分别考察了父母养育方式的蒙汉族差异以及成人依恋模式在父母养育方式和心理困扰间的中介作用。结果表明:(1) 蒙古族父母对孩子的关爱程度和给孩子的自主性要显著高于汉族;(2) 汉族的成人依恋模式在父母过度保护与抑郁-焦虑-压力之间起着部分中介作用,而蒙古族成人依恋的中介作用不明显,但母亲的冷漠拒绝和过度保护会导致个体依恋回避和依恋焦虑,父亲的冷漠拒绝和过度保护会影响个体的抑郁和焦虑,母亲的过度保护和父亲的冷漠拒绝会影响个体的压力。