抚养困难与教养行为的关系及其调节因素

本研究考察了567名2-5岁幼儿母亲的抚养困难与教养行为的关系,并进一步探讨了在高抚养困难情景下母亲教养行为的可能调节因素.结果发现(1)幼儿母亲的抚养困难感受总分与其教养行为的各个侧面均有非常显著的相关,母亲抚养困难程度越高,则其敏感性、参与性、积极情感及对儿童发展的指导性均较低,而其对儿童的消极情感较多;(2)回归分析表明,来自儿童侧面的"积极强化缺乏"、"多动/注意分散"、"不良心境"与"过度要求"以及来自母亲侧面的"缺乏依恋"、"缺乏能力感"等方面的抚养困难是预测母亲教养行为的重要因素;(3)在母亲抚养困难较高的情况下,夫妻双方的受教育水平分别对母亲教养行为的一些侧面具有调节作用.     

2岁儿童母亲教养目标与使用策略关系的研究

以105名2岁儿童及其母亲为被试,采用实验室录像观察法,探讨在自由游戏情景下母亲教养目标、使用策略及两者的关系.母亲的教养目标分为四个方面:鼓励儿童的独立、鼓励儿童的接近、不鼓励独立和不鼓励接近;根据压力程度的不同将教养策略分为三大类共11种.结果表明:(1)鼓励儿童独立自主活动是母亲在自由游戏情景下的主要教养目标;(2)母亲使用得最多的为中等程度压力策略、其次是低压力的建议策略;(3)与四种教养目标相关密切的为中、低程度压力的教养策略,即建议、解释、积极评价和指导,在否定的教养目标下使用高压力的干扰和坚持要求执行策略.     

A Person‐oriented Approach to Identifying Parenting Styles in Mothers of Early School‐age Children

A substantial body of work has been dedicated to understanding the behaviours that characterize mothers' interactions with their children. Most research on parenting has used a variable‐oriented approach, limiting analysis to one or a few parenting behaviours and failing to identify higher‐order interactions or patterns among variables. Thus, little is known about how different behaviours co‐occur in individual mothers to form styles of parenting. In this study, a person‐oriented approach was used to develop a typology of maternal parenting styles based on a broad range of observed and self‐reported parenting behaviours. The study sample consisted of 408 socio‐demographically diverse mother–child pairs. Cluster analysis revealed six parenting groups—(1) balanced parenting; (2) warm/involved parenting; (3) task‐focused parenting; (4) detached/inconsistent parenting; (5) intrusive parenting; and (6) self‐critical parenting—two of which (task‐focused and self‐critical parenting) have not been previously represented in the parenting literature. The maternal parenting typology developed through this study provides useful information on the profiles of parenting behaviour that are associated with the highest levels of demographic and psychological risk in mothers who exhibit these profiles. Copyright © 2014 John Wiley & Sons, Ltd.     

正念父母心:正念教养理论、机制及干预

父母教养及其对孩子的影响一直是发展心理学的一个重要主题,而正念教养(mindful parenting)则是关注如何帮助父母进行有效教养。正念教养是将一般的正念应用于亲子互动中,指父母对孩子和教养行为的有意的、此时此刻的和不评判的注意和觉知。正念教养对父母自身、孩子和亲子关系都具有积极的作用。研究者发展了两个正念教养的干预项目并通过实证研究检验这两个项目的干预效果。未来的研究可以采用更加严谨的设计并采用不同的评估方法来评估正念教养的干预效果。正念教养的作用机制也是未来研究有待进一步探讨的问题。     

Parent–child relationships during the divorce process; from attachment theory and intergenerational perspective

This study examined four possible predictors of parental satisfaction in the first year after divorce: Attachment style, parenting style, perception of own parents parenting, and the ex-spouses assessment of the quality of the parents parenting. Findings among 49 divorced couples showed that the mothers satisfaction was anchored in themselves and their behavior, fathers satisfaction in their perceptions of their mothers and ex-wives. Among mothers, the less dismissing their attachment style and the greater the centrality of the child in their parenting style, the more satisfaction they tended to report. Among fathers, greater satisfaction was predicted by more education, perception of their own mother as less overprotective, and their perception of their ex-wifes approval of the quality of their fathering.     

Dysfunctional Parenting Behaviors and Parenting Stress Among Mothers of Aggressive Boys

ABSTRACT

The present investigation examined the relationship between dysfunctional parenting and parenting stress in a sample of 54 mothers of aggressive boys in Singapore. Overall dysfunctional parenting at Time 1 significantly predicted Time 2 maternal parenting stress in two subdomains of unrewarding mother-child interactions and poor attachment, over and above the variance accounted for by initial Time 1 maternal parenting stress in these respective subdomains. Additionally, maternal laxness at Time 1 predicted Time 2 maternal stress arising from unrewarding mother-child interactions, while maternal overreactivity at Time 1 predicted Time 2 maternal stress arising from poor attachment. Maternal verbosity at Time 1 did not add unique variance to the prediction of Time 2 maternal stress from both subdomains. These findings have implications for prevention and intervention efforts that attempt to improve parent-child interaction quality and modify coercive operant contingencies within families.     

The Relationship Between Parenting and the Economic Orientation and Behavior of Norwegian Adolescents

Little is known about the economic socialization of children and adolescents and the role of parents in this process. The authors’ purpose was to explore the role of parenting in the intergenerational transfer of economic orientation and economic behavior. More specifically, they studied the link between four parenting dimensions (parental warmth–responsiveness, behavioral control, psychological control, autonomy granting), three parenting styles (authoritative, authoritarian, and neglectful) and adolescents’ conscientiousness, future time perspective, and present hedonistic orientation. The authors also studied the relationships between these dispositions and the adolescents’ spending preferences and ability to control spending. They used data collected from 14–16-year-olds (n = 597) and their parents (n = 469) in Norway. Results showed that adolescents who perceived their parents as psychologically controlling were less future oriented and conscientious, and were more present hedonistic oriented than others, while adolescents who perceived their parents as responsive, autonomy granting, and controlling of behavior were more future orientated and conscientious than others. Adolescents’ scores for conscientiousness and future orientation were negatively associated with preferences for spending and positively with the ability to control spending, while the opposite relationships were found with respect to a present hedonistic orientation. Parental style was also found to be important for the future educational plans of adolescents, and plans for higher education were more frequent among adolescents who characterized their parents as authoritative than among those who perceived their parents as neglectful. Implications of the findings for economic socialization are discussed.     

Parenting programs during adolescence: Outcomes from universal and targeted interventions offered in real‐world settings

The aim of this naturalistic study was to explore short and long‐term outcomes of five different group‐based parenting programs offered to parents of 10 to 17‐year‐olds. Three hundred and fifteen parents (277 mothers and 38 fathers) who had enrolled in a parenting program (universal: Active Parenting, COPE ; Connect; targeted: COMET ; Leadership training for parents of teenagers [LFT ]) answered questionnaires at three measurement waves (baseline, post‐measurement, and one‐year follow‐up). The questions concerned parenting style, parental mental health, family climate and adolescent mental health. Results revealed small to moderate changes in almost all outcome variables and in all parenting programs. Overall, parents in COMET reported the largest short and long‐term changes. No substantial differences in change were seen between the other programs. The results support the general effectiveness of parenting programs for parents of adolescents.     

粗暴养育的内涵、影响因素及作用机制

因对儿童青少年身心发展的消极影响, 粗暴养育(harsh parenting)近年来成为养育研究领域的热点。粗暴养育的表现形式主要包括身体攻击、言语攻击、心理攻击以及强迫/控制行为等。影响因素包括个体影响因素和环境影响因素。前者主要包括父母的敌意人格、认知能力不足、消极的被养经历以及儿童的困难型气质和易损基因型等。后者主要包括家庭经济困难和社区处境不利等。粗暴养育引发儿童的内外化问题, 损害其人际功能, 造成生理/神经系统功能紊乱等。未来研究需进一步考察粗暴养育的影响因素(如特殊家庭环境)、表现形式及其负面影响, 加强本土化研究, 重视粗暴养育的预防和干预。     

The parenting dimensions of British Pakistani and White mothers of primary school children

There is increasing emphasis internationally on the use of parenting programmes to support the development of appropriate social behaviour in children. However, in such programmes diversity is often ignored. Research into the parenting styles and practices (dimensions) of different ethnic groups is needed in order to investigate the applicability of universal programmes, to guide their design and implementation in the future. Thirty‐four British Pakistani and 34 British White mothers of primary aged children, comprising equal numbers of males and females, completed English or Urdu versions of the Parental Dimensions Inventory—Short Version (PDI‐S), (Power, Int. J. Behav. Dev. 67 : 302–313) and a child behavioural screening instrument, the SDQ (Goodman, J. Child Psychol. Psychiatry 38 : 581–586). More similarities than differences between the parenting dimensions of Pakistani and White mothers were found overall. However, compared with White mothers, Pakistani mothers reported more ‘following through on discipline’ as well as ‘reminding’ as a disciplinary action. Further, Pakistani mothers reported following through on discipline more with boys than White mothers did and the more they reported inconsistent parenting, the more their children reportedly had behaviour problems. It is concluded that while these findings provide some support for the cross‐cultural applicability of generic parenting programmes, programme efficacy studies are also needed. Copyright © 2010 John Wiley & Sons, Ltd.     

Self-Instruction Training to Increase Academic Performance of Educationally Handicapped Children

Two experiments were designed to test the effects of self-instructional procedures on the academic performance of educationally handicapped children. Self-instructional training consisted of general self-instruction components coupled with explicit instruction in task components. Experiemnt 1 included two severly educationally handicapped children in which self-instruction training for reading comprehension and spelling was assessed. Generalization of training effects was evaluated across person, task, and setting Experiment 2 included one child in which self-instructional training for mathematics and generalization to a classroom setting was evaluated. A multiple baseline design was used in Experiment 1 and a reversal design in Experiment 2 to assess treatment effects. For both experiments, self-instructional training improved academic performance. Generalization occurred across person and task in Experiment 1 and setting in Experiment 2. It was concluded that successful academic performance occurs when self-isntructional statements integrate global strategies while simultaneously directing attention to task specific information.     

Assessment of Discipline Styles Among Parents of Preschool Through School-Age Children

The Parenting Scale (D.S. Arnold, S.G. O'Leary, L.S. Wolff, & M.M. Acker, 1993) is a self-report measure of parenting practices that has demonstrated sound psychometric properties when used with the parents of young children. However, less is known about the use of this measure with parents of older children. This study was conducted to examine the psychometric properties and factor structure of the Parenting Scale in a normative sample of parents with children 2–12 years old. Findings reveal that the psychometric properties remain strong among the parents of elementary school children, with minimal differences in scores as a function of children's age. However, the data suggest that the factor structure may differ from that proposed by the authors. Although statistically significant correlations with ADHD symptoms were revealed, the magnitude of these correlations was relatively small. Suggestions for future research and clinical use of this scale are discussed.     

父母养育目标的文化差异

父母养育目标存在着普遍的文化差异。在理论上,对养育目标文化差异的解释呈现出从群体水平到个体水平、从单维到双维的发展趋势。在研究上,除了对文化差异理论的检验之外,养育目标对于各文化群体的养育方式、养育策略,以及子代发展的影响也是研究关注的重点问题。结构化问卷法和开放式列举法是养育目标文化差异研究最常用的两种测量方法,各有其优缺点和适用范围。现有研究存在着过度概括、忽略子女一方的角色和作用等问题,需要将来的研究加以改进和解决     

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.     

Possible antecedents and developmental implications of shame in young girls

The objectives of this study were to assess the effects of parenting style and child emotionality on the development of proneness to shame in young girls, and the mediating effect of shame on the development of adjustment problems. Eighty‐eight girls were assessed twice, at 3 and 5 years of age, along with their mothers and fathers. Shame was assessed by observations (reactions to failure and criticism); parenting style and child emotions (fearfulness, sadness, anger) were measured using parent reports; and adjustment problems were assessed by parent and teacher reports. Girls were more likely to show shame at age 5 when both their mothers and fathers had been relatively authoritarian at age 3; their emotional dispositions did not have any direct longitudinal effects on shame. Authoritarian parenting predicted subsequent internalizing problems as assessed by teachers, but there was no evidence for a mediational effect of shame. Copyright © 2003 John Wiley & Sons, Ltd.     

Mothers' Reactions to Preschoolers' Proactive and Reactive Aggressive Behaviours

The present study was designed to examine mothers' emotional reactions, causal attributions, and socialization strategies in response to preschool children's engagement in proactive and reactive physical aggression with peers during free play at school. Participants were 84 mothers (M_age = 31.83, SD = 4.48) with preschool‐aged children (M_age = 4.92, SD = 0. 97), residing in Ankara, Turkey. Supporting our expectations, mothers reacted with negative emotions to both functions of aggressive behaviours, with less anxiety, disappointment, embarrassment, and guilt for reactive aggression. They also believed that reactive aggression is more contextually dependent and intentional and reported more indirect (e.g., asking the child, teacher, or other children to find out more about the situation and aggressive episode) and other‐oriented strategies (e.g., telling the other child to behave properly) to address these behaviours. Overall, our findings suggest that Turkish mothers' feelings, perceptions, and socialization approaches to childhood aggression vary depending on the functions of aggression, and mothers perceive preschool‐aged children's engagement in reactive aggression in the school setting as relatively more acceptable than proactive aggression. Copyright © 2016 John Wiley & Sons, Ltd.     

Supporting Creativity Or Conformity? Influence of Home Environment and Parental Factors on the Value of Children's Creativity Characteristics

Although creativity is a desirable skill, parenting for creativity may be quite a challenge and may be less favored than parenting for conformity. The present study aims to investigate parent-related factors that may support creativity versus conformity at home. To this end, this study examined how parents’ attitudes and values toward creativity, creative home environment, and mindful parenting style are related to parents’ perceptions of creative versus socially acceptable characteristics. Analyses of the data collected from 1324 parents (predominantly mothers) indicated that parents were more supportive of creativity traits than socially acceptable characteristics. Most importantly, parents’ attitudes and values toward creativity and creative home environment were significantly and positively related to support for creativity characteristics, whereas mindful parenting was significantly and negatively related to support for socially acceptable characteristics in children. Those findings show that parents who value creativity and set up a creative environment are more likely to support children's creativity. Mindful parenting style seems to indirectly support creativity because it is associated with lower respect for socially acceptable characteristics, some of which are at odds with creativity. Findings are discussed in terms of the implications for training programs that enhance awareness of creativity.     

How Do Mothers in Prison Differ From Non-Mothers?

Adjustment patterns and criminal characteristics of 350 incarcerated mothers of children under 21 years of age were contrasted to those of 166 women from the same institution that had never had children. There were no observed differences between mothers and non-mothers in terms of self-reported mental illness symptoms, emotional distress, or conflict with other individuals at the prison. There were also no differences in terms of institutional infractions observed by prison officials. Consistent with previous research with the same sample, there were adjustment differences between mothers reporting high versus low levels of parenting stress, but neither group of mothers evidenced different adjustment patterns relative to non-mothers. However, there were differences in criminal characteristics. Mothers were more likely than non-mothers to be incarcerated for property or drug offenses, and were more likely to have at least one current or previous drug offense in their criminal history. Non-mothers were more likely than mothers to be incarcerated for violent offenses, including homicide. Results indicate that although there are differences between mothers and non-mothers in the contexts associated with criminal behavior, both groups show the same range of adjustment problems once in prison.     

The Adverse Influence of Permissive Parenting on Personal Growth and the Mediating Role of Emotional Intelligence

In this research the presumed negative associations between permissive parenting and both adolescents' emotional intelligence and personal growth were examined. Previous studies have demonstrated a positive association between emotional intelligence and personal growth as well as a negative association between permissive parenting and personal growth. The authors extend previous research by testing a hypothesized process model through which permissive parenting negatively predicts scores on an ability measure of emotional intelligence that, in turn, predicts personal growth. The results indicated that emotional intelligence is both negatively associated with permissive parenting and that individual differences in emotional intelligence predict increased personal growth. In addition, we found that permissive parenting's negative influence on subsequent personal growth is mediated by emotional intelligence. It is suggested that permissive parenting might adversely influence the development of emotional intelligence by limiting both the number of challenging emotional experiences and the extent to which parents directly facilitate emotional growth.