The Unique and Interactive Contributions of Peer Victimization and Teacher-Child Relationships to Children’s School Adjustment

The present study tested whether a close relationship with the teacher would reduce, or a conflictual relationship would amplify, links between peer victimization and school maladjustment. Data on 352 3rd- and 4th-grade children (166 boys; 186 girls) were collected over a two-year period. Teachers provided data on their relationships with students and students’ academic performance. Children completed measures assessing peer victimization and school liking. Latent growth curve analyses revealed that at high levels of peer victimization declines in school liking were reduced when student shared a close, low conflict, relationship with their teacher. Furthermore, a combination of peer victimization and poor teacher-child relationship quality predicted trajectories of sustained, low academic performance. These findings highlight the benefits of a close relationship with the teacher for victimized children and the cumulative impact stress within peer- and teacher-relationships can have on students.     

Parent–Child Relationships and ADHD Symptoms: A Longitudinal Analysis

Evidence both from psychological research and clinical intervention studies suggests that there are bidirectional influences between overt child behavior problems and parent–child relations. Very little research however, has considered the pattern of relations that exists between Attention Deficit Hyperactivity Disorder (ADHD) and the parent–child relationship within a longitudinal context. Using a longitudinal community sample from the United Kingdom which included 194 school aged children (46% male and 54% female) and both parents, this study examined the relationship between child ADHD symptoms and displays of rejection in the parent–child relationship. These relationships were investigated separately for mothers and fathers using cross-lagged panel correlation and reciprocal effects analysis. Mothers and fathers reported on ADHD symptoms and children reported on their feelings of rejection in the mother–child and father–child relationships. Results suggested differences in the direction of effects linking mother– and father–child rejection and child ADHD symptoms; with ADHD symptoms affecting the mother–child relationship and the converse pattern of effects noted for fathers. Implications for future research focusing on the link between ADHD symptoms and parent–child relationships are discussed.     

Self-discrepancy and chronic social self-consciousness: Unique and interactive effects of gender and real–ought discrepancy

Drawing on theories of self-discrepancy and self-focused attention, two studies tested the associations between self-discrepancy and chronic social self-consciousness (CSSC), a trait-like view of the self as a social object. In Study 1, hierarchical regression analyses demonstrated that real/own-ought/other discrepancy was uniquely associated with CSSC independent of impression management, neuroticism, and real/own-ideal/own discrepancy among women but not men. In Study 2, the unique relation between real/own-ought/other discrepancy and CSSC was replicated in a larger sample of women after controlling several robust competing variables including the importance of physical appearance. Discussion considers real/own-ought/other discrepancy as a unique psychological predictor of taking a chronic view of the self as a social object among women.     

Mother–Daughter Eldercare and Changing Relationships: A Path-Analytic Investigation of Factors Underlying Positive, Adaptive Relationships

One hundred and twenty-two pairs (n = 244) of caregiver daughters and care recipient mothers were interviewed individually to investigate the factors underlying positive, adaptive eldercare relationships. The 2 eldercare outcome variables examined were caregiving pairs' degree of congruency in role expectancies and perceived personal growth and an enhanced understanding of personal aging (self, other) through the caregiving experience. Participants were also categorized by caregiving pair type (e.g., positive), derived from blind ratings of participants' responses. Factors examined as being significant predictors of these 2 outcome variables for both caregivers and care recipients were perceived relationship roles (perceived role changes, perceived role relations) and individual-difference characteristics (big five personality dimensions, fluid intellectual ability). Path analysis results supported the importance of both role-related and individual-difference factors in understanding what works. Further, the need to differentiate between the perceptions and motivations of caregivers and care recipients is supported by the present research findings.     

Life Satisfaction in China, 2010–2018: Trends and Unique Determinants

Applied Research in Quality of Life - This study is one of the first to explore the 5 waves of the China Family Panel Studies data from 2010 to 2018, assessing determinants of life satisfaction...     

Family, School, and Community Factors and Relationships to Racial–Ethnic Attitudes and Academic Achievement

This study examined family, school, and community factors and the relationships to racial–ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial–ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial–ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial–ethnic attitudes and achievement. Parental education and level of racial–ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial–ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial–ethnic attitudes. For children, higher racial–ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial–ethnic attitudes and also to their academic achievement.     

Trust and Satisfaction in Adult Child–Mother (And Other) Relationships

We examined relationships between adult children and their mothers from a relational perspective. We investigated positive regard for mother relationships versus other dyadic relationships and the role that trust plays in fostering satisfaction in these relationships. In Study 1, undergraduates completed surveys about their relationships with their mothers. Trust was the strongest predictor of satisfaction in participants’ relationships with their moms. In Study 2, adults older than 25 completed questions about their satisfaction with their relationships with their mothers. Participants were more satisfied with and more trusting of their mothers than of anyone other than their best friends. Trust was again the most important predictor of satisfaction in relationships with mothers (as well as in several other relationships).     

Representing Father–Son Relationships among African-American Muslim Men in Film and Television

African-American Muslims are well-known for their prison reform ministries and initiatives aimed at assisting disenfranchised men and women in inner city communities. In media discourse, the redemption narratives of young African-American Muslim men in these environments have often been stimulated by African-American Muslim leaders who function as highly influential fatherly figures that usually stress an importance of fatherhood in ameliorating juvenile delinquency and hopelessness. While fatherhood is a cherished institution among Muslim families, this analysis focuses on depictions of father-son relationships among African-American Muslim men in film and television. This study examines relationships between Muslim sons and non-Muslim fathers, Muslim fathers and non-Muslim sons, and fathers and sons who both embrace Islam throughout these visual narratives. In exploring these relationships, the article examines the impact of African-American Muslim fathers on their sons’ faith and spiritual development, negotiation of masculinity, management of racism, confrontation of Islamophobia, and maintenance of discipline, social mobility, and life skills.     

Interethnic Marriages and Relationships of the Tlingits in the Russian–American Period and Their Significance

This article deals with relationships and marriages of the Tlingit with immigrants from the Russian Empire as well as with representatives of other European and non-European peoples during the period when Alaska belonged to the Russian Empire. Matrimonial relations existed in two variants: legal, sanctified by the church, and in the form of permanent extramarital cohabitation or casual relationships. The latter variant absolutely predominated. With this, there was a sharply reflected gender imbalance, since men absolutely predominated among the immigrants, and therefore Tlingit women emerged in the role of marriage partners in the overwhelming majority of cases. A directly opposite pattern was observed in Tlingit contacts with the Athapaskans and to some extent with the Eyak. Matrimonial connections exerted influence on the workings of the Russian colonization, stimulated growth in mixed populations, and facilitated gradual acculturation of the Tlingit, along with contributing to the expansion of their ethnic territory.     

The Association of Externalizing Behavior and Parent–Child Relationships: An Intergenerational Study

We investigated the influence of the child’s behavior on the quality of the mutual parent–child attachment relationships across three generations. We did so using a prospective longitudinal study which spanned 20 years from adolescence through adulthood. Study participants completed in-class questionnaires as students in the East Harlem area of New York City at the first wave and provided follow-up data at 4 additional points in time. 390 participants were included in these analyses; 59% female, 45% African American, and 55% Puerto Rican. Using structural equation modeling, we determined that externalizing behavior in the child was negatively related to the mutual parent–child attachment relationship for two generations of children. We also found continuity in externalizing behavior for the participant over time and from the participant to his/her child. Additionally, we found continuity in the quality of the mutual attachment relationship from the participant’s relationship with his/her parents to the participant’s relationship with his/her child. Finally, the mutual attachment relationship of the participant with his/her parents had a negative association with the participant’s externalizing behavior in adulthood. Based on these results, we propose that family interventions should focus on the role of the child’s externalizing behavior in the context of the parent–child attachment relationship. Furthermore, we suggest that prevention programs should address externalizing behavior as early as possible, as the effects of externalizing behavior in adolescence can persist into adulthood and extend to the next generation.     

Examining the Relationships Between Personality,Coping Strategies,and Work–Family Conflict

Purpose  

The purpose of this study was to examine the processes through which personality characteristics may influence work–family conflict (WFC). Specifically, the mediating effects of selection, optimization, and compensation (SOC) behavioral stress-coping strategies on the relationship between personality characteristics and WFC were tested.     

Applying Relational and Contextual Reasoning (RCR) to Understand Human–Divine Relationships

The topic of human–divine relationships invites reflection from multiple perspectives. This paper explores methodological issues related to the coordination of psychological, neurobiological and theological accounts of divine–human relationships. In particular, biological and psychological work relating to human attachment relationships are considered in relation to Christian understandings of God as Trinity. The approach of relational and contextual reasoning (RCR), a type of complementarity proposed by K. Helmut Reich, is proposed as one means of exploring relationships between some of the accounts suggested by contemporary work in the three disciplines of psychology, neurobiology and theology.     

Classroom Interactions,Dyadic Teacher–Child Relationships,and Self–Regulation in Socially Disadvantaged Young Children

This study examined the quality of the classroom climate and dyadic teacher–child relationships as predictors of self–regulation in a sample of socially disadvantaged preschool children (N?=?206; 52 % boys). Children’s self–regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher–child relationships. Results from multilevel analyses revealed that teacher–child closeness predicted improvements in observed self–regulation skills. Children showed larger gains in self–regulation when they experienced closer teacher–child relationships. Moreover, a moderating effect between classroom instructional quality and observed self–regulation was found such that children with low initial self–regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self–regulation.     

Peter McHugh 1929–2010: The Unique Gesture

In thinking of my relationship to Peter McHugh as an intimate collaboration, I take some reactions elicited to a most recent unpublished writing of his on intimacy as an occasion for discussing both intimacy and collaboration as a notion in-itself and as applicable to us in particular, treating that space between the general and particular of intimacy as its zone of fundamental ambiguity. I try to being to view a story of the imaginary of community, its elemental stirrings, that Peter might appreciate. In this, I reorient Arendt’s notion of communicating with the dead to the problem of the intimate collaboration and of how each might be a practice that mirrors the other, intimate collaboration being one way of confirming the vow in communicating with the dead to witness, and reciprocally, such communication being a way of practicing intimate collaboration. This leads me to bring to view a range of unstated resonances of the discussion that have applicability to our shared history. First, is intimate collaboration possible in organizations such as the university and how does it coexist among adversarial exchanges, factitious coteries, alliances, and collegial networks? Second, is communicating with the dead another way of speaking of tradition and dissemination in any context as such and what could the manner and method of orienting to this desire say about the quality of life in commemoration per se?     

A Serbian Version of Modified and Revised Experiences in Close Relationships Scale (SM–ECR–R)

We present details about the validation of the Serbian version of the Experiences in Close Relationships–Revised questionnaire modified to measure attachment in close relationships in general (SM–ECR–R). Its psychometric features were examined with 2 samples of students (N = 719 and N = 91) and 1 group of employed adults (N = 259). The results obtained in the student sample were equivalent to those obtained in validation studies worldwide, whereas in the more heterogeneous sample of employed adults, internal consistency of both avoidance and anxiety was lower and their intercorrelation was higher. Test–retest reliability was satisfactory, and relations with measures of attachment, empathy, and personality structure were meaningful. The results support the SM–ECR–R as a reliable and valid research instrument, but its internal structure and consistency might vary in different samples, depending on age, education, gender, and culture.     

Preschool Children’s Prosocial Behavior: The Role of Mother–Child,Father–Child and Teacher–Child Relationships

Prosocial behavior is considered an important dimension of positive development. Although previous research suggests the quality of children’s early relationships may influence prosocial behaviors, the specific contributions of mother, father and teacher to children’s prosocial behavior have been less examined. This is a cross-sectional study that investigates (a) the combined associations between mother–, father– and teacher–child relationships, and prosocial behavior in 168 children aged 36–72 months, and (b) the mediating role of the teacher–child relationship in the association between the parent–child relationship and prosocial behavior. Results suggested a positive link between the quality of relationships with early caregivers and children’s prosocial behavior. The quality of both father– and teacher–child relationships were found to have a direct association with children’s prosocial behavior. The quality of the mother–child relationship was indirectly linked to children’s prosocial behavior, via the teacher–child relationship. Results suggesting connections between multiple relational contexts were discussed based on the notion of internal working models proposed by attachment theory. Mothers’ and fathers’ contributions to children’s prosocial behavior were also discussed considering differences on relational styles and changing roles of mothers and fathers from dual-earner families.     

A Model of Mindful Parenting: Implications for Parent–Child Relationships and Prevention Research

This paper introduces a model of “mindful parenting” as a framework whereby parents intentionally bring moment-to-moment awareness to the parent–child relationship. This is done by developing the qualities of listening with full attention when interacting with their children, cultivating emotional awareness and self-regulation in parenting, and bringing compassion and nonjudgmental acceptance to their parenting interactions. First, we briefly outline the theoretical and empirical literature on mindfulness and mindfulness-based interventions. Next, we present an operational definition of mindful parenting as an extension of mindfulness to the social context of parent–child relationships. We discuss the implications of mindful parenting for the quality of parent–child relationships, particularly across the transition to adolescence, and we review the literature on the application of mindfulness in parenting interventions. We close with a synopsis of our own efforts to integrate mindfulness-based intervention techniques and mindful parenting into a well-established, evidence-based family prevention program and our recommendations for future research on mindful parenting interventions.