父母教养方式对大学生嫉妒的影响：自尊与生活满意度的链式中介效应

为探讨父母教养方式对大学生嫉妒的影响,以及自尊与生活满意度的中介作用机制,采用简式父母教养方式问卷、自尊量表、生活满意度问卷和大学生嫉妒问卷调查了438名在校大学生。结果发现：（1）父母拒绝可显著正向预测嫉妒,并间接通过自尊的单独中介作用、自尊与生活满意度的链式中介作用正向预测嫉妒。（2）父母情感温暖间接通过生活满意度的单独中介作用、自尊与生活满意度的链式中介作用负向预测嫉妒。（3）父母过度保护可显著正向预测嫉妒（直接、总间接）,但自尊、生活满意度的单独、链式中介作用均不显著。     

Annual Review of Psychology,Vol. 12 Edited by P. R. Farnsworth

This article describes a group developed to address the parenting needs of women dealing with child sexual abuse and substance abuse. A solution focused 12-week group intervention is described, and the results of an evaluation are presented. Participants included 29 women who attended seven parenting groups. The results suggest that the group was perceived as beneficial by the women, who reported an increase in self-esteem, parenting satisfaction, and parenting self-esteem and an improvement in their attitudes toward their children.     

Self-reported experience of bullying of students who stutter: relations with life satisfaction, life orientation, and self-esteem

Self-reported self-esteem, life orientation, satisfaction with life, and bullying were examined in relation to victimization experiences among 54 students who stuttered and 54 students who did not stutter. Those who stuttered reported greater, i.e., clinically significant, victimization (44.4%) than students who did not stutter (9.2%). Significant differences were found between means for self-esteem and life orientation, with students who stuttered reporting lower self-esteem and less optimistic life orientation than those who did not stutter. In both groups of students, high victimization scores had statistically significant negative correlations with optimistic life orientation, high self-esteem, and high satisfaction with life scores. Given the increased likelihood of students who stuttered being bullied, the negative relation of adjustment variables and bullying, and the potentially negative long-term effects of bullying, increased vigilance and early intervention are discussed.     

Psychometric properties of the Connor-Davidson Resilience Scale in women with breast cancer

Background/Objective:The aim was to analyse the psychometric properties of the 10-item version of the Connor-Davidson Resilience Scale (CD-RISC 10©) in breast cancer patients. Method: A sample of 169 Spanish women who had undergone surgery for breast cancer completed the CD-RISC 10©, along with questionnaires assessing life satisfaction, emotional intelligence, self-esteem, and positive and negative affect. Results: Confirmatory Factor Analysis supported a single-factor structure with adequate fit indices. Reliability was analysed by calculating McDonald’s omega coefficient, which yielded a value of .83. Validity evidence based on relationships with other variables was provided by positive and significant correlations between scores on the CD-RISC 10© and scores on emotional intelligence (clarity and repair), life satisfaction, self-esteem and positive affect, and by a negative and significant correlation with negative affect. The majority of these correlations were above |.50|. Conclusions: The CD-RISC 10© has satisfactory psychometric properties and is a suitable tool for measuring resilience in patients with cancer. The instrument is quick and easy to apply and may be used in both clinical and research contexts.     

Parenting Style,Basic Psychological Needs,and Emotional Creativity: A Path Analysis

This study examined the relationship between parental styles and emotional creativity and investigated the mediating role of the fulfillment of basic psychological needs in this relationship. The population included 3372 undergraduate students, among whom, 375 (177 females and 198 males) were selected by multi-stage cluster sampling method. The respondents filled in three questionnaires as follows: 1) the Emotional Creativity Inventory (ECI), 2) the Parents as Social Context Questionnaire (PSCQ), and 3) the Basic Psychological Needs Scale (BPNS). A path analysis showed that the components of parenting style could predict students’ emotional creativity. In detail, the warmth and structure styles of parenting positively and the coercion and chaos styles of parenting negatively predict emotional creativity of students. The dimensions of autonomy and competence (of satisfying the basic psychological needs) had a mediating role between parenting style and emotional creativity. These results showed the importance of factors (parenting style and basic psychological needs) influencing emotional creativity of students. A greater focus on satisfying the dimensions of basic psychological needs (i.e. autonomy and competence) and proper parenting style (i.e. warmth and structure styles) could lead to a higher level of creativity among students.     

Childhood Maltreatment and its Effect on Parenting among High-Risk Parents

Research evidence indicates that a childhood history of maltreatment affects parental behaviors in adulthood. The aim of the study was to investigate the predictors for parental behaviors among individuals who reported a history of maltreatment. The current study investigated whether attachment styles, emotional regulation and cognitive appraisals of parenting predicted parental behaviors (positive vs. negative). The study also investigated the differential effects of abuse experiences in childhood (physical, sexual, emotional, and neglect) on parental behaviors. The participants were 213 high-risk Jewish and Arab parents of children aged six and under. Participants completed five self-report questionnaires assessing parental behaviors, childhood experiences of abuse and neglect, attachment styles, emotional regulation, and cognitive appraisal of parenthood. The regression analyses revealed that personal attributes such as ethnicity, childhood experience of emotional abuse/neglect, emotional regulation, and appraisal of parenting, predict negative parental behavior. Anxious attachment and childhood emotional abuse and neglect moderated the impact of parenthood appraisal on parenting behaviors. Although physical and sexual abuse had the highest impact on insecure attachment, emotional abuse/neglect had higher predictive power for non-positive parenting. Clinical interventions for improving the capacity for emotional regulation and parent-child relational skills are suggested.     

问题学生的自尊及其相关因素研究

本研究以初一至初三年级的235名问题学生和143名普通学生为对象,对问题学生的自尊及其相关因素进行了研究。结果表明：(1)问题学生的自尊除初三外一般比普通学生低,这与普通学生在初三自尊的显著降低有关;(2)问题学生的自尊不存在显著的年级或年龄差异,而普通学生的自尊表现出明显的随年龄增长下降的趋势;(3)问题学生的父母教养方式和生活事件所带来的应激与其自尊的发展存在极其显著的相关,问题学生的负性生活事件应激强度显著高于普通学生;(4)问题学生的自尊与其心理健康水平存在非常显著的相关。提示自尊发展是影响问题学生心理健康状况的重要因素之一。     

Self-esteem as mediator and moderator of the relationship between loneliness and life satisfaction in adolescents

In this study, the mediator and moderator effects of global self-esteem on the relationship between loneliness and global life satisfaction in adolescents were investigated. The participants were 439 students, between age range of 15–18, who were attending four different high schools in Turkey. Data were collected by using the UCLA loneliness scale, Rosenberg self-esteem scale, and the satisfaction with life scale. Hierarchical regression analysis showed that global self-esteem partially mediated the relationship between loneliness and global life satisfaction. However, global self-esteem did not moderate the relationship between loneliness and global life satisfaction. The results are discussed in terms of the conceptional context.     

A parenting group for women dealing with child sexual abuse and substance abuse

This article describes a group developed to address the parenting needs of women dealing with child sexual abuse and substance abuse. A solution-focused 12-week group intervention is described, and the results of an evaluation are presented. Participants included 29 women who attended seven parenting groups. The results suggest that the group was perceived as beneficial by the women, who reported an increase in self-esteem, parenting satisfaction, and parenting self-esteem and an improvement in their attitudes toward their children.     

Relations of Parenting Styles and Friendship Quality to Self-Esteem,Life Satisfaction and Happiness in Adolescents

This study aims to examine the effects of mother’s and father’s perceived parenting style and friendship quality on several indicators of adolescents’ well-being. High school students (n?=?401) completed scales assessing their perception of their mother’s and father’s parenting style (authoritarian, authoritative and permissive), quality of friendship, self-esteem, general satisfaction with life and subjective happiness. The results showed that the perceived parenting style of both parents as well as the quality of friendship had significant effects on adolescent’s well-being, while the interaction effects of friendship quality and either parent’s parenting style were not significant. Adolescents of authoritative and permissive mothers reported higher self-esteem and life satisfaction than adolescents who had authoritarian mothers. Also, adolescents who considered their mothers authoritative were happier than those with authoritarian mothers. Adolescents who perceived their fathers as authoritative or permissive showed higher results on all assessed indicators of well-being than adolescents whose fathers were authoritarian. Furthermore, adolescents with a higher quality of friendship reported more happiness, life-satisfaction and self-esteem. The obtained results highlight the importance of the role of parents and peers in fostering positive development in adolescence.     

Self-esteem as mediator and moderator of the relationship between loneliness and life satisfaction in adolescents

In this study, the mediator and moderator effects of global self-esteem on the relationship between loneliness and global life satisfaction in adolescents were investigated. The participants were 439 students, between age range of 15–18, who were attending four different high schools in Turkey. Data were collected by using the UCLA loneliness scale, Rosenberg self-esteem scale, and the satisfaction with life scale. Hierarchical regression analysis showed that global self-esteem partially mediated the relationship between loneliness and global life satisfaction. However, global self-esteem did not moderate the relationship between loneliness and global life satisfaction. The results are discussed in terms of the conceptional context.     

The relationship between cooperative,competitive, and individualistic attitudes and differentiated aspects of self-esteem1

Four studies to clarify the relationship between attitudes toward styles of social interdependence and ways of deriving self-esteem were conducted among 821 white, middle-class, secondary school students in a midwest suburban community. Correlations between attitudes toward three styles of interdependence and four ways of deriving self-esteem indicate distinctive and theoretically predictable patterns of relationship. Students who indicate a cathexis for cooperative relationships report patterns of higher self-esteem related to freedom of personal expressiveness and feelings of personal well-being; students indicating a cathexis for competitive or individualized patterns of interdependence report greater vulnerability on dimensions of self-esteem reflecting sensitivity to experiences of success, approval, and support of others. The magnitudes of correlations between a global measure of personal worth and attitudes toward the three types of interdependence reflect the extent to which positive social reinforcement is available in these settings. Specific correlations that reflect these findings are significant, p < .01.     

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.     

Parenting characteristics and adolescent psychological well-being: a longitudinal study in a Chinese context

In this longitudinal study, the relationships between perceived parenting characteristics and adolescent psychological well-being were examined in a sample of Hong Kong Chinese adolescents (N = 378). The results indicated that global parenting styles and specific parenting behaviors are concurrently related to hopelessness, life satisfaction, self-esteem, purpose in life, and general psychiatric morbidity at Time 1 and Time 2. Longitudinal and prospective analyses (Time 1 predictors of Time 2 criterion variables) suggested that the relations between parenting characteristics and adolescent psychological well-being are bidirectional in nature. The results indicated that the strengths of association between perceived parenting characteristics and adolescent psychological well-being are stronger in female than in male adolescents. Relative to maternal parenting characteristics, paternal parenting was found to exert a stronger influence on adolescent psychological well-being.     

Character strengths predict resilience over and above positive affect,self-efficacy,optimism, social support,self-esteem,and life satisfaction

The incremental value of character strengths in the prediction of resilience, after the effects of other well-known resilience-related factors (i.e. positive affect, self-efficacy, optimism, social support, self-esteem, life satisfaction) and sociodemographic variables are accounted for, is examined. Using a cross-sectional design, participants (N = 363 adults) completed online measures of character strengths, resilience, and resilience-related factors. A principal component analysis of character strengths was conducted and five factors were extracted, which could be interpreted as emotional, interpersonal, intellectual, restraint, and theological strengths. All strengths factors, except theological strengths, yielded significant positive correlations with resilience. A hierarchical regression showed that strengths predicted an additional 3% of the variance in resilience over and above sociodemographic variables, positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. Emotional strengths and strengths of restraint were significant positive predictors. Implications, limitations, and future research are discussed.     

Emotional intelligence and life satisfaction in Chinese university students: The mediating role of self-esteem and social support

This study examined both the mediation effects of social support and self-esteem for the relationship between trait emotional intelligence and life satisfaction in late adolescence. The participants were 489 Chinese college students with an age range of 17–23 years. Data were collected by using the Wong Law Emotional Intelligence Scale, the Multi-Dimensional Scale of Perceived Social Support, the Rosenberg Self-esteem Scale, and the Satisfaction with Life Scale. Path analysis showed that social support and self-esteem fully mediated the relationship between trait EI and life satisfaction in late adolescence. Moreover, a multi-group analysis indicated that the males with high social support are more likely to gain greater life satisfaction than the female counterparts. Implications for future research and limitations of the present findings are discussed.     

Emotional intelligence and life satisfaction in Chinese university students: The mediating role of self-esteem and social support

This study examined both the mediation effects of social support and self-esteem for the relationship between trait emotional intelligence and life satisfaction in late adolescence. The participants were 489 Chinese college students with an age range of 17–23 years. Data were collected by using the Wong Law Emotional Intelligence Scale, the Multi-Dimensional Scale of Perceived Social Support, the Rosenberg Self-esteem Scale, and the Satisfaction with Life Scale. Path analysis showed that social support and self-esteem fully mediated the relationship between trait EI and life satisfaction in late adolescence. Moreover, a multi-group analysis indicated that the males with high social support are more likely to gain greater life satisfaction than the female counterparts. Implications for future research and limitations of the present findings are discussed.     

An Exploration of Parenting Behaviours and Attitudes During Early Infancy: Association with Maternal and Infant Characteristics

The importance of warm and democratic parenting styles for optimal social, emotional and cognitive outcomes in children over the age of five is well established. However, there is a dearth of literature exploring variations in parenting styles during infancy, despite many popular parenting books aimed at this period. The primary aim of this study was to explore parenting styles in infancy and their association with infant and maternal characteristics. Five hundred and eight mothers of infants under 12 months of age completed a 36‐item questionnaire examining cognitive and behavioural aspects of early parenting (Infancy Parenting Styles Questionnaire). Items for the questionnaire were generated from popular culture early parenting books, and those raised in discussion with mothers. The underlying factor structure of the Infancy Parenting Styles Questionnaire revealed five independent factors: discipline, routine, anxiety, nurturance and involvement, which mapped onto existing concepts of warmth/nurturance and control for parenting older children, with additional constructs pertaining to the challenge of caring for young infants. Early parenting style was associated with maternal age and education, and infant birth weight, gender and age. The findings are discussed in relation to the parenting styles literature for older children and the attachment literature. Copyright © 2013 John Wiley & Sons, Ltd.     

Mental Health and Personality of Slovak Unemployed Adolescents: The Impact of Belief in a Just World1

In 2 questionnaire studies with 3 groups of Slovak adolescents (students, short-term unemployed, long-term unemployed), the role of belief in a just world (B JW) as a buffer for the unemployed individuals’mental health (life satisfaction, personal worries, positive affect, negative affect, self-esteem) was explored. The personal but not the general BJW showed a positive relationship with life satisfaction, positive affect, and self-esteem, and this was true when controlled for objective (gender, unemployment status) and situational (subjective financial situation) predictors and further personality dimensions (Study 2: social desirability, extraversion, emotional lability). These adaptive relationships were consistently observed for students and short-term unemployed adolescents, while the results for the long-term unemployed participants and the negative mental health dimensions were mixed. It is discussed which coping reactions might mediate the personal BJW's adaptive effects.     

Attitudes toward parenting strategies, potential for child abuse, and parental satisfaction of ethnically diverse low-income U.S. mothers

Among a sample of 176 low-income mothers from 3 ethnic groups in the United States, the authors investigated ethnic differences in attitudes toward preferred parenting strategies, or styles; ethnic differences in the potential for child abuse; and the relationship between parenting strategies, the potential for child abuse, and parental satisfaction. They distributed the Maternal Reactions to Child's Deviant Behavior subscale (K. M. Rickard, W. Graziano, & R. Forehand, 1984), a shortened version of the Child Abuse Potential Inventory (CAPI; J. S. Milner & R. C. Wimberley, 1979), and a Parental Satisfaction Scale (N. P Medora, S. M. Wilson, & J. Larson, 1996) to the participants. The results indicated no significant ethnic differences in preferred parenting styles. Mothers from all 3 ethnic groups ranked praise and reasoning as the 1st and 2nd preferred parenting strategies. There were no ethnic differences in the perceived potential for child abuse. Parental satisfaction was negatively related to 2 of the CAPI subscales--Loneliness and Problems. The parenting strategy reasoning was positively correlated with parental satisfaction.