The Effects of Parental Education and Family Income on Mother–Child Relationships,Father–Child Relationships,and Family Environments in the People's Republic of China

Using a cross‐sectional design with 407 Chinese children aged 3–5 years and their parents, this study examined the effects of socioeconomic status, specifically parents' education and family income, on the children's mother–child relationships, father–child relationships, and the social environment in their families. The results indicated that income negatively predicted conflict in father–child relationships and positively predicted family active‐recreational environments. Income also positively predicted family cohesion among girls but not boys. Maternal education negatively predicted conflict in mother–child relationships and positively predicted closeness in mother–child and father–child relationships, family cohesion, and the intellectual‐cultural and active‐recreational environments in the family. Paternal education positively predicted family cohesion and intellectual‐cultural and active‐recreational environments. Income was found to partially mediate the effects of both maternal and paternal education on family active‐recreational environments. Findings are discussed in the frameworks of the family stress model and the family investment model.     

Feminist Cognitive-Behavioral Therapy for Negative Body Image

Negative body image in women is evidence of internalized cultural messages about obtaining an unrealistic and changing body image ideal. Feminist therapy for negative body image balances an emphasis on socio-cultural and intrapsychic issues, while cognitive-behavioral therapy addresses specific thought patterns and dysfunctional behaviors. This paper reviews the literature on these approaches and gives specific suggestions for developing an integrated model. Ideas for setting the stage for therapy and using psychoeducational material are presented. Discussion also includes feminist cognitive restructuring, including normalizing and relabelling beliefs and developing counterarguments and adaptive restatements. Behavioral interventions include confronting avoidance behaviors and body image distortion, and including kinesthetic experiences and nurturing behaviors.     

Passive leadership,role stressors,and affective organizational commitment: A time-lagged study among health care employees

IntroductionThis study examines the relationships of passive leadership and role stressors to affective organizational commitment among hospital employees.ObjectiveThis study's objective was to understand the mediating effect of role stressors (conflict, overload, and ambiguity) in the relation between passive leadership and affective organizational commitment.MethodWe used a structural equation modeling approach on a sample of 185 hospital employees and a time-lagged design in which predictor and mediators were assessed at Time 1 and affective organizational commitment was obtained 3 years later.ResultsFindings revealed that passive leadership was positively related to all three role stressors and that role ambiguity fully mediated a negative relationship between passive leadership and affective organizational commitment. Moreover, the relationship between passive leadership and role conflict was stronger when role overload was high.ConclusionThis study suggests organizations should strive to limit the emergence of passive leadership behaviors among supervisors due to their detrimental effects on the long-term development of affective commitment via role ambiguity.     

Parental relationships and coping with life stress

Abstract

The primary goal of this investigation was to explore how the quality of parent-student relationships relates to coping style by examining multiple aspects of this relationship–including support and conflict–and by examining the contribution that both parents' and students' perceptions of their relationship make to students' coping reports. We found that perceptions of conflict and depth in the parent-child relationship were each associated with different styles of coping. Moreover, parents' and students' perceptions each accounted for unique variance in students' coping reports. Greater perceived depth (both parent and student reports) predicted higher problem-focused scores, while students' perceptions of conflict predicted higher emotion-focused coping scores. Specific support provisions reported by students and parents also related differentially to the specific coping styles. Finally, the extent to which parents and students reported coping in a similar fashion was predicted by the quality of their relationship.     

Parental Alienation Syndrome and the Transsexual Parent

ABSTRACT

Transsexual persons are frequently married and are parents prior to the decision for gender transition. Divorce and issues of child custody or child access follow. This typically volatile area is made the more incendiary when one parent is transgendered. Parental Alienation Syndrome is an unique alliance between one parent and child of denigration and hostility to the other parent. When the transgendered parent is the target, Courts may collaborate in destruction of the transsexual parent-child relationship.     

Parent–child resemblance and kin investment: Physical resemblance or personality similarity?

Resemblance between parents and children has been suggested as an indicator of kinship. Because men, unlike women, cannot be certain about parenthood, resemblance may influence men more than women when making investment decisions. In the present paper we examine the relation of physical resemblance and personality similarity with parental investment for 90 Dutch parents and their school-age children. For mothers investment was linked to personality similarity, whereas for fathers investment was linked to physical resemblance, suggesting that fathers are influenced by physical cues when making investment decisions, whereas mothers are influenced by psychological cues.     

Does parental support moderate the effect of children's motivation and self-efficacy on physical activity and sedentary behaviour?

Objectives1) To test whether parental support moderates the direct effects of children's motivation and self-efficacy on objectively measured moderate-vigorous physical activity (MVPA) and sedentary time. 2) To explore differences in the relationships between boys and girls.DesignCross-sectional observational study.MethodData were collected from 430 9–11 year old UK children and their parents; parents self-reported on the support they provided to their children to be active (through providing transport, encouragement, watching, or taking part with their child), and children self-reported their motivation and self-efficacy towards exercise. MVPA and sedentary time were measured using accelerometers.ResultsBoth parent- and child-level factors were largely positively associated with children's MVPA and negatively related to sedentary time. There was no evidence of a moderation effect of parental support on MVPA or sedentary time in boys. Parental provision of transport moderated the effect of girls' motivation on week-day MVPA; more motivated girls were less active when transport was provided. Transport and exercising with one's child moderated the effect of motivation and self-efficacy on girls' sedentary time at weekends; more motivated girls, and those with higher self-efficacy were less sedentary when parents provided more frequent transportation or took part in physical activity with them.ConclusionsThe results largely supported a model of the independent effects of parent and child determinants for moderate-to-vigorous physical activity, but there was evidence that some types of parent support can moderate sedentary time in girls. Further research is needed to explore the causal pathways between the observed cross-sectional results.     

Effects of parental expectations and cultural-values orientation on career decision-making difficulties of Chinese University students

This study examined the effects of cultural-values conflict and parental expectations on the career decision-making difficulties of university students in three cities in China (Beijing, Wuhan, and Hong Kong, N = 1342). The Multidimensional Scales of Individual Traditionality and Modernity (Yang, Yu, & Ye, 1989) were used as a measure of cultural-values conflict and cultural orientation. The Living-Up-to Parental Expectation Inventory (Wang & Heppner, 2002) was used to measure parental expectations. The Career Decision-Making Difficulties Questionnaire (Gati & Saka, 2001) was used as a dependent measure. It was found that levels of cultural-value conflict were associated with higher levels of career decision-making difficulties for students in the Chinese Mainland cities but not for students in Hong Kong. Perceived parental expectations and perceived self-performance in the expected areas were found to be predictive of career decision-making difficulties. Cultural-value orientation, especially endorsement of Chinese traditional values, was found to moderate the relationship between parental expectation and career decision-making difficulties. Theoretical, research and practical implications of findings were discussed.     

Subjective relational experiences and employee innovative behaviors in the workplace

This paper presents two studies that explore the implications of subjective relational experiences (positive regard, mutuality and vitality) on employee engagement in innovative behaviors at work. Data collected at two points in time were used to test two mediation models that link subjective relational experiences and innovative behaviors. The results of Study 1 indicate that subjective relational experiences directly and indirectly, through affective commitment, are associated with employee engagement in innovative behaviors. The results of Study 2 indicate that subjective relational experiences are positively related to psychological availability, creative self-efficacy, and engagement in innovative behaviors. In addition, the findings of Study 2 indicate that creative self-efficacy fully mediates the relationship between psychological availability and engagement in innovative behaviors, and partially mediates the link between subjective relational experiences and employee engagement in innovative behaviors. The findings of both studies provide further support to the theoretical distinction between psychological state engagement and behavioral engagement at work.