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Malleability beliefs shape mathematics-related achievement emotions: The mediating role of emotion regulation in primary school children. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Parenting dimensions/styles and emotion dysregulation in childhood and adolescence: a systematic review and Meta-analysis. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03037-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractEmotion dysregulation is a transdiagnostic factor in the development of various mental and behavioral disorders, thus requiring ample evidence for prevention and intervention approaches. The aim of the current systematic review and meta-analysis was to investigate the association between parenting dimensions/styles and emotion dysregulation in childhood and adolescence. Following the PRISMA guidelines, the review was registered (PROSPERO CRD42021251672) and search terms were entered in Web of Science, Scopus, PsycINFO, and PubMed in May 2021. Articles needed to report on empirical studies that examined the association between parenting dimensions/styles and emotion dysregulation in children/adolescents with primary data, and be published in English in a peer-reviewed journal. Additionally, articles were excluded based on certain designs and focus on special populations. The narrative synthesis includes 30 articles, and of which 27 are included in the meta-analysis. An NHLBI tool with 14 items (e.g., validity) was utilized for assessing the quality of the included studies. General trends indicate that positive parenting (e.g., warmth, supportiveness) is negatively associated with emotion dysregulation, whilst negative parenting (e.g., psychological control, authoritarian) is positively associated. The meta-analysis reveals an overall small yet significant effect, however, the heterogeneity of the studies is moderate to high. A funnel plot demonstrated no evidence of publication bias. Limitations include the varying conceptualizations of emotion dysregulation, as well as a lacking focus on specific types of emotion. Although more research is needed, addressing factors such as culture, gender, and age, the review provides first indications of the significance of parenting dimensions/styles for emotion dysregulation.
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Spinelli M, Bornstein MH, Putnick DL, Shah PE. Multimodal assessments of preterm temperament across the first year of life: Continuity, stability, and moderation by country of origin and infant age. Infant Ment Health J 2022; 43:287-299. [PMID: 35156723 PMCID: PMC9813679 DOI: 10.1002/imhj.21974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Accepted: 12/20/2021] [Indexed: 01/07/2023]
Abstract
There is limited research regarding the continuity, stability, and role of country of origin in preterm infant temperament across the first year of life. This prospective longitudinal study examined patterns of mean-level continuity and individual-differences stability of select scales of temperament at 6 and 12 months in preterm infants from three countries, Chile (n = 47), United Kingdom (n = 44), and United States (n = 50). Temperament was assessed with the Infant Behavior Questionnaire and observed using the Bayley Behavior Rating Scale. Continuity and stability across infant age, country effects, and interactions of country and age on preterm infant temperament were examined. Chilean mothers rated infants higher in soothability, duration of orienting, and orientation/engagement compared with mothers from the United Kingdom and/or United States. Continuity of temperament from 6 to 12 months varied by country: Chilean mothers reported increasing smiling and laughter and activity level from 6 to 12 months, and mothers from the United Kingdom reported decreasing smiling and laughter and increasing fear from 6 to 12 months. Infant temperament was stable in all three countries. Correlations evidenced low concordance between maternal reports and examiner observations of infant temperament at 12 months. However, among Chilean infants, higher maternal reported activity level was associated with higher examiner observed orientation/engagement score.
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Affiliation(s)
- Maria Spinelli
- Department of Neurosciences, Imaging and clinical Sciences, University G. D’Annunzio Chieti-Pescara, Chieti, Italy
| | - Marc H. Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development,Institute for Fiscal Studies
| | - Diane L. Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development
| | - Prachi E. Shah
- Department of Pediatrics, Division of Developmental-Behavioral Pediatrics, University of Michigan, Ann Arbor, Michigan
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Vazsonyi AT, Javakhishvili M, Blatny M. Does Self-control Outdo IQ in Predicting Academic Performance? J Youth Adolesc 2021; 51:499-508. [PMID: 34800213 DOI: 10.1007/s10964-021-01539-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 11/01/2021] [Indexed: 11/24/2022]
Abstract
Duckworth and Seligman's seminal work found that self-discipline (self-control) was more salient for academic achievement than intelligence. Very little replication work exists, including in different cultures; the current study addressed these gaps. Data were collected from 6th and 7th grade cohorts of early adolescents (N = 589; age: Mean = 12.34 years, and SD = 0.89; 58% female) over two years. The study tested whether self-control was a stronger predictor than intelligence in explaining academic performance two years later as well as in explaining developmental changes over the course of two years. Path analyses provided evidence that both self-control and intelligence longitudinally predicted teacher-reported academic competence as well as school-reported grades; however, intelligence was a significantly stronger predictor than self-control. In addition, only intelligence predicted developmental changes in each measure of academic performance over time, self-control did not.
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Affiliation(s)
| | - Magda Javakhishvili
- John Jay College of Criminal Justice, City University of New York, New York, NY, USA
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Santelices MP, Vallotton CDA, Farkas C, Chang TF, Franco E, Gallardo AM. Mothers' Use of Regulatory Talk with Toddlers in Chile and the US: How Do Cultural Values and Children's Gender Affect Mothers' Regulatory Talk at 12 and 30 Months? CHILDREN-BASEL 2021; 8:children8100874. [PMID: 34682139 PMCID: PMC8535159 DOI: 10.3390/children8100874] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Revised: 09/09/2021] [Accepted: 09/17/2021] [Indexed: 11/16/2022]
Abstract
Studies have shown that Chilean and US infants differ in their levels of self-regulation. One of the mechanisms of early socializing is the use of language, particularly mental state language. The current study seeks to deepen our knowledge of the ways in which mental state language is related to socialization processes in early childhood, including the ways both culture and children’s gender influence a mothers’ use of mental state talk. We used a quantitative and descriptive approach with 109 mothers and their children (64 Chilean and 45 US dyads), measured twice, at 12 and 30 months old. Mental state references related to regulation were coded during a story-sharing task, including positive (calm and patient) and negative (messy and impatient) references to regulating behavior. Chilean mothers generally showed more regulatory references than US mothers, especially if the children were at a younger age (12 month). Frequencies of regulatory references increased in US mothers at 30 months but were still less than in Chilean mothers. At the 12-month measuring point, Chilean mothers showed more negative regulatory attributes than positive regulatory attributes. Finally, US mothers mainly used references to secondary emotions (e.g., pride) and positive regulatory attributes (being obedient, mature and patient) at both ages.
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Affiliation(s)
- María Pía Santelices
- Psychology School, Pontificia Universidad Católica de Chile, Ave. Vicuna Mackenna 4860, Macul, Santiago 7820436, Chile; (C.F.); (E.F.); (A.M.G.)
- Correspondence: ; Tel.: +2-22-354-7664
| | - Claire De Ann Vallotton
- Human Development and Family Studies, Michigan State University, East Lansing, MI 48502, USA;
| | - Chamarrita Farkas
- Psychology School, Pontificia Universidad Católica de Chile, Ave. Vicuna Mackenna 4860, Macul, Santiago 7820436, Chile; (C.F.); (E.F.); (A.M.G.)
| | - Tzu-Fen Chang
- Department of Child, Adolescent and Family Studies, California State University, Bakersfield, CA 93740, USA;
| | - Eduardo Franco
- Psychology School, Pontificia Universidad Católica de Chile, Ave. Vicuna Mackenna 4860, Macul, Santiago 7820436, Chile; (C.F.); (E.F.); (A.M.G.)
| | - Ana María Gallardo
- Psychology School, Pontificia Universidad Católica de Chile, Ave. Vicuna Mackenna 4860, Macul, Santiago 7820436, Chile; (C.F.); (E.F.); (A.M.G.)
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Parenting Styles, Coparenting, and Early Child Adjustment in Separated Families with Child Physical Custody Processes Ongoing in Family Court. CHILDREN-BASEL 2021; 8:children8080629. [PMID: 34438520 PMCID: PMC8394593 DOI: 10.3390/children8080629] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 07/20/2021] [Accepted: 07/21/2021] [Indexed: 11/17/2022]
Abstract
Coparenting conflict and triangulation after separation or divorce are associated with poorer child adjustment when parenting gatekeeping and conflict occur. Fewer studies reported psychosocial adjustment of children under three. We explored the effects of authoritarian and permissive parenting styles and negative coparenting on child adjustment in a purpose sample of 207 Portuguese newly separated/divorced parents (50.2% mothers/49.8% fathers) with sole or joint (49.8%/50.2%) physical custody processes ongoing in court. Parents filled out the Parenting Styles Questionnaire-Parents' report, the Coparenting Questionnaire, and the Strengths and Difficulties Questionnaire. Parenting and coparenting moderations path analysis to predict child adjustment were tested for two groups (2/3-year-old child/>3-year-old-child) and showed a good fit, followed by multigroup path analysis with similarities. Findings suggest harsh parenting and interparental conflict and triangulation as predictors for poor early child adjustment. The ongoing custody process could contribute to increased interparental conflict. The families' unique functioning, parenting, and conflict should be considered in young children custody decisions made in a particularly stressful period when the parental responsibilities' process is still ongoing and conflict may increase to serve the best interest of the child and promote healthy development. Future directions and practical implications are discussed.
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Psychometric Properties of the Sensory Processing and Self-Regulation Checklist: English Version. Occup Ther Int 2021; 2021:6658786. [PMID: 33688309 PMCID: PMC7920736 DOI: 10.1155/2021/6658786] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2020] [Accepted: 02/09/2021] [Indexed: 11/23/2022] Open
Abstract
Background Sensory processing supports children's development and abilities to participate in activities across contexts. Self-regulation skills may influence how children process various sensory experiences in daily life activities. The Sensory Processing and Self-Regulation Checklist (SPSRC) is a 130-item caregiver-reported checklist, covering children's essential sensory processing and self-regulation performance in daily activities. Objectives This study examines the psychometric properties of the SPSRC (English version) in measuring the sensory processing and self-regulation abilities of children. Methods A preliminary field testing of the SPSRC-English was conducted in a sample of n = 194 children (164 without disability and 30 with a disability) to evaluate its reliability and validity properties. Results The SPSRC-English was shown to have high internal consistency and test-retest reliability; and good discriminant, structural, and criterion validity in the sensory processing and self-regulation abilities of children with and without disability ages 4-12 years. Conclusion The current study provides initial evidence on the reliability and validity of SPSRC-English in measuring the sensory processing and self-regulation abilities in children with and without a disability. The SPSRC-English may provide salient information supporting the understanding of sensory processing difficulties among children.
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Bridgewater JM, Yates TM. Academic implications of insensitive parenting: A mediating path through children's relational representations. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Deffaa M, Weis M, Trommsdorff G. The Role of Maternal Parenting for Children's Behavior Regulation in Environments of Risk. Front Psychol 2020; 11:2159. [PMID: 33013553 PMCID: PMC7506104 DOI: 10.3389/fpsyg.2020.02159] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Accepted: 08/03/2020] [Indexed: 11/13/2022] Open
Abstract
This study investigates the role of maternal parenting and subjective theories for associations between environmental risk and children's behavior regulation combining a qualitative and quantitative approach. Mothers of 113 primary school children (M = 10.06, SD = 0.86) in Germany completed questionnaires on parenting, environmental risk, and their child's behavior regulation. To test for associations, we applied hierarchical regression models. Further, we conducted nine focus groups in settings of high and low environmental risk and used thematic analysis. Maternal warmth showed positive associations with children's behavior regulation. Restrictive maternal control and children's behavior regulation were related negatively. The negative association between environmental risk and children's behavior regulation was partly explained by restrictive maternal control. When maternal warmth was added into the model on environmental risk, restrictive maternal control, and children's behavior regulation, both maternal parenting practices lost its significant associations with children's behavior regulation. Qualitative findings gave insights into parents' subjective theories, suggesting adverse peer effects as possible explanation for the relation between environmental risk and children's behavior regulation. The results are discussed in terms of their contribution to theoretical considerations on behavior regulation development in different environmental risk settings.
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Affiliation(s)
- Mirjam Deffaa
- Developmental and Cross-Cultural Psychology, University of Konstanz, Konstanz, Germany
| | - Mirjam Weis
- Centre for International Student Assessment (ZIB), TUM School of Education, Technical University of Munich, Munich, Germany
| | - Gisela Trommsdorff
- Developmental and Cross-Cultural Psychology, University of Konstanz, Konstanz, Germany
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Weis M, Heine JH. Assessing Emotion Regulation Strategies in Chile: A Spanish Language Adaptation of the German SSKJ 3-8 Scales. Front Psychol 2020; 10:2870. [PMID: 31998177 PMCID: PMC6962141 DOI: 10.3389/fpsyg.2019.02870] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 12/04/2019] [Indexed: 12/02/2022] Open
Abstract
The aim of the present study is the psychometric review of a Spanish language version of the German Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3-8). The SSKJ 3-8 assesses emotion regulation strategies by asking children to indicate how often they use five different emotion regulation strategies in response to a social and an academic stress situation. The Spanish language adaptation of the inventory was developed for a cross-cultural study with Chilean and German fourth-graders. The sample includes 76 German and 169 Chilean fourth graders. The SSKJ 3-8 was first translated into Spanish by a bilingual translator, then back-translated by a German native speaker, and finally adapted for the cultural context in Chile. To analyze the psychometric comparability, the measurement invariance was examined within the framework of the Item Response Theory (IRT) with the R package pairwise. The results show that the new developed Spanish language adaptation of the SSKJ 3-8 is comparable to the German version in terms of psychometric measurement characteristics. Only few items show deviations with regard to strong measurement invariance. We conclude that the Spanish language adaptation of the SSKJ 3-8 is a reliable instrument to assess emotion regulation strategies in Chile.
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Affiliation(s)
- Mirjam Weis
- TUM School of Education, Centre for International Student Assessment (ZIB), Technical University of Munich, Munich, Germany
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Masud S, Mufarrih SH, Qureshi NQ, Khan F, Khan S, Khan MN. Academic Performance in Adolescent Students: The Role of Parenting Styles and Socio-Demographic Factors - A Cross Sectional Study From Peshawar, Pakistan. Front Psychol 2019; 10:2497. [PMID: 31780999 PMCID: PMC6856224 DOI: 10.3389/fpsyg.2019.02497] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2019] [Accepted: 10/22/2019] [Indexed: 11/28/2022] Open
Abstract
Academic performance is among the several components of academic success. Many factors, including socioeconomic status, student temperament and motivation, peer, and parental support influence academic performance. Our study aims to investigate the determinants of academic performance with emphasis on the role of parental styles in adolescent students in Peshawar, Pakistan. A total of 456 students from 4 public and 4 private schools were interviewed. Academic performance was assessed based on self-reported grades in the latest internal examinations. Parenting styles were assessed through the administration of the Parental Bonding Instrument (PBI). Regression analysis was conducted to assess the influence of socio-demographic factors and parenting styles on academic performance. Factors associated with and differences between "care" and "overprotection" scores of fathers and mothers were analyzed. Higher socio-economic status, father's education level, and higher care scores were independently associated with better academic performance in adolescent students. Affectionless control was the most common parenting style for fathers and mothers. When adapted by the father, it was also the only parenting style independently improving academic performance. Overall, mean "care" scores were higher for mothers and mean "overprotection" scores were higher for fathers. Parenting workshops and school activities emphasizing the involvement of mothers and fathers in the parenting of adolescent students might have a positive influence on their academic performance. Affectionless control may be associated with improved academics but the emotional and psychosocial effects of this style of parenting need to be investigated before recommendations are made.
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Affiliation(s)
- Sarwat Masud
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
| | | | | | - Fahad Khan
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
| | - Saad Khan
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
| | - Muhammad Naseem Khan
- Institute of Public Health & Social Sciences, Khyber Medical University, Peshawar, Pakistan
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Liew J, Carlo G, Streit C, Ispa JM. Parenting beliefs and practices in toddlerhood as precursors to self-regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low-income families. SOCIAL DEVELOPMENT 2018. [DOI: 10.1111/sode.12306] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Affiliation(s)
- Jeffrey Liew
- Department of Educational Psychology; Texas A&M University
| | - Gustavo Carlo
- Department of Human Development and Family Science; University of Missouri
| | - Cara Streit
- Department of Individual, Family, and Community Education; University of New Mexico
| | - Jean M. Ispa
- Department of Human Development and Family Science; University of Missouri
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Rodic M, Cui J, Malykh S, Zhou X, Gynku EI, Bogdanova EL, Zueva DY, Y. Bogdanova O, Kovas Y. Cognition, emotion, and arithmetic in primary school: A cross-cultural investigation. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 36:255-276. [PMID: 29878517 PMCID: PMC6001455 DOI: 10.1111/bjdp.12248] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2016] [Revised: 04/14/2018] [Indexed: 11/26/2022]
Abstract
The study investigated cross-cultural differences in variability and average performance in arithmetic, mathematical reasoning, symbolic and non-symbolic magnitude processing, intelligence, spatial ability, and mathematical anxiety in 890 6- to 9-year-old children from the United Kingdom, Russia, and China. Cross-cultural differences explained 28% of the variance in arithmetic and 17.3% of the variance in mathematical reasoning, with Chinese children outperforming the other two groups. No cross-cultural differences were observed for spatial ability and mathematical anxiety. In all samples, symbolic magnitude processing and mathematical reasoning were independently related to early arithmetic. Other factors, such as non-symbolic magnitude processing, mental rotation, intelligence, and mathematical anxiety, produced differential patterns across the populations. The results are discussed in relation to potential influences of parental practice, school readiness, and linguistic factors on individual differences in early mathematics. Statement of contribution What is already known on this subject? Cross-cultural differences in mathematical ability are present in preschool children. Similar mechanisms of mathematical development operate in preschool children from the United Kingdom, Russia, and China. Tasks that require understanding of numbers are best predictors of arithmetic in preschool children. What does this study add? Cross-cultural differences in mathematical ability become greater with age/years of formal education. Similar mechanisms of mathematical development operate in early primary school children from the United Kingdom, Russia, and China. Symbolic number magnitude and mathematical reasoning are the main predictors of arithmetic in all three populations.
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Affiliation(s)
- Maja Rodic
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
- InLabDepartment of PsychologyGoldsmiths, University of LondonUK
| | - Jiaxin Cui
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina
| | - Sergey Malykh
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
- Psychological InstituteRussian Academy of EducationMoscowRussia
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina
| | - Elena I. Gynku
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
| | - Elena L. Bogdanova
- Unit of General and Educational PsychologyPsychology DepartmentTomsk State UniversityTomskRussia
| | - Dina Y. Zueva
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
| | - Olga Y. Bogdanova
- Unit of General and Educational PsychologyPsychology DepartmentTomsk State UniversityTomskRussia
| | - Yulia Kovas
- Laboratory for Cognitive Investigations and Behavioural GeneticsTomsk State UniversityTomskRussia
- InLabDepartment of PsychologyGoldsmiths, University of LondonUK
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Richter N, Bondü R, Spiess CK, Wagner GG, Trommsdorff G. Relations Among Maternal Life Satisfaction, Shared Activities, and Child Well-Being. Front Psychol 2018; 9:739. [PMID: 29875714 PMCID: PMC5974377 DOI: 10.3389/fpsyg.2018.00739] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2017] [Accepted: 04/27/2018] [Indexed: 11/29/2022] Open
Abstract
Maternal well-being is assumed to be associated with well-being of individual family members, optimal parenting practices, and positive developmental outcomes for children. The objective of this study was to examine the interplay between maternal well-being, parent-child activities, and the well-being of 5- to 7-year-old children. In a sample of N = 291 mother-child dyads, maternal life satisfaction, the frequency of shared parent-child activities, as well as children's self-regulation, prosocial behavior, and receptive vocabulary were assessed using several methods. Data were collected in a special study of the Socio-Economic Panel Study (SOEP), a representative longitudinal survey of private households in Germany. Using structural equation modeling, significant positive direct and indirect relations between maternal life satisfaction, frequency of shared parent-child activities, children's self-regulation, prosocial behavior, and receptive vocabulary were found. The more satisfied the mother was, the more she shared activities with her child and the more the child acted prosocially. Furthermore, the higher the frequency of shared parent-child activities, the higher the child scored in all three analyzed indicators of children's well-being: self-regulation, prosocial behavior, and receptive vocabulary. The current study supports the assumption of maternal well-being as the basis of positive parenting practices and child well-being.
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Affiliation(s)
- Nina Richter
- Developmental Psychology and Cross-Cultural Psychology, Department of Psychology, University of Konstanz, Konstanz, Germany
| | - Rebecca Bondü
- Developmental Psychology and Cross-Cultural Psychology, Department of Psychology, University of Konstanz, Konstanz, Germany
- Psychologische Hochschule Berlin, Berlin, Germany
| | - C. Katharina Spiess
- German Institute for Economic Research, Berlin, Germany
- School of Business and Economics, Free University of Berlin, Berlin, Germany
| | - Gert G. Wagner
- German Institute for Economic Research, Berlin, Germany
- Max Planck Institute for Human Development, Berlin, Germany
| | - Gisela Trommsdorff
- Developmental Psychology and Cross-Cultural Psychology, Department of Psychology, University of Konstanz, Konstanz, Germany
- German Institute for Economic Research, Berlin, Germany
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Jaramillo JM, Rendón MI, Muñoz L, Weis M, Trommsdorff G. Children's Self-Regulation in Cultural Contexts: The Role of Parental Socialization Theories, Goals, and Practices. Front Psychol 2017; 8:923. [PMID: 28634460 PMCID: PMC5460587 DOI: 10.3389/fpsyg.2017.00923] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2017] [Accepted: 05/19/2017] [Indexed: 01/19/2023] Open
Abstract
Self-regulation is a complex multidimensional construct which has been approached mainly in Western cultural contexts. The present contribution examines the importance of considering the culture-sensitive nature of self-regulation by reviewing theory and research on the development of children's self-regulation in different cultural contexts. This review of theory and research allows to suggest that widely shared values in a cultural group influence parental socialization theories, goals, and practices, which in turn have an impact on how children learn to self-regulate, the forms of self-regulation they develop, and the goals associated with self-regulation. Thus, this article concludes that more specific research is required to relate both the developmental and the cultural aspects of children's self-regulation.
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Affiliation(s)
| | - María I. Rendón
- Facultad de Psicología, Universidad Santo TomásBogotá, Colombia
| | - Lorena Muñoz
- Departamento de Psicología, Universidad de ChileSantiago, Chile
| | - Mirjam Weis
- Centre for International Student Assessment (ZIB), TUM School of Education, Technical University of MunichMunich, Germany
| | - Gisela Trommsdorff
- Developmental and Cross-Cultural Psychology, University of KonstanzKonstanz, Germany
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Checa P, Abundis-Gutierrez A. Parenting and Temperament Influence on School Success in 9-13 Year Olds. Front Psychol 2017; 8:543. [PMID: 28446886 PMCID: PMC5388739 DOI: 10.3389/fpsyg.2017.00543] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Accepted: 03/24/2017] [Indexed: 12/03/2022] Open
Abstract
Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control. The aim of the present study was to evaluate the contribution of parenting style and temperament in 9–13 years old children on both academic performance and school adjustment skills. Our hypothesis was that not only parenting style is crucial to academic performance and school adjustment, but also temperament plays an important role in them. We used a Parenting Guide line questionnaire to evaluate parenting style, Early Adolescence Temperament Questionnaire-R to evaluate temperament; Health Resources Inventory to assess children's school adjustment, and academic grades, as indicator of academic performance. We were interested in testing whether or not the effect of parenting style on academic performance and school adjustment was mediated by temperament. We found that emotional and behavioral regulation mediates the relation between parenting and academic performance. These findings inform of the relevance of child's temperament on school success. Implications for education are discussed with emphasis on the importance of understanding students' temperament to promote school adjustment and good academic performance.
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Affiliation(s)
- Purificación Checa
- Department of Psychology, Faculty of Education Science, University of CádizPuerto Real-Cádiz, Spain
| | - Alicia Abundis-Gutierrez
- Department of Behavioral Sciences, Campus Los Valles, University of GuadalajaraGuadalajara, Mexico
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de la Fuente J, Sander P, Martínez-Vicente JM, Vera M, Garzón A, Fadda S. Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students. Front Psychol 2017; 8:232. [PMID: 28280473 PMCID: PMC5322205 DOI: 10.3389/fpsyg.2017.00232] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2016] [Accepted: 02/06/2017] [Indexed: 11/13/2022] Open
Abstract
The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.
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Affiliation(s)
- Jesús de la Fuente
- Educational and Developmental Psychology, Department of Psychology, School of Psychology, University of AlmeríaAlmería, Spain; Department of Psychology, Associate Research of Universidad Autónoma de ChileSantiago de Chile, Chile
| | - Paul Sander
- Department of Psychology, Arden University Coventry, UK
| | | | - Mariano Vera
- Escuela Universitaria Maria Inmaculada, University of Granada Granada, Spain
| | - Angélica Garzón
- Department of Psychology, School of Psychology, Fundación Universitaria Konrad Lorenz Bogotá, Colombia
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