This article examines the reciprocal relationships between parental disciplinary practices and child emotion regulation in the first 3 years of life. Using three‐wave cross‐lagged panel models, more salient effects are found from parent to child than from child to parent at the very first stage. The stronger parent–child effects hold for both corrective and harsh disciplinary practices. Furthermore, the results indicate significant gender differences in the bidirectionality across time: for girls a parent–child–parent association is found in which corrective discipline significantly predicts child emotion regulation and child emotion regulation in turn predicts corrective discipline, whereas for boys, only a child–parent link emerges such that emotion regulation at time 2 is associated with corrective discipline at time 3. These findings portray the early transactional characteristics of parental disciplinary action and child emotion development as well as the gender‐differentiated effects in reciprocity.
The present qualitative, phenomenological study involved semi‐structure interviews of 18 sibling pairs (n = 36) together at a private, selective, comprehensive, Midwest university. Since the support of siblings is important throughout the lifespan, but siblings typically have less contact during emerging adulthood, the study of sibling relationships while attending college together is a salient area of study. From the perspective of family systems theory, we report three common themes among the participants regarding their experience of attending college together. First, the siblings reported that they felt a shared loyalty to one another. This dynamic displayed itself in their reported desire to stand up for one another and to “have one another's back.” Second, the siblings reported a new sense of a closer connection as a result of attending college together. This construct was said to have occurred in the form of a renewed appreciation for one another and also a desire not to take one another for granted. Finally, the participants reported a sense of openness and sharing with one another that occurred during their college experience. This dynamic reportedly occurred partly because the siblings were able to have shared and similar experiences together at college. The participants reported that having this daily, face‐to‐face interaction positively contributed to their openness and share with one another.
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