Chinese Parenting Behaviors, Adolescent School Adjustment, and Problem Behavior

Xia, Yan; Wang, Cixin; Li, Wenzhen; Wilson, Stephan M.; Bush, Kevin R.; Peterson, Gary W.

doi:10.1080/01494929.2015.1038408

Cited by 28 publications

(34 citation statements)

References 53 publications

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“…This study highlights the importance of taking both the maternal and paternal figures into consideration when studying family socialization style, since despite recent social changes, the heterosexual two-parent family makeup continues to be the majority one, at least in the sample analyzed here. Therefore, if we wish to gain a better understanding of the complex relationship between family socialization and adolescent adjustment, it is vital to gather information on the practices of both parents [24,59,60].…”

Section: Discussionmentioning

confidence: 99%

“…It is therefore important to have separate measures of affect and strictness for each parent [24,59,60] and to explore further the relationship which exists between the different dimensions [1,61] in order to determine their combined effect [17,25,34] and calculate their relative weight in the establishment of the family socialization style or climate, as perceived by children. This is, therefore, the fundamental aim of the present study.…”

Section: Introductionmentioning

confidence: 99%

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Parental Socialization Styles: The Contribution of Paternal and Maternal Affect/Communication and Strictness to Family Socialization Style

Axpe

Fernández

Palacios

et al. 2019

IJERPH

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The aim of this study is two-fold: (a) to determine the general degree of family affect/communication and strictness by examining the combination of the two classical dimensions of mother parenting style: affect/communication and strictness, and (b) to analyze the impact of both parents’ affect and strictness on the family style, thereby exploring the specific contribution made by each parent’s style and dimension. Participants were 1190 Spanish students, 47.1% boys and 52.3% girls (M = 14.68; SD = 1.76). The Affect Scale (EA-H) and the Rules and Demandingness Scale (ENE-H) (both by Fuentes, Motrico, and Bersabé, 1999) were used. Structural equation models (SEMs) were extracted using the EQS program. The results reveal that it is not the father’s and the mother’s parenting style combined, but rather the combination of maternal and paternal affect/communication, and maternal and paternal strictness which generates one perception of family affect and another of family strictness. The results also indicated that the weight of both dimensions varies in accordance with the parent’s gender, with maternal dimensions playing a more important role in family socialization style.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parental Socialization Styles: The Contribution of Paternal and Maternal Affect/Communication and Strictness to Family Socialization Style

Axpe

Fernández

Palacios

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…The Perceived Negative Adjustment to School Scale ( Xia et al, 2015 ; Wang et al, 2016 ), a modified version of the Denver Youth Survey Interview Schedule ( Elliot, 1990 ), was used to assess students’ levels of perceived school adjustment. This eight-item instrument measured students’ academic engagement (e.g ., “I complete all my homework”) , school belonging (e.g., “ I don’t feel as if I really belong in school”) , and school social functioning (e.g., “ I am often mad at other students at school ”).…”

Section: Methodsmentioning

confidence: 99%

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values

et al. 2017

Self Cite

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School adjustment and achievement are important indicators of adolescents’ well-being; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (bse→adj = 0.05, SE = 0.01, p < 0.001; bse→grades = 0.08, SE = 0.02, p < 0.001), parent–adolescent conflict (bconflict→adj = -0.03, SE = 0.00, p < 0.001; bconflict→grades = -0.04, SE = 0.01, p < 0.001), and conformity to parental expectations (bconform→adj = -0.03, SE = 0.02, p < 0.05; bconform→grades = 0.10, SE = 0.04, p < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents’ grades (bindepxautom = 0.06, SE = 0.02, p < 0.01). The findings suggest that cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning.

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“…As a central part of the socialization process in many cultural contexts (Grolnick and Pomerantz, 2009), we focused on parental control in the current study. Although extensive studies have addressed parental control and its impact on students' school adjustment in many cultural contexts (see a useful meta-analysis by Pinquart, 2016), China included (e.g., Chen et al, 2000;Xia et al, 2015), findings of this association remain somewhat inconclusive and inconsistent. Therefore, further investigation is imminent to shed light on this association and ascertain whether individual characteristics may explain the variance of this linkage.…”

Section: Introductionmentioning

confidence: 99%

The Moderating Role of Social Identity and Grit in the Association Between Parental Control and School Adjustment in Chinese Middle School Students

Chun-hua

Lan

2020

Front. Psychol.

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Although the proliferation of empirical research has documented the association between parental control and school adjustment, findings of this linkage are still inconclusive. Moreover, fewer efforts have been made to address this association in middle school students. Guided by an ecological framework, the current study aimed to integrate the conflicting findings into a coherent body of knowledge, paying particular attention to two research purposes: (a) to examine the association between parental control and three objective indicators of school adjustment (social competence, academic grades, and peer acceptance) and (b) to explore whether this association was moderated by individual characteristics of social identity and grit. A total of 120 Chinese middle school students (42.5% females) aged between 13 and 15 years old were recruited for this study, and research data were gathered from multiple sources. To be specific, students were asked to complete a set of self-report questionnaires concerning parental control, social identity, and grit. Meanwhile, school-related social competence was rated by head teachers; academic grades were obtained from school records; and peer acceptance was assessed by sociometric nominations. The results from hierarchical regression analyses showed that parental control was negatively associated with academic grades. Moreover, when reporting higher levels of social identity, parental control was negatively related to social competence and peer acceptance for those students with lower levels of grit. Our findings suggest that parental control can dampen middle school students' academic performance, and low levels of grit can magnify the detrimental effect of parental control on social competence and peer acceptance in middle school students who regard themselves as closely connected to social groups.

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Chinese Parenting Behaviors, Adolescent School Adjustment, and Problem Behavior

Cited by 28 publications

References 53 publications

Parental Socialization Styles: The Contribution of Paternal and Maternal Affect/Communication and Strictness to Family Socialization Style

Parental Socialization Styles: The Contribution of Paternal and Maternal Affect/Communication and Strictness to Family Socialization Style

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values

The Moderating Role of Social Identity and Grit in the Association Between Parental Control and School Adjustment in Chinese Middle School Students

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