Differential Effects of Mother’s and Father’s Parenting on Prosocial and Antisocial Behavior: Child Sex Moderating

Ruiz‐Ortiz, Rosa; Braza, Paloma; Carreras, Rosario; Múñoz, José Manuel

doi:10.1007/s10826-017-0726-4

Cited by 40 publications

(30 citation statements)

References 47 publications

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“…These findings are consistent with previous researches demonstrating that unhealthy attachment dynamics may be a risk factor for developing dysfunctional thinking patterns, as well for a wide range of behavioral and social difficulties (Allen et al, ; Egan & Perry, ; Lee & Hankin, ; Marsh et al, ; Murphy et al, ; Nikiforou et al, ). In addition, our results replicate earlier studies showing similar contributions of mothers, fathers, and peers on adolescents’ adjustment (Laible et al, ; Ruiz‐Ortiz, Braza, Carreras, & Muñoz Sánchez, ). Concerning the second aim of the study, when particular cognitive contents of negative automatic thoughts were examined, only hostile thoughts emerged as a mechanism explaining the association between poor relationships with parents and peers and bullying involvement as perpetrator.…”

Section: Discussionsupporting

confidence: 91%

Indirect effects of parental and peer attachment on bullying and victimization among adolescents: The role of negative automatic thoughts

Bălan

Dobrean

Balázsi

2018

Aggressive Behavior

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The association between parental and peer attachment and youths' bullying involvement is well documented. However, there is little research examining mechanisms linking the quality of relationships with parents and peers to bullying perpetration and victimization. The present study investigated the indirect effects of attachment to the mother, the father, and peers on bullying and victimization through children's negative automatic thoughts in a sample of 476 adolescents (10-17 years). Path analysis indicated that attachment to both parents as well as attachment to peers was indirectly related to both bullying and victimization through their relationship with adolescents' negative automatic thoughts. When particular cognitive contents of negative automatic thoughts were examined, only hostile thoughts emerged as a mechanism explaining the association between poor relationships with parents and peers and bullying involvement as perpetrator, whereas poor attachment with each socialization agent had an indirect effect on bullying victimization via hostility and social threat thoughts.

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Section: Discussionsupporting

confidence: 91%

Indirect effects of parental and peer attachment on bullying and victimization among adolescents: The role of negative automatic thoughts

Bălan

Dobrean

Balázsi

2018

Aggressive Behavior

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“…On the one hand, warm, affective, responsive, and inductive parenting (common in indulgent and authoritative parents) tends to help aggressive children to adjust better to the social standards (Pinquart & Kauser, 2018). Nevertheless, other studies found parental acceptance and warmth to be a risk factor in aggressive children, who were not able to anticipate and understand the consequences of social behaviors and select the appropriate means to achieve their goals (Ruiz-Ortiz, Braza, Carreras, & Muñoz, 2017). On the other hand, some studies suggest that parental monitoring (e.g., setting rules and restrictions for children) is not a significant protective factor against adolescent aggression (Law, Shapka, & Olson, 2010) or significantly associated with child-to-parent violence (Beckmann, Bergmann, Fischer, & Mößle, 2017), or even that harsh parenting could exacerbate aggressiveness in adolescents (Tung & Lee, 2018).…”

Section: The Present Studymentioning

confidence: 99%

Parenting Styles and Aggressive Adolescents: Relationships with Self-esteem and Personal Maladjustment

Perez-Gramaje

Garcia

Reyes

et al. 2019

The European Journal of Psychology Applied to Legal Context

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A B S T R A C TCurrent emergent studies are seriously questioning if parental strictness contributes to adolescent adjustment. This study examined whether the relationship between authoritative (warmth and strictness), authoritarian (strictness without warmth), indulgent (warmth without strictness), and neglectful (neither warmth nor strictness) parenting styles shows equal or different pattern of adjustment and maladjustment for aggressive and non-aggressive adolescents. The sample consisted of 969 Spanish adolescents, 554 females (57.2%) and 415 males, ranging from 12 to 17 years old. Families were classified into one of four typologies by their scores on warmth and strictness, and the adolescents were grouped by their aggressiveness (low vs. high). Adolescent adjustment was captured with three self-esteem indicators (emotional, physical, and family) and personal maladjustment with five indicators (negative self-esteem, negative self-adequacy, emotional irresponsiveness, emotional instability, and negative worldview). It was tested main and interaction effects between parenting and aggressiveness considering also sex and age factors. Findings showed that aggressive adolescents always had the worst socialization outcomes (i.e., the lowest self-esteem and the highest personal maladjustment). Aggressive and non-aggressive adolescents have a common pattern: both, indulgent and authoritative parenting styles were always associated with better outcomes than either authoritarian or neglectful parenting, but indulgent parenting style was associated with the best outcomes across all the criteria. In contrast with previous evidence about the idea that parental strictness and imposition might be beneficial to raise aggressive adolescents, present findings highlight the positive impact of parental warmth even with aggressive adolescents. Implications for family interventions were considered. Los estilos parentales y los adolescentes agresivos: su relación con la autoestima y el desajuste personal R E S U M E NInvestigaciones emergentes cuestionan que la severidad parental contribuya al ajuste del adolescente. Este estudio examina si la relación entre los estilos parentales autorizativo (afecto y severidad), autoritario (severidad sin afecto), indulgente (afecto sin severidad) y negligente (ni afecto ni severidad) presenta patrones de ajuste y desajuste iguales o diferentes en adolescentes agresivos y no agresivos. Participaron 969 adolescentes españoles, 554 mujeres (57.2%) y 415 varones, de 12 a 17 años. Las familias se clasificaron en un estilo parental según sus puntuaciones en afecto y severidad y los adolescentes se agruparon por agresividad (baja vs. alta). Se captó el ajuste mediante tres indicadores de autoestima (emocional, física y familiar) y el desajuste personal con cinco indicadores (autoestima negativa, autoeficacia negativa, falta de respuesta emocional, inestabilidad emocional y visión negativa del mundo). Se probaron efectos principales y de interacción para estilos parentales y agresividad, considerando ...

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“…African American parents differently deliver race socialization messages to their sons and daughters [ 82 , 83 ]. The effects of these messages may not be similar for boys and girls [ 84 ]. Male and female youth may also differ in peers’ influences [ 85 ].…”

Section: Discussionmentioning

confidence: 99%

Teacher Discrimination Reduces School Performance of African American Youth: Role of Gender

Assari

Caldwell

2018

Brain Sciences

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Background: Gender may alter African Americans’ vulnerability to discrimination. The type of outcomes that follow exposure to discrimination may also be gender-specific. Although teacher discrimination is known to deteriorate school performance, it is yet unknown whether male and female African American youth differ in the effect of teacher discrimination on school performance. Objective: This cross-sectional study explored the moderating role of gender on the effect of teacher discrimination on school performance in a national sample of African American youth. Methods: The National Survey of American Life-Adolescent Supplement (NSAL-A) enrolled a nationally representative sample (n = 810) of 13–17-year-old African American youth. Demographic factors, socioeconomic status, teacher discrimination, and school performance (grade point average, GPA) were measured. Linear multivariable regression models were applied for data analysis. Results: Males and females reported similar levels of perceived teacher discrimination. In the pooled sample, higher teacher discrimination was associated with lower school performance among African American youth (b = −0.35; 95% confidence interval (CI) = −0.49 to −0.22). Gender interacted with perceived teacher discrimination (b = 12; 95% CI = 0.24–2.02), suggesting a significant difference between males and females in the magnitude of the association between perceived teacher discrimination and GPA. In stratified models, perceived teacher discrimination was associated with worse school performance of females (b = −12; 95% CI = −0.03 to −2.78) but not males (b = 0.01; 95% CI = −0.07 to 0.08). Conclusion: In line with previous studies, gender was found to alter the vulnerability of African American youth to perceived discrimination. African American boys and girls may differ in their sensitivity to the effects of teacher discrimination on school performance.

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Differential Effects of Mother’s and Father’s Parenting on Prosocial and Antisocial Behavior: Child Sex Moderating

Cited by 40 publications

References 47 publications

Indirect effects of parental and peer attachment on bullying and victimization among adolescents: The role of negative automatic thoughts

Indirect effects of parental and peer attachment on bullying and victimization among adolescents: The role of negative automatic thoughts

Parenting Styles and Aggressive Adolescents: Relationships with Self-esteem and Personal Maladjustment

Teacher Discrimination Reduces School Performance of African American Youth: Role of Gender

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