Factors of perceived parental rearing styles: the EMBU-C examined in a sample of Dutch primary school children

Markus, Monica Th.; Lindhout, Ingeborg E.; Boer, Frits; Hoogendijk, Thea H. G.; Arrindell, Willem A.

doi:10.1016/s0191-8869(02)00090-9

Cited by 122 publications

(136 citation statements)

References 24 publications

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“…Fourth, the internal consistency of the Overprotection subscale was only 0.67. Although previous studies concluded that this alpha coefficient is acceptable (Markus et al, 2003), one should take some caution when interpreting the absence of associations with overprotection.…”

Section: Discussionmentioning

confidence: 85%

“…This shortened version of the EMBU (Markus, Lindhout, Boer, Hoogendijk, & Arrindell, 2003) assesses children's present perception of parental rearing practices. In the current study, three reliable and construct valid factors were used: emotional warmth (19 items), rejection (17 items), and overprotection (12 items) (Markus et al, 2003). Items were rated for fathers and mothers separately on a 4-point scale (1 = no never, 2 = yes, sometimes, 3 = yes, often, 4 = yes, almost always).…”

Section: Participantsmentioning

confidence: 99%

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Temperament and parenting predicting anxiety change in cognitive behavioral therapy: The role of mothers, fathers, and children

Festen

Hartman

Hogendoorn

et al. 2013

Journal of Anxiety Disorders

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Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. t r a c tObjective: A considerable amount of children with anxiety disorders do not benefit sufficiently from cognitive behavioral treatment. The present study examines the predictive role of child temperament, parent temperament and parenting style in the context of treatment outcome. Method: Participants were 145 children and adolescents (ages 8-18) with DSM-IV-TR anxiety disorders who received a 12-session CBT program and were assessed at pretreatment, posttreatment and three months follow-up. Multiple-regression analyses were used to evaluate the following pretreatment and posttreatment variables as potential predictors of treatment response at follow-up: baseline level of anxiety symptoms, child reported maternal and paternal rearing style (emotional warmth, rejection, and overprotection), parent reported child temperament traits (negative affect, effortful control, and extraversion), and mothers' and fathers' self-report temperament traits. Results: More maternal negative affect and less emotional warmth as perceived by the child before treatment were related to less favorable treatment outcome (accounting for 29% of the variance in anxiety at follow-up). Furthermore, maternal negative affect and children's extraversion measured after treatment also predicted anxiety at follow-up (together accounting for 19% of the variance). Paternal temperament and parenting style were unrelated to treatment outcome, as were children's pretreatment temperament traits. Conclusion:The results suggest that tailoring intervention to include strategies to reduce maternal negative affect and promote an emotional warm rearing style may improve treatment outcome.

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Section: Discussionmentioning

confidence: 85%

Section: Participantsmentioning

confidence: 99%

Temperament and parenting predicting anxiety change in cognitive behavioral therapy: The role of mothers, fathers, and children

Festen

Hartman

Hogendoorn

et al. 2013

Journal of Anxiety Disorders

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“…A correlação positiva entre o suporte emocional e tentativa de controlo, contudo, não significativa, poderá ser explicada em função do que o controlo significa em termos de proximidade e de preocupação por parte dos pais com as crianças, podendo, contudo, no limite, ser disfuncional. Esta associação positiva entre a perceção de comportamentos parentais de controlo e a perceção de suporte emocional, por parte dos progenitores, é específica do período da infância sendo que os comportamentos que, na adolescência e na fase adulta, são interpretados como intrusivos, poderão ser interpretados, na infância, como reveladores de envolvimento e atenção por parte dos pais (Castro, Toro, Van Der Ende, & Arrindell, 1993;Markus, Lindhout, Boer, Hoogendijk, & Arrindell, 2003). Igualmente relacionado com a dimensão Tentativa de Controlo, Castro et al (1993) chamam a atenção para a maior heterogeneidade de conteúdo desta dimensão, que inclui dimensões qualitativamente diferentes de comportamentos de controlo.…”

Section: Discussionunclassified

“…Alguns comportamentos de controlo, mais coercivos, têm uma conotação mais negativa, enquanto outros comportamentos de controlo, que recorrem a estratégias de indução, poderão ter um significado mais positivo. Não obstante a conceção de Castro et al (1993) e Markus et al (2003), verifica-se que a dimensão da tentativa de controlo parental, à semelhança da dimensão rejeição, se relaciona inversamente com o Nível de Elaboração Emocional. Considerando que a dimensão rejeição se refere a comportamentos de rejeição e à manifesta hostilidade física e verbal dos pais para com a criança, e a tentativa de controlo consiste no comportamento dos pais que tem por objetivo orientar o comportamento da criança para que aquele esteja de acordo com o que os progenitores desejam, poderemos começar, desde já, a antever o papel negativo que a restrição da criatividade das crianças poderá desempenhar no seu ajustamento e nível de elaboração emocional.…”

Section: Discussionunclassified

Os estilos educativos parentais e a regulação emocional: Estratégias de regulação e elaboração emocional das crianças em idade escolar.

Pinto¹,

Carvalho²,

Sá³

2014

Análise Psicológica

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O fenómeno da regulação emocional tem-se revelado um tema de grande interesse ao nível da investigação científica pela importância que adquire na vida das pessoas e nas trajetórias de desenvolvimento adaptativo das crianças. O presente estudo investigou a relação que as dimensões de suporte emocional, rejeição e tentativa de controlo estabelecem com o grau de elaboração emocional das crianças tendo em conta os movimentos do mundo interno das crianças. Participaram na investigação 64 crianças, de ambos os sexos, dos 3º e 4º ano de escolaridade, do ensino público e particular e cooperativo. Verificou-se que níveis mais elevados de suporte parental estão associados a níveis elevados de elaboração emocional. A dimensão relativa à rejeição parental encontra-se associada a dificuldades ao nível da elaboração emocional confirmando a regulação emocional enquanto fenómeno relacional alicerçado na complexidade individual que decorre da importância que a qualidade das relações parentais se revestem.Palavras-chave: Emoções, Regulação, Estilos parentais educativos. INTRODUÇÃOTodas as nossas experiências envolvem emoções e todas as nossas emoções decorrerão das nossas experiências. Estão presentes na nossa vida quotidiana, desde as atividades mais elementares às atividades mais complexas. Não sendo as emoções que caracterizam a nossa espécie, estando presentes em muitos outros animais, são, porventura, as emoções que melhor caracterizarão a nossa humanidade. Filogeneticamente competentes para a vinculação, pais e crianças constroem uma linguagem emocional, estabelecida e presente ao longo do desenvolvimento (Shipman et al., 2007). Esta linguagem emocional, parece assim, ser uma forma de diálogo interno que vai contribuindo para o desenvolvimento de uma linguagem emocional própria por parte da criança na interação com os outros, determinante ao nível da regulação emocional e adaptação ao meio (Gross, 2007).A capacidade de regulação das emoções apresenta-se como um objetivo absolutamente fundamental no desenvolvimento sócio emocional das crianças (Shipman et al., 2007). A investigação com crianças tem demonstrado que estratégias de regulação das emoções estão associadas com a qualidade da vinculação (Shaver & Mikulincer, 2002), com o desempenho cognitivo e escolar (e.g., Cummings, Davies, & Campbell, 2000) e manifestações de ordem psicopatológica (e.g., Gross, 2007). 387A correspondência relativa a este artigo deverá ser enviada para:

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“…These items were developed and validated by Sumer and Kagitsibaci (26) and added to the comparison subscale of the Egna Minnen Beträffande Uppfostran scale for children. This is a validated scale, and its name, translated from Swedish, means "My Memories of Upbringing" (41). These items were added as a result of their relevance for measuring parental rearing styles in collectivistic societies (26).…”

Section: Predictor Moderator and Mediator Variablesmentioning

confidence: 99%

Preadolescents with Immigrant Backgrounds: The Relationship between Emotional Problems, Parental Achievement Values, and Comparison

Alves

Gustavson

Røysamb

et al. 2013

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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Background: Although strong parental achievement values have been associated with positive outcomes among children (e.g., academic success), they have also been connected to emotional problems. The latter effect may be the result of pressure related to such things as parental comparison of filial achievement, which appears to be more predominant among immigrant parents as compared with non-immigrant parents. Objectives: Our goals were to assess the following: 1) whether higher levels of parental achievement values and comparison are found among immigrant preadolescents; and (2) whether comparison (i.e., comparing a child's achievements with those of siblings and peers) can account for the link between strong parental achievement values and emotional problems among the children of immigrants. Methods: The sample included 902 preadolescents between the ages of 10 and 12 years from two Norwegian cities: Oslo (79%) and Bergen (21%). Forty-seven percent of the sample had immigrant parents, and the others had non-immigrant parents. A self-administered questionnaire was completed by fifth, sixth, and seventh graders from fourteen schools during normal school hours; the questionnaires were completed after school by students from Turkey and Sri Lanka. The questionnaire included measures of emotional problems, parental achievement values, comparison, and school hassles. We used a moderated mediation model to test whether the relationship between parental achievement values and emotional problems was accounted for by comparison and to look at whether this mediation was stronger for preadolescents with immigrant backgrounds as compared with their non-immigrant peers. Background and academic factors that could confound the unique relationships among the main variables were adjusted for in the analyses. Results: The association between parental achievement values and emotional problems was found to be mediated by comparison. Higher levels of parental achievement values were associated with more comparison, and this relationship was stronger for preadolescents with immigrant backgrounds. Comparison was only linked to emotional problems in preadolescents with immigrant backgrounds. Conclusions: This study suggests that stronger parental achievement values among immigrants as compared with nonimmigrants in Norway are found as early as preadolescence and that comparison may be part of the link between strong parental achievement values and emotional problems.

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Factors of perceived parental rearing styles: the EMBU-C examined in a sample of Dutch primary school children

Cited by 122 publications

References 24 publications

Temperament and parenting predicting anxiety change in cognitive behavioral therapy: The role of mothers, fathers, and children

Temperament and parenting predicting anxiety change in cognitive behavioral therapy: The role of mothers, fathers, and children

Os estilos educativos parentais e a regulação emocional: Estratégias de regulação e elaboração emocional das crianças em idade escolar.

Preadolescents with Immigrant Backgrounds: The Relationship between Emotional Problems, Parental Achievement Values, and Comparison

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