Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships.

Abstract

Objective: The present study examined the moderating and mediating roles of teacher–student relationships (TSR) and peer relationships in the effects of parental harsh discipline on children’s anxiety in Chinese society. Method: A total of 1,040 children (53.8% boys; Mage = 10.64 years, SD = 1.12) and their parents were participated in this study. We constructed the structural equation model to explore the effects of paternal and maternal harsh discipline on children’s anxiety, as well as the moderating and mediating roles of teacher–student relationships and peer relationships. Results: The findings revealed that maternal but not paternal harsh discipline predicted children’s anxiety 6 months later. Better teacher–student relationships intensified the negative effect of maternal harsh discipline on children’s anxiety, whereas peer relationships did not moderate the effect. Teacher–student relationships and peer rejection interactively moderated the effect of maternal harsh discipline on children’s anxiety. Specifically, high levels of peer rejection intensified the impact of teacher–student relationships on the effect of maternal harsh discipline on children’s anxiety. Moreover, teacher–student relationships also served as mediators in the negative effect of maternal harsh discipline on children’s anxiety. Conclusions: Findings provide partial support for the “healthy context paradox” (negative impact of parental harsh discipline may be more severe in healthy contexts) and highlight the importance of considering the effects of the home–school mesosystems on child adjustment.

Child maltreatment among deaf and hard-of-hearing adolescent students: associations with depression and anxiety

“…Parental abuse (including the use of physical or psychological punishment) and neglect undoubtedly have several short- and long-term, physical and psychological effects on the child ( Gershoff and Grogan-Kaylor, 2016 ; Hammad and Awed, 2020 ; Kong et al, 2021a , b ). Children who experience parental abuse often present with co-existing conditions such anxiety, depression, constant fear, lack of security and psychological stability, low self-esteem, and poor self-confidence and personal competence ( Xing and Wang, 2013 ; Maxwell and Huprich, 2014 ; Taillieu et al, 2016 ; Kong et al, 2021b ; Awed and Hammad, 2022 ; Liu et al, 2023 ). The main objective of the present study was to fill the gap in the literature on child maltreatment and its relationship with mental health outcomes in the DHH population, a minority group that is rarely researched upon, especially in Saudi Arabia.…”

The Effects of Perception and Childhood History on the Likelihood of Using Corporal Punishment on Children in Southwest Nigeria

“…Results from a meta-analytic and literature review suggest that spanking is detrimental to children's well-being and developmental outcomes [33][34][35][36][37], although a different review indicates minimal effects on "externalizing, internalizing behaviors, and low cognitive performance" [38]. However, the effects of corporal punishment are not universally negative; factors related to parents, children, and behavior can mitigate these effects, with parental warmth playing a significant role [39].…”