Parenting Styles and Moral Disengagement in Young Adults: The Mediating Role of Attachment Experiences

Pentima, Lorenza Di; Toni, Alessandro; Roazzi, Antônio

doi:10.1080/00221325.2023.2205451

Cited by 6 publications

(5 citation statements)

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“…La investigación de Bolaños et al (2021) Por otro lado, Romero y Roca-Chiapas (2022) lograron evidenciar que tanto los estilos parentales, como el apego influyen en la independencia del adulto joven, además, encontraron un mayor porcentaje de estilo de crianza autoritario y tipo de apego temeroso y evitativo. Asimismo, la investigación de Di Pentima et al (2023), determino que mientas los estilos de crianza autoritario y permisivo son más afianzados, los tipos de apego ansioso y evitativo son más frecuentes.…”

Section: Introduciónunclassified

“…donde el apego de los padres tiene una relación significativa con sus estilos parentales y adicciones. Por el contrario DiPentima et al (2023) encontraron que en jóvenes de 19 a 25 años, el estilo autoritativo se correlaciona negativamente con el tipo de apego ansioso y evitativo. Luego de determinar que, el estilo parental materno que prevalece es el autoritativo o democrático y el estilo parental paterno preponderante es el negligente, se puede apreciar que probablemente las madres son quienes tienen un equilibrio entre los comportamientos de demanda y respuesta ante sus hijos, y a su vez, son los padres quienes ofrecen menos cariño, afecto, normas o límites en la población https://doi.org/10.55204/pcc.v4i1.e72 estudiada, resultados similares se observan en la investigación de Espinoza (2020) cuya población adolescente demuestra que el estilo parental materno que predomina es el democrático, seguido por un estilo indulgente, igualmente, el estilo parental paterno preponderante es el indulgente, seguido del estilo negligente.…”

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Estilos parentales y apego en estudiantes universitarios

Lalaleo López,

Rodríguez-Pérez

2024

Prometeo conoc. cient.

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Introducción: La negligencia parental ha sido una representación de maltrato que ha ido en aumento y que a su vez ha traído graves consecuencias en quienes la han vivido, proyectando en la adultez dificultades para relacionarse con otros, exteriorizar emociones y demostrar afecto o vulnerabilidad. Objetivo: Determinar la relación entre las subescalas de estilos parentales y dimensiones de apego de los estudiantes universitarios. Métodos: Se realizó un estudio cuantitativo no experimental de corte transversal y diseño descriptivo-correlacional, con una muestra no probabilística de 389 estudiantes universitarios. Resultados: Los resultados revelaron una correlación positiva moderada entre la dimensión de seguridad y las subescalas de afecto y diálogo. Asimismo, se obtuvo que en los estudiantes universitarios el tipo de apego preponderante es el preocupado y el estilo parental que predomina es el autoritativo. Conclusiones: Los participantes perciben que mientras exista más afecto y diálogo por parte de sus padres, sus relaciones interpersonales se verán más seguras. Igualmente, la mayoría identifican un estilo parental equilibrado entre obligaciones y derechos, así como un vínculo preocupado en su interacción con sus pares, caracterizado por el deseo de cercanía y a su vez de independencia.

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Section: Introduciónunclassified

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Estilos parentales y apego en estudiantes universitarios

Lalaleo López,

Rodríguez-Pérez

2024

Prometeo conoc. cient.

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“…The concept of authoritative parenting was introduced by Baumrind (1966) , in her influential work on parenting styles, and has been negatively linked with moral disengagement in young adults ( Di Pentima et al, 2023 ). Although this theory primarily addresses parents and child-rearing, scholars have highlighted the parallels between parents and teachers in their shared objective of fostering positive development and learning in their children and students ( Wentzel, 2002 ; Walker, 2009 ; Ertesvåg, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

“…Based on previous cross-sectional findings showing that authoritative parenting is negatively linked with moral disengagement ( Di Pentima et al, 2023 ), that higher school structure (a dimension of an authoritative school construct) is associated with less moral disengagement ( Ivaniushina and Alexandrov, 2022 ), that authoritative teaching is negatively linked with bullying and pro-bullying behaviors ( Lau et al, 2018 ; Thornberg et al, 2018 ; Kloo et al, 2023 ), and that individually perceived authoritative school climate is negatively linked with moral disengagement ( Teng et al, 2020 ), we hypothesized that greater authoritative teaching at the classroom level would predict less moral disengagement 1 year later ( Hypothesis 2 ).…”

Section: Introductionmentioning

confidence: 99%

A short-term longitudinal study on the development of moral disengagement among schoolchildren: the role of collective moral disengagement, authoritative teaching, and student-teacher relationship quality

Bjärehed,

Sjögren,

Thornberg

et al. 2024

Front. Psychol.

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The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.

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“… 21 Research has revealed a significant association between parenting styles and attachment styles and moral disengagement. 22 Negative perfectionism plays a mediating role between a negative parenting style and obsessive-compulsive symptoms in college students, 23 and an authoritative parenting style is closely related to higher levels of social–emotional adjustment in preschool children. 24 In fact, responsive parenting styles have been shown to positively impact and reduce adolescent bullying behaviors.…”

Section: Introductionmentioning

confidence: 99%

Effect of Adverse Childhood Experiences, Parenting Styles, and Family Accommodation on Patients Diagnosed with Obsessive-Compulsive Disorder

Xu,

Zhu

2024

ALPHA PSYCHIATRY

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Background: Obsessive-compulsive disorder (OCD) is a mental illness that has multiple biological, psychological, and sociological factors. The aim of this study was to investigate childhood traumatic experiences, parenting style, and family adaptive behaviors in patients with OCD, to explore the psychosocial factors that affect its occurrence, and to analyze the correlation between these psychosocial factors and OCD symptoms to better understand its etiology. Methods: We recruited 109 patients diagnosed with OCD (patient group) and 144 healthy controls (control group) into this study. The Obsessive-Compulsive Inventory—Revised (OCI-R), Childhood Trauma Questionnaire—Short Form (CTQ-SF), Egna Minnen Betraffande Uppfostran (EMBU), and Family Accommodation Scale—Patient Version (FAS-PV) questionnaires were administered to all participants. Results: Patient OCI-R scores for checking, hoarding, obsessing, ordering, washing, neutralizing, and total OCI-R scores were significantly higher when compared with the control group (all P < .05). Patient CTQ scores for emotional abuse, physical abuse, sexual abuse, emotional neglect, physical neglect, and total CTQ scores were significantly higher when compared with the control group (all P < .05). Patients’ EMBU scores for F1, F2, F3, F5, F6, M1, M2, M3, M4, M5, and total EMBU scores were significantly higher when compared with the control group (all P < .05). There was no significant difference in the F4 scores between the 2 groups ( P = .622). Patient FAS-PV scores for the direct participation and facilitation of OCD symptoms, avoidance of OCD triggers, taking on patient responsibilities, modification of personal responsibilities, and total FAS-PV scores were significantly higher when compared with the control group (all P < .05). The total OCI-R score showed a significant positive correlation with emotional abuse, physical abuse, sexual abuse, physical neglect, and total CTQ score ( r = 0.564; r = 0.518; r = 0.542; r = 0.586; r = 0.603, all P < .05). The total OCI-R score showed a significant positive correlation with the scores for F1, F2, F3, F5, F6, M1, M2, M3, M4, M5, and the total EMBU score ( r = 0.504; r = 0.531; r = 0.611; r = 0.466; r = 0.519; r = 0.665; r = 0.351; r = 0.597; r = 0.667; r = 0.484; r = 0.586; r = 0.662, all P < .05). The total OCI-R score...

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Parenting Styles and Moral Disengagement in Young Adults: The Mediating Role of Attachment Experiences

Cited by 6 publications

References 74 publications

Estilos parentales y apego en estudiantes universitarios

Estilos parentales y apego en estudiantes universitarios

A short-term longitudinal study on the development of moral disengagement among schoolchildren: the role of collective moral disengagement, authoritative teaching, and student-teacher relationship quality

Effect of Adverse Childhood Experiences, Parenting Styles, and Family Accommodation on Patients Diagnosed with Obsessive-Compulsive Disorder

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