Parenting Styles, Prosocial, and Aggressive Behavior: The Role of Emotions in Offender and Non-offender Adolescents

Llorca, Anna; Richaud, María Cristina; Malonda, Elisabeth

doi:10.3389/fpsyg.2017.01246

Cited by 40 publications

(33 citation statements)

References 43 publications

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“…Sixth, future research could explore the unexpected result that students from higher SES backgrounds bully more than students from lower SES backgrounds when the quality of relationships in schools is held constant. One possible explanation is that higher SES students are raised to be more competitive than lower SES students, which can in turn lead to more stress and aggression (Hamid and Shah 2016;Llorca et al 2017). Both emotions have been linked to more bullying behavior (Dietrich and Zimmermann 2019;Kampoli et al 2017).…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

Dietrich

Cohen

2019

Int Journal of Bullying Prevention

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Scores of intervention programs these days apply instructional and, sometimes, systemic strategies to reduce bullying in schools. However, meta-analyses show that, on average, such programs decrease bullying and victimization only by around 20%, and often show no or negative effects in middle and high schools. Due to these sobering results, we propose the idea that bullying prevention for adolescents needs to focus more strongly on systemically informed relationship-building efforts. Building on past research, this study focuses on several aspects of relationships and classroom climate which are significant predictors of bullying behaviors: SES, ethnicity, and teaching quality. We propose the hypothesis that the link between classroom-level bullying and three classroom-level factors-students' SES background, students' ethnicity, and teaching quality-is mediated by the quality of student-teacher and student-student relationships (STR and SSR). The study uses multilevel structural regression modeling (M-SRM) to analyze a large and ethnically diverse American survey dataset (N = 146,044 students). Results confirm the hypothesis, showing that the relationships between SES and bullying, and between ethnicity and bullying, are entirely mediated by the quality of STR and SSR; the link between SES and bullying is even over-explained by the two relationship factors. Furthermore, the quality of STR is a positive predictor of medium strength (standardized coefficient = 0.45) of the quality of SSR. The findings suggest that schools with high levels of bullying behavior among students need to (re-)focus teacher professional development on relationship-building skills as well as instructional and a range of systemically informed improvement efforts.

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Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

Dietrich

Cohen

2019

Int Journal of Bullying Prevention

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“…Two important dimensions of parenting styles, warmth (or support) and control have been fully studied by developmental scholars (Maccoby and Martin, 1983; Baumrind, 1991; Carlo et al, 2010b). The quality of parenting styles vary according to differences in the levels of parental warmth and affection, and parental control, in reference to the granting of autonomy, and both of these constructs are associated with child and adolescent development and well-being (Broderick and Blewitt, 2003; Llorca et al, 2017b).…”

Section: Introductionmentioning

confidence: 99%

Parents or Peers? Predictors of Prosocial Behavior and Aggression: A Longitudinal Study

et al. 2019

Self Cite

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The aim of this longitudinal study was to determine the associations among peer attachment, warmth from the mother and father, strict control by the mother and father, prosocial behavior, and physical and verbal aggression in adolescence. Few longitudinal studies have examined how peer attachment and parenting styles of the mother and father relate to prosocial behavior and aggression. Participants were 192 boys and 255 girls (M = 14.70 years; SD = 0.68) in wave 1. In the study participated 11 schools. For three successive years, participants reported on their fathers’ and mothers’ warmth and strict control, peer attachment, prosocial behavior, and aggression. Structural equations modeling was employed to explore two longitudinal models. Results show the influence of the mother and father on prosocial and aggression during adolescence. In addition, strong peer attachment predicted prosocial behavior in subsequent years. Therefore, the findings indicate that despite the increasingly important role of friends during the transition from childhood to adolescence, parenting styles play a key role in the personal and social development of their children. Programs aimed at preventing aggression should be designed considering the importance of stimulating and strengthening prosocial behavior, peer attachment and a family environment of affect, support and communication.

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“…Prosocial variables is affected by other factors that are not included in this study, for example self-efficacy (Caprara & Steca, 2005) and also the concept of self (Ingles, Martinez-Gonzalez, Garcia-Fernandez, Torregrosa, & Ruiz-Esteban, 2012). In addition, factors that affect someone who behaves prosocial also come from outside oneself, such as parenting styles (Llorca, Richaud, & Malonda, 2017) and also the influence of peers (Lee, Padilla-Walker, & Memmott-Elison, 2017).…”

Section: Discussionmentioning

confidence: 99%

Agreeableness as a Mediator on Correlation between Self-Compassion and Prosocial Behavior in Adolescents

Puspasari¹,

Nabila²

2019

Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018)

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The research on self-compassion and prosocial behavior showed a significant positive relationship. But there are also studies showed that there is no significant relationship between self-compassion and prosocial behavior. Agreeableness has a positive and significant relationship with self-compassion and prosocial. The purpose of this study was to determine the relationship between self-compassion and prosocial behavior mediated by agreeableness. This research is a quantitative research with 184 subjects from Batu 1 State Vocational School aged 15-18 years. The instruments used were Self Compassion Scale -Short Form (SCS-SF), Prosocial Behavior Scale, and Big Five Inventory. Analysis of the data used is mediated multiple regression in SPSS 21. The results of statistical analysis show the value of the relationship of self-compassion, agreeableness and prosocial β = .082; p = .258 and a significant indirect relationship coefficient β = .118; z = 3.39; p = .00. These results mean that there is an indirect relationship between self-compassion and prosocial, which is mediated by agreeablenes. It can be concluded that agreeableness can be a mediator in the relationship between self-compassion and prosocial.

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Parenting Styles, Prosocial, and Aggressive Behavior: The Role of Emotions in Offender and Non-offender Adolescents

Cited by 40 publications

References 43 publications

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

Understanding Classroom Bullying Climates: the Role of Student Body Composition, Relationships, and Teaching Quality

Parents or Peers? Predictors of Prosocial Behavior and Aggression: A Longitudinal Study

Agreeableness as a Mediator on Correlation between Self-Compassion and Prosocial Behavior in Adolescents

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