Socialization in the Context of Parent-Child Relationships

Laible, Deborah; Karahuta, Erin; Stout, Wyntre; Norden, Clare Van; Interra, Victoria

doi:10.1016/b978-0-12-809324-5.21225-x

Cited by 3 publications

(5 citation statements)

References 28 publications

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“…Mothers who convey more warmth may demonstrate how to be supportive, providing their at‐risk children with a model for focusing on other's needs. Affectionate mothers of children with EP also may establish more positive parent‐child relationships, increasing the likelihood that their children internalize the prosocial messages that their mothers have modelled for them (Grusec & Davidov, 2019; Laible et al., 2015). By examining differentiated aspects of positive parenting and their contributions to prosocial development in children with particular characteristics, our study provides deeper insight into the socialization processes scaffolding children's positive development (Grusec & Davidov, 2010, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, the warmth measure may have reflected the extent to which mothers modeled how to respond to another's distress and their capacity for establishing an affiliative relationship with their child. Maternal responsiveness to child distress has been linked with children's empathic responding to others in distress (Davidov & Grusec, 2006), and warm relationships are thought to increase the likelihood that children will internalize parents’ values and behaviors (Grusec & Davidov, 2019; Laible et al., 2015). Thus, more affectionate, compassionate mothers may have provided their preschoolers with more effective learning opportunities to foster their own compassionate responses toward others (Miller et al., 2020; Miller & Hastings, 2016).…”

Section: Studymentioning

confidence: 99%

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Mother‐child bidirectional influences in the development of concern for others: Disentangling positive parenting in two predominantly white, North American Samples

Partington,

Hastings

2023

Social Development

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Mother's positive parenting predicts children's development of concern for others; however, it is unclear which distinct positive parenting behaviors contribute to children's concern for others. We examined the bidirectional associations between mothers’ warmth and reasoning and children's concern toward an adult in distress at 4 and 6 years. We tested these associations in two independent samples with parallel methods, a U.S. community sample (Study 1, N = 83, 44% female, 73.6% White, median income range = $75,000–$90,000 USD) and a Canadian sample at risk for externalizing problems (Study 2, N = 98, 50% female, 82.7% White, median income range = $70,000–$80,000 CND). Child gender and externalizing problems were examined as moderators of these bidirectional socialization processes. In Study 1, a cross‐lagged model (CLM) found that maternal warmth positively predicted children's concern for others over 2 years, whereas children's concern for others inversely predicted future maternal reasoning. Multigroup comparisons found these lagged effects were unique to boys only. Study 2 partially replicated Study 1, revealing fully bidirectional socialization effects unique to boys. Maternal reasoning positively predicted the development of boys’ concern for others over 2 years, and boys’ greater concern for others at age 4 elicited greater maternal reasoning over 2 years. Maternal warmth positively predicted concern for others only for children with elevated externalizing problems. These findings support a differentiated approach to positive parenting research, revealing that distinct parenting behaviors may meet individual child needs uniquely.

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Section: Discussionmentioning

confidence: 99%

Section: Studymentioning

confidence: 99%

Mother‐child bidirectional influences in the development of concern for others: Disentangling positive parenting in two predominantly white, North American Samples

Partington,

Hastings

2023

Social Development

View full text Add to dashboard Cite

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“…The analysis indicates two main categories, which were named Early Socialization and Current Interaction. The first, Early Socialization, describes the learning process through which the individuals understand the expectations for the different social identities and how they should interact (Laible et al, 2015), especially when talking about stigmatized identities (Major & O'Brien, 2005). Therefore, collusion is constituted as a consequence of social tradition (Freire, 2018) through which oppressive behaviors are culturally authorized (Allport, 1954) and do not need to be stopped.…”

Section: Discussionmentioning

confidence: 99%

“…Once oppression is established, the system keeps reproducing itself through the socialization of its newcomers (Freire, 2018). Socialization describes the process wherein individuals learn the social expectations for the different social identities and how they should interact with others (Laible et al, 2015). This is the key to transfer systemic oppression through generations: oppressor and oppressed groups are socialized to play their roles and to ensure the continuity of social oppression (Freire, 2018;Major & O'Brien, 2005), in a way that the prejudiced environment continues to shape prejudiced people (Allport, 1954;David & Derthick, 2018).…”

mentioning

confidence: 99%

“They Can Fight Their Own Fights”: Prejudice, Permissiveness, and Discrimination against Minorities

Andrade,

Torres,

Safdar

2023

Psic.: Teor. e Pesq.

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The tendency to be permissive in face of a discriminatory situation is called collusion. The present study aimed to define and characterize collusion, and identify the variables connected to it, considering the perspective of different identity groups. Participants were 31 individuals divided in seven focus groups. The analysis indicated four categories connected to collusion: a) Close Relations: valuable interactions through which individuals learn behavioral patterns that lead to permissiveness; b) Group Identity: social identities, and intergroup relations patterns; c) Situation: characteristics of the situation in which discrimination is observed; and d) Cost-Effective Balance: perception the individuals have regarding the impact of their actions on the context and the cost attached to it.

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“…There may be other factors that explain the significant residual covariance. For instance, parents who are autonomy supportive and provide positive support may also engage in other parenting behaviors like rule-setting and monitoring, as well as model well-regulated behavior and structure the child's environment (e.g., routines) all of which is linked to better SR in adolescence (Laible et al, 2015). Future work should examine the effects of other specific parenting behaviors on change in SR during adolescence.…”

Section: Adolescence-specific Associations Between Parenting and Chil...mentioning

confidence: 99%

Transactional linkages between parenting behaviors and child executive functions and self-regulation from early childhood to adolescence

Khurana,

Leonard,

Michaelson

et al. 2024

jpor

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Research on the development of executive functions (EFs) and self-regulation (SR) has focused heavily on the early childhood years, when these abilities first emerge. Less is known in comparison about how these abilities develop through adolescence, and how contextual factors, such as parenting, influence their development in later years. Using longitudinal data from the Study of Early Child Care and Youth Development (SECCYD), we used random intercept cross-lagged panel modeling (RI-CLPM) to examine the bidirectional linkages between three parenting behaviors (i.e., autonomy support, supportive presence, hostility), child EFs (i.e., working memory, inhibitory control) and child SR outcomes, from early childhood to adolescence. Parenting in early childhood was significantly associated with change in child EFs from early to middle childhood, but not from middle childhood to adolescence. Specifically, greater autonomy support in early childhood was associated with stronger child working memory and inhibitory control in middle childhood; greater supportive presence in early childhood was associated with stronger child working memory in middle childhood; and higher rates of hostility in early childhood were associated with weaker child inhibitory skills in middle childhood. Reciprocal effects of child EF and SR on parenting were also observed. Specifically, stronger child inhibitory control in early childhood was associated with less hostility in middle childhood, and stronger child self-regulation in middle childhood was associated with greater supportive presence in adolescence. Accounting for lagged and stability effects, there was significant residual covariance between parenting behaviors and child SR in adolescence, suggesting that parenting continues to be associated with the development of SR skills through adolescence. Understanding reciprocal linkages between parenting and child EF/SR through adolescence is critical in developing targeted parenting interventions beyond early childhood to improve children’s outcomes.

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Socialization in the Context of Parent-Child Relationships

Cited by 3 publications

References 28 publications

Mother‐child bidirectional influences in the development of concern for others: Disentangling positive parenting in two predominantly white, North American Samples

Mother‐child bidirectional influences in the development of concern for others: Disentangling positive parenting in two predominantly white, North American Samples

“They Can Fight Their Own Fights”: Prejudice, Permissiveness, and Discrimination against Minorities

Transactional linkages between parenting behaviors and child executive functions and self-regulation from early childhood to adolescence

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