Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers’ bullying aggressive behavior (original) (raw)
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Despite the theoretical conceptualization of parental psychological control as a multidimensional construct, the majority of previous studies have examined psychological control as a unidimensional scale. Moreover, the conceptualization of shaming and its associations with love withdrawal and guilt induction are unclear. The current study aimed to fill these gaps by evaluating the latent factor structure underlying 18 items from Olsen et al. (2002) that were conceptually relevant to love withdrawal, guilt induction, and shaming practices in a sample of 169 mothers of Chinese-American preschoolers. A multidimensional three-factor model and bi-factor model were specified based on our formulated operational definitions for the three dimensions of psychological control. Both models were found to be superior to the unidimensional model. In addition, results from the bi-factor model and an additional second-order factor model indicated that psychological control is essentially empirically isomorphic with guilt induction. Although love withdrawal and shaming factors were also fairly strong indicators of psychological control, each exhibited important additional unique variability and mutual distinctiveness. Implications for the conceptualization of love withdrawal, guilt induction, and shaming as well as directions for future studies are discussed.
Journal of Family Violence, 2020
The purpose of the study is to explore whether the association between types of parenting styles and bullying and victimization are similar across White American, U.S.-born Asian, and foreign-born Asian adolescents. Authoritative parenting, which is characterized as being supportive and showing acceptance, is positively related to psychological well-being among White American youth. However, due to different cultural norms in parenting style, Asian parents whose parenting style appears to be controlling and lacking in warmth might differentially affect their children's behavior and socialization in school. Sample was drawn from the 2009-2010 Health Behavior in School-Aged Children (HBSC) U.S. study. The most recent data were collected in the United States from 2009 to 2010. HBSC consisted of adolescents, aged 11, 13, and 15 years. The sample for the present study includes 1438 adolescents who identified as White American, U.S.-born Asian, or foreign-born Asian. Univariate analyses, bivariate analyses, and multiple linear regression analyses were conducted. The regression analysis was conducted separately for bullying victimization and perpetration across foreign-born Asians, U.S.-born Asians, and White Americans. Among foreign-born Asians, mother's non-involvement was positively associated with bullying victimization. Among U.S.-born Asians, father's non-involvement was found to be positively associated with bullying victimization, and authoritarian parenting was positively associated with perpetration. Among White Americans, both authoritative parenting and mother's non-involvement were positively related to bullying perpetration. This study highlights the importance of understanding the association between types of parenting styles and adolescent bullying and victimization.
Journal of Adolescence, 2012
Interrelations among cultural values, parenting practices, and adolescent aggression were examined using longitudinal data collected from Chinese adolescents and their mothers. Adolescents' overt and relational aggression were assessed using peer nominations at Time 1 (7th grade) and Time 2 (9th grade). Mothers reported endorsement of cultural values (collectivism and social harmony) and parenting practices (psychological control and inductive reasoning) at Time 1. While controlling for Time 1 adolescent aggression, maternal collectivism and social harmony indirectly and longitudinally linked to adolescent aggression through maternal parenting practices. Specifically, maternal collectivism was positively related to inductive reasoning, which, in turn, negatively related to adolescent overt aggression at Time 2. Similarly, maternal social harmony negatively related to psychological control that positively predicted later adolescent relational aggression. Results of the present study shed light on mechanisms through which culture may indirectly influence adolescent aggression. Ó
Aversive Parenting in China: Associations With Child Physical and Relational Aggression
Child Development, 2006
This study assessed the combined and differential contributions of Chinese mothers and fathers (in terms of spouse-reported physically coercive and psychologically controlling parenting) to the development of peer-reported physical and relational aggression in their preschool-age children (mean age of 5 years). Results of the two-group (boys and girls) latent sum and difference structural equation model showed that combined parenting effects were slightly more prevalent than differential effects in predicting aggression. Furthermore, physical coercion was predictive of aggression in boys whereas psychological control was primarily associated with aggression in girls. Findings extend our understanding of relational aggression and the meaning of aversive parenting, particularly within the Chinese cultural context.
Developmental Psychology, 2018
The goals of this study were to examine: (1) bidirectional associations between maternal parenting (physical punishment and guilt induction) and Chinese American preschool children’s psychosocial adjustment and (2) the role of maternal cultural orientation and child temperament in moderating parenting effects. Participants were Chinese American mothers and children (N = 163, Mage = 4.56, 51% boys). Mothers reported on their parenting practices at both Wave 1 (W1) and Wave 2 (W2), and their cultural orientations and children’s inhibitory control at W1. Teachers rated children’s prosocial, internalizing, and externalizing behaviors at both W1 and W2. A Bayesian approach to path analysis was utilized to investigate how parenting, child inhibitory control, and maternal cultural orientations work together to predict the development of children’s prosociality and psychosocial problems. Results showed that for Chinese immigrant mothers who were highly acculturated towards the American cult...
The goal of the study was to test the bidirectional associations between teacher-child relationship quality and behavior problems in an elementary school age sample of Chinese American immigrant children. A socioeconomically diverse sample (N = 258) of firstand secondgeneration Chinese American children (M ages = 7.4 and 9.2 years at Wave 1 and Wave 2, respectively; 48% girls) was recruited from schools and communities and followed for 1 to 2 years. Two waves of data on dimensions of teacher-child relationship quality (i.e., warmth, closeness, and conflict) and children's externalizing and internalizing problems were collected through parents', teachers', and children's report. Path analyses were conducted to test the bidirectional associations between teacher-child relationship quality and behavior problems, controlling for prior levels, child demographic characteristics, and teacher ethnicity. Transactional associations between teacher-child relationship quality and children's behavior problems were found for externalizing problems. That is, teacher-rated externalizing problems negatively predicted child-rated closeness, and teacher-rated conflict positively predicted parentrated externalizing problems. On the other hand, teacher-child relationship quality did not predict subsequent internalizing problems. However, parent-rated internalizing problems negatively predicted teacher-rated warmth, and teacher-rated internalizing problems negatively predicted teacher-rated conflict. Using a multiple informant approach and a diverse sample of Chinese American immigrant children, this study extends our knowledge of the reciprocal associations between teacher-child relationship quality and children's behavior problems. Based on the results of this study, the authors provide recommendations for educators and future research with this understudied population.
Journal of Family Psychology, 2009
Parental acceptance and control are the 2 dimensions of parenting that have been investigated most; however, little is known about their cross-cultural expressions. This longitudinal study examined acceptance, control, and R. Chao's indigenous Chinese notion of control-chiao shun (training)-in 35 immigrant Chinese American (CA) and 38 European American (EA) families. Data were collected when children were in preschool and kindergarten (T1); first and second grades (T2); and third and fourth grades (T3). Within couples, CA mothers and fathers reported similar levels of acceptance and control, whereas EA mothers and fathers did not. CA fathers' and mothers' and EA mothers' acceptance and control exerted a positive influence on their children's psychological adjustment. CA fathers' training negatively predicted their children's problem behaviors 4 years later.
Family conditions, parental acceptance, and social competence and aggression in Chinese children
Social Development, 1994
The purpose of the present study was to examine the relations among family ecological factors including parental educational and occupational status, family income and housing conditions, the quality of the marital relationship and social support, parental acceptance and rejection, and social competence in a sample of Chinese children. Four hundred and seventy-six primary school children in Shanghai, P.R. China, and their parents participated in the study. Children were administered a peer assessment measure of social behavior and a measure of their perceptions of parental behavior. Parents completed questionnaires concerning family background, parental acceptance and rejection, perceived social support, and marital conflict and satisfaction. Teachers completed a rating scale concerning children's behaviors in school Information on children's leadership was collected from the school administrative records. Results indicated that parental educational and occupational status was associated with family psychological conditions which, in turn, were predictive of parental acceptance. Family capital resources were negatively related to parental acceptance. Results also indicated that parental acceptance was associated positively with prosocial-competent behavior in children and negatively with aggressive behavior in children. Parental educational and occupational status was directly associated with children's competent behavior. Finally, it was found that family psychological resources were positively related to competent behavior and negatively related to aggression in children, through the mediation of parental acceptance and rejection. Family capital resources were indirectly and positively associated with child aggression through the mediation of parental acceptance and rejection.
Journal of Youth and Adolescence, 2008
Associations among neighborhood disadvantage, maternal acculturation, parenting and conduct problems were investigated in a sample of 444 Chinese American adolescents. Adolescents (54% female, 46% male) ranged from 12 to 15 years of age (mean age = 13.0 years). Multilevel modeling was employed to test the hypothesis that the association between maternal acculturation and adolescents' conduct problems could be explained by differences in mothers' reliance on monitoring and harsh discipline. In addition, guided by segmented assimilation theory, measures of neighborhood disadvantage were expected not only to be related to differences in parenting, but also to moderate the effects of maternal acculturation on parenting. Results indicated that increased maternal acculturation was related to higher levels of maternal monitoring and lower levels of harsh discipline, which, in turn, were related to lower levels of adolescents' conduct problems. Hierarchical linear modeling results revealed that neighborhood disadvantage was related to lower levels of maternal monitoring. However, neighborhood disadvantage did not moderate the link between maternal acculturation and parenting practices.