Parenting and the Prosocial Behaviors of Children Across Cultures

A large body of empirical work has shown the role that parenting plays in the development of prosocial behaviors of children. Parenting styles (e.g., democratic versus authoritarian) and parenting practices (e.g., inductive discipline versus guilt-shame induction) in particular have been empirically linked to prosocial behaviors as well as numerous other well-being indicators in children. What is less understood is the role that culture and cultural context might play in the parenting-prosocial nexus. This chapter explores the contributions of culture comparative and in-depth cultural studies of parenting and children’s prosocial behaviors. These studies extend the range of variability of parenting dimensions and contexts as they relate to children’s prosocial outcomes – providing a means of testing the generalizability of theory in a wider range of settings, as well as in identifying facets of parenting and family life that may otherwise be neglected in current scholarship. Collectively, studies support traditional socialization theories and show how numerous parenting dimensions are linked to prosocial outcomes in children in several cultural communities. Nonetheless, emerging research suggests culturally embedded processes that impact upon the parenting and prosocial link - meriting closer attention for future scholarship.

The Socialization of Children’s Moral Understanding in the Context of Everyday Discourse

Conversations with parents are one important way in which moral and behavioral standards get communicated to children. This chapter explores how the content and style of parent-child discourse might influence children’s socialization and moral development. Although researchers have emphasized the importance of discourse in the context of inductive discipline, there has been little empirical work on how the content of that discourse might influence children’s perception and appropriation of the discipline message. Thus, we speculate on the types of discourse that might be important for promoting children’s moral internalization in the context of discipline. More work has been done on parent-child discourse in other contexts, including on children’s reminiscing, parent-child conflict, and the discussion of hypothetical and real world conflicts. We review this work and highlight the importance of examining the interplay between content and style of discourse in predicting moral development.

Parenting Practices as Risk or Preventive Factors for Adolescent Involvement in Cyberbullying: Contribution of Children and Parent Gender

Literature points out the role of parenting on adolescent cyberbullying involvement. However, it is necessary to clarify how gender affects this relationship. The aim of this study has been to examine the relation between the adolescents’ perception about parenting practices, and their involvement in cyberbullying, bearing in mind both girls’ and boys’ gender and progenitors’ gender. The sample comprised 2060 Spanish secondary school students (47.9% girls; Mage = 14.34). Two-way ANOVA and binary logistic regression analyses were carried out. An effect of the interaction between sex and cyberbullying roles in maternal affection and communication, inductive discipline, and psychological control, as well as paternal promotion of autonomy and psychological control, was found. In general, it can be observed that the more negative results were found in cyber-aggressors, especially when this role is assumed by girls. The results of logistic regression analysis suggest that parenting practices explain better cyberbullying involvement in girls compared to boys, finding some important differences between both sexes regarding protective and risk factors. These findings highlight the importance of parenting practices to explain cyberbullying involvement, which supports the necessity of including family among the addresses of intervention programs.

PENGARUH PENCEGAHAN TERHADAP PERKEMBANGAN MORAL ANAK-ANAK

<p>Abstract: THE INFLUENCE OF PREVENTION TO THE CHILDREN’S MORAL<br />DEVELOPMENT. Moral development can be divided into three categories:<br />moral emotions, moral behavior, moral understanding and reasoning.<br />Parents have the ability to stimulate moral development through their<br />methods of discipline and consistency through compassion. Research shows<br />that using inductive discipline helps the child in internalizing the model of<br />moral behavior. Inductive discipline is a form of correcting behavior by<br />explaining the consequences of breaking the rules and showing affection<br />for children. Research involves parents by using survey methods with<br />brochure media at parenting parenting (PPO). The purpose of this study is<br />to promote and promote awareness of the effects of child molestation on<br />moral development. The results of this study proved successful in<br />presenting and informing about the influence of parents on moral<br />development in children and tips that can be used in everyday life to<br />improve the positive moral development of children.</p><p>Perkembangan moral dapat dibagi menjadi tiga kategori:<br />emosi moral, perilaku moral, pemahaman moral dan penalaran. Orang<br />tua memiliki kemampuan untuk menstimulasi perkembangan moral melalui metode disiplin dan konsistensi mereka melalui kasih sayang. Penelitian menunjukkan bahwa menggunakan disiplin induktif membantu anak dalam menginternalisasi model perilaku moral. Disiplin induktif adalah bentuk mengoreksi perilaku dengan menjelaskan konsekuensi dari melanggar peraturan dan menunjukan kasih sayang terhadap anak. Penelitian melibatkan orang tua dengan menggunakan metode survei dengan media brosur pada pertemuan parenting orang tua (PPO). Tujuan dari penelitian ini adalah untuk meningkatkan dan mempromosikan kesadaran akan efek dari penganiayaan anak pada perkembangan moral. Hasil penelitian ini terbukti berhasil dalam menyajikan dan menginformasikan tentang pengaruh orang tua pada perkembangan moral pada anak dan tips yang dapat digunakan dalam kehidupan sehari-hari untuk meningkatkan perkembangan moral positif anak.</p>

PRÁCTICAS EDUCATIVAS DE LOS PADRES Y PROBLEMAS DE AJUSTE EN ESTUDIANTES UNIVERSITARIOS

PARENT EDUCATIONAL PRACTICES AND ADJUSTMENT PROBLEMS IN UNIVERSITY STUDENTSThis study aims to analyze the relationships between affection / rejection and the types of discipline that show both the father and the mother and the internalizing and externalizing problems reported by university students. The Escala de Afecto «EA» and the Escala de Normas y Exigencias «ENE» (Fuentes, Motrico and Bersabé, 1999; Bersabé, Fuentes and Motrico, 2001) were applied in their version for children (EAInternational H and ENE-H). We also use the Youth Self-Report (Achenbach, 1991) by the proposal of Ivanova et al. (2007), who group the items into eight síndromes. Five of these eight categories are grouped into two dimensions: internalizing problems (anxious / depressed, introverted / depressed and somatic complaints) and externalizing problems (delinquent behavior and aggressive behavior). The results indicate that both affection and the inductive discipline of parents are positive practices that correlate negatively with some of the problems analyzed. On the contrary, negative practices, such as rejection and rigid discipline of both father and mother, are positively related to most of the problems analyzed.Key words: educational practices, adjustment problems, college studentsResumen.Este estudio tiene como objetivo analizar las relaciones entre el afecto/rechazo y los tipos de disciplina que muestran tanto el padre como la madre y los problemas internalizantes y externalizantes que informan los estudiantes universitarios. Se aplicaron la Escala de Afecto «EA» y la Escala de Normas y Exigencias «ENE» (Fuentes, Motrico y Bersabé, 1999; Bersabé, Fuentes y Motrico, 2001) en su versión para hijos (EA-H y ENEH), así como el Youth Self- Report (Achenbach (1991) mediante la propuesta de Ivanova et al., (2007) quienes agrupan los ítems en ocho síndromes. Cinco de estas ocho categorías se agrupan en dos dimensiones más amplias: problemas internalizantes (ansioso/depresivo, introvertido/depresivo y quejas somáticas) y problemas externalizantes (infringir las normas y conducta agresiva). Los resultados indican que tanto el afecto como la disciplina inductiva de los padres constituyen prácticas positivas que correlacionan negativamente con algunos de los problemas analizados. Por el contrario, las prácticas negativas, tales como el rechazo y la disciplina rígida tanto del padre como de la madre, se relacionan positivamente con la mayoría de los problemas analizados.Palabras clave: prácticas educativas, problemas de ajuste, alumnos universitarios

Empathy and sympathy as mediators between parental inductive discipline and prosocial behavior in Colombian families

The objective of this study was to evaluate the mediation of adolescent empathy and sympathy between parental inductive discipline and adolescent prosocial behavior, as well as to understand whether there are differences between male and female adolescents regarding moral emotions and prosocial behavior and differences between fathers and mothers regarding inductive discipline. The study enrolled 717 participants: 239 fathers, 239 mothers, and one adolescent child of each paired mother and father. Two models of mediation were undertaken, one for empathy and another for sympathy, both resulted statistically significant. Significant differences were also found between male and female adolescents in empathy but not in sympathy or prosocial behavior; specifically, female adolescents tended to be more empathetic than male adolescents. We suggest future studies focus on prosocial behavior associated with parental socioeconomic and educational levels.

Effects of early maternal distress and parenting on the development of children's self-regulation and externalizing behavior

Emotional distress experienced by mothers increases young children's risk of externalizing problems through suboptimal parenting and child self-regulation. An integrative structural equation model tested hypotheses that mothers’ parenting (i.e., low levels of inductive discipline and maternal warmth) would mediate adverse effects of early maternal distress on child effortful control, which in turn would mediate effects of maternal parenting on child externalizing behavior. This longitudinal study spanning ages 3, 6, and 10 included 241 children, mothers, and a subset of teachers. The hypothesized model was partially supported. Elevated maternal distress was associated with less inductive discipline and maternal warmth, which in turn were associated with less effortful control at age 3 but not at age 6. Inductive discipline and maternal warmth mediated adverse effects of maternal distress on children's effortful control. Less effortful control at ages 3 and 6 predicted smaller relative decreases in externalizing behavior at 6 and 10, respectively. Effortful control mediated effects of inductive discipline, but not maternal warmth, on externalizing behavior. Findings suggest elevated maternal distress increases children's risk of externalizing problems by compromising early parenting and child self-regulation.