Quantile regression analysis of the association between parental rearing and interpersonal sensitivity in Chinese adolescents

Background Parental rearing is well documented as an important influencing factor of interpersonal sensitivity (IS). However, little research has focused on the extent by which various aspects of parental rearing in fluence IS. This study aimed to analyze the effects of parental rearing on IS, using quantile regression. We analyzed the extent of the influence of parental rearing on IS by quantile regression to provide definitive evidence on the family education of adolescents with IS problems. Methods The multiple cross-sectional studies were conducted among 3345 adolescents from Harbin, China, in 1999, 2006, 2009 and 2016. Furthermore, a multistage sampling method (stratified random cluster) was used to select participants. IS was assessed using a subscale of the Symptom Checklist-90-Revision. Perceived parental rearing was assessed using the Egna Minnen av. Barndoms Uppfostran. The ordinary least squares (OLS) linear regression was used to determine the average effect of parental rearing on IS. The quantile regression was conducted to examine the established associations and to further explain the association. Results Paternal emotional warmth was found to be associated with IS across the quantile, especially after the 0.6 quantiles; however, this association was not found for maternal emotional warmth. Paternal punishment was associated with IS at the 0.22–0.27 and 0.60 quantile; however, maternal punishment had no significant effect on IS. QR method found that paternal overinvolvement was associated with IS at the 0.48–0.65 quantiles, but paternal overprotection was associated with IS across the quantile; however, maternal overinvolvement and overprotection was positively correlated with IS at the 0.07–0.95 quantiles. The correlation between paternal rejection and IS was found at the 0.40–0.75 and > 0.90 quantiles; maternal rejection was associated with IS within the 0.05–0.92 quantiles. Conclusions Parental rearing practices predict different magnitudes of IS at varying levels. This study provides suggestions for parents to assess purposefully and systematically, intervene, and ameliorate adolescent IS problems. We also highlight the role of paternal rearing in children’s IS problems, providing new ideas for family education.

The Influence of Parental Rejection Style on Children’s Depression: The Moderating Role of Teacher Support

The purpose of this study was to explore the relationship between parental rejection and childhood depression and the moderating role of teacher support in this relationship. EMBU-C, CES-D10, PSSS and other tools were used to measure parental rearing style, children’s depression mood and perceptive teacher support. The results showed that parental rejection style was positively correlated with children’s depression, and teacher support was negatively correlated with children’s depression. Teacher support acted as a buffer effect between parental rejection and children’s depression.

Parental Rearing Patterns and Interpersonal Skills in Deaf Chinese College Students: The Mediating Role of Theory of Mind

This study examined the associations between parental rearing patterns and interpersonal skills via the mediation of Theory of Mind (ToM) in a sample of 369 deaf Chinese college students. The results showed that negative parental rearing patterns were directly and negatively associated with interpersonal skills, and positive parental rearing patterns were directly and positively associated with interpersonal skills. There were also indirectly associated with interpersonal skills via ToM. We also considered whether the mediation of ToM was different for male participants and female participants. The indirect associations between parental rearing patterns and interpersonal skills via ToM existed for female participants, but not for male participants. These results indicated that deaf college students’ perceived parental rearing patterns are associated with their interpersonal skills, and parents of deaf children should incorporate ToM in their everyday rearing patterns to improve their children’s interpersonal skills, especially for girls.