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Parenting young children could be stressful at times and parenting stress could have an impact on parenting styles and child behavior problems which could lead to difficulties in later life. Therefore, the relationship among these three factors is worthy of examination. In this study we aim to examine the direct relationship between parenting stress, parenting styles, and perceived child behavior problems; and to investigate a model that illustrates the mediating role of negative (authoritarian and permissive) parenting styles on the relationship between parenting stress and perceived child behavior problems in China. A total of 371 parents with preschool age children (3 to 7 years old) were recruited. The results showed higher level of parenting stress was associated with higher level of reported child behavior problems. Parenting stress was positively related to negative parenting styles, and negative parenting styles partially mediated the relationship between parenting stress and child behavior problems. Findings from this study suggested that reducing parenting stress, improving parenting behaviors such as parenting styles, and enhancing parent-child relationship through early support (e.g., parenting skills training) are of vital importance and mutual benefits to the parents, children, and family relationships at large.HighlightsThis study examines the relationships of parenting styles with parenting stress and child behavior problems in Chinese context.Parenting stress was positively associated with child behavior problems.Parenting stress was positively related to negative parenting styles.Negative parenting styles partially mediated the relationship between parenting stress and child behavior problems.

ObjectivesThe objective of the present meta-analysis was to integrate the available research on associations of parenting styles with self-esteem in children and adolescents.MethodsA systematic search in electronic databases (PSYCINFO, ERIC, Google Scholar, and PSYNDEX) and cross referencing identified 116 studies that were included in a random-effects meta-analysis.ResultsCross-sectional studies found small to moderate positive associations of authoritative parenting with self-esteem (r = 0.26; 95%-CI [0.24, 0.29]) while authoritarian (r = −0.18; 95%-CI [−0.21, −0.14]) and neglectful parenting (r = −0.18; 95%-CI [−0.23, −0.12]) were related to lower self-esteem in the offspring. A very small positive association of permissive parenting with self-esteem was observed in studies that defined permissiveness by low control and high warmth rather than only by low control (r = 0.07; 95%-CI [0.01, 0.12]). Cross-lagged analyses found evidence for child effects on change in authoritative (r = 0.13; 95%-CI [0.05, 0.21]) and neglectful parenting (r = −0.28; 95%-CI [−0.34, −0.22] but not on effects of parenting styles on change in self-esteem; however very few longitudinal studies were available. Few moderating effects of study characteristics were identified.ConclusionsWe conclude that correlations between parenting styles and child self-esteem cannot be interpreted as a pure effect of parenting styles and that more longitudinal research is urgently needed for testing potential bidirectional effects.

Previous research has found that parenting style influences academic resilience. Nonetheless, few studies have focused on the mechanism underlying the relationship between parenting style and academic resilience. This study aims to examine the relationship between adolescents' parenting style and academic resilience, drawing upon the framework of Social Cognitive Theory. Specifically, it wants to explore the mediating roles of self-efficacy and academic motivation in this relationship. The participants were 518 students chosen at random from educational institutions in the Chinese provinces of Zhejiang, Shanghai, and Jiangsu. Social Cognitive Theory was the theoretical foundation for the study, and the Parental Authority Questionnaire was used to measure parenting style. Out of the respondents, 55.5% were male and 45.5% female. The student allocation in the study sample was as follows: 62.34% undergraduate, 28.22% master’s, and 9.44% PhD. More than 60% of participants were over 25 years old. Moreover, the findings revealed that parenting style was directly and positively related to academic resilience. Parenting style was also found to be indirectly and positively related to academic resilience via self-efficacy and academic motivation, respectively, and sequentially. More crucially, it was discovered that the direct association was far lower than the indirect effects, with self-efficacy being the most effective. The study indicates a relationship between parenting style and academic resilience in adolescents, with self-efficacy and academic motivation acting as the main mediators. These findings emphasize the significance of these intermediary elements, implying that they play a larger role than the direct influence of parenting style alone.

Recent emergent research is seriously questioning whether parental strictness contributes to children’s psychosocial adjustment in all cultural contexts. We examined cross-generational differences in parental practices characterized by warmth and practices characterized by strictness, as well as the relationship between parenting styles (authoritative, indulgent, authoritarian, and neglectful) and psychosocial adjustment in adulthood. Parenting practices characterized by warmth (affection, reasoning, indifference, and detachment) and strictness (revoking privileges, verbal scolding, and physical punishment) were examined. Psychosocial adjustment was captured with multidimensional self-concept and well-being (life satisfaction and happiness). Participants were 871 individuals who were members of three generations of Spanish families: College students (G3), their parents (G2), and their grandparents (G1). Results showed two different cross-generational patterns in parenting practices, with an increased tendency toward parental warmth (parents use more affection and reasoning but less indifference across generations) and a decreased tendency toward parental strictness (parents use revoking privileges, verbal scolding, and physical punishment less across generations). Interestingly, despite cross-generational differences in parenting practices, a common pattern between parenting styles and psychosocial adjustment was found: indulgent parenting was related to equal or even better self-concept and well-being than authoritative parenting, whereas parenting characterized by non-warmth (authoritarian and neglectful) was related to poor scores.

Some children are more affected than others by their upbringing due to their increased sensitivity to the environment. More sensitive children are at heightened risk for the development of internalizing problems, particularly when experiencing unsupportive parenting. However, little is known about how the interplay between children’s sensitivity and parenting leads to higher levels of depressive symptoms. In the current study, we investigated the interaction between early parenting and children’s sensitivity on levels of depressive symptomatology in middle childhood, exploring the role of rumination as a possible mediator in a community sample. Participants included 196 USA resident families, from a middle class and mostly European–American background, and their healthy children, followed up from age 3 until 9 and 12 years. Environmental sensitivity was assessed observationally when children were 3 years old. Parenting style was based on parent-report at the age of 3 years. When children were nine, they completed questionnaires on rumination and depressive symptoms (repeated at 12 years). Analyses were run applying a Bayesian approach. Children’s sensitivity interacted with permissive parenting in predicting rumination at age 9. Rumination, in turn, was associated with depressive symptoms at age 9 and, to a lesser extent, at age 12. No relevant interactions emerged for authoritative and authoritarian parenting. Sensitive children may be at heightened risk for internalizing problems when exposed to a permissive parenting style. Permissive parenting was associated with increased ruminative coping strategies in sensitive children which, in turn, predicted higher levels of depression. Hence, rumination emerged as an important cognitive risk factor for the development of depressive symptoms in sensitive children.

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 Mage = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance.

Background The incidence of adolescents bullying in Indonesia has increased. The purpose of this study was to analyze the correlation of demographic characteristics, parental interactions and parenting style as the potential determinants of bullying behavior in adolescents. Method The research design used was cross-sectional. The study population consisted of adolescents in Indonesia who accessed the Google form, and adolescents who study at a junior high school and a vocational high school in Surabaya. The study sample totaled 705 adolescents based on consecutive sampling with a study period of 3 months. The independent variables were demographic characteristics, parental interactions and parenting style, while the dependent variable was bullying behavior. The data collection method used was a questionnaire filled in by the adolescents through a Google form and a questionnaire sheet. The statistical analysis used the chi-square test for the adolescent's characteristics and Spearman's rank correlation with α = 0.05. Results The results showed that the characteristics of the adolescents, namely age and place of residence, were related to bullying behavior. A permissive and authoritarian parenting style had a positive correlation with being a bullying perpetrator, while only permissive parenting style had a positive correlation with being a bullying victim. Conclusion Adolescents experience bullying behavior as both the perpetrators and victims. Adolescents living in rural areas are more likely to commit bullying as the perpetrators. A parenting style that is either too rigid or too free has a high risk of being a bullying behavior factor as the perpetrator. Parents are expected to apply an authoritative parenting style in order to prevent the risk of bullying in adolescents.

Internet use can be distinguished into different uses (e.g., leisure-related, learning-related), yet comprehensive studies on how different uses are associated with everyday parenting situations are still lacking. This study attempts to locate parental mediation within broader family contexts and simultaneously considers the relationships among general parenting style, media-specific parenting practices, and adolescents’ amount and types of Internet use. Building on survey data collected from 1284 middle school students in China (mean age = 13, SD = 0.79, 48.60% girls), the Latent Profile Analysis identified three child-perceived profiles of general parenting style: slight-engaged, supportive, and rejecting-controller. The subsequent regressions suggested that adolescents with supportive parents reported lower levels of time spent online as well as leisure-related use; more restrictive parental mediation was associated with reduced leisure-related use while more active mediation was associated with more learning-related use. Notably, associations between parental use of active mediation and youth’s amount of Internet use and leisure-related use varied based on parenting style profiles. Only for the supportive parenting profile, more use of active mediation was associated with decreased amount of Internet use as well as leisure-related use. These findings have implications on how parents can be more effective in guiding youth’s Internet use.

Punitive parenting style has been identified as a risk factor for the development of internalizing and externalizing problems in childhood. However, its effect might depend on child temperament and the combined use of punishment with other parenting forms such as warmth. This longitudinal study assessed whether three temperament traits (negative affectivity, positive affectivity, and effortful control), as well as parental warmth moderated the association between punishment and child internalizing and externalizing problems. Five-hundred and seventy-two children (mean age at wave 1: 8.47 years; 45% girls) and their parents participated in the two waves (8 month apart) of the study. Children completed measures of depression, somatization, rule breaking, aggressive behavior, and parenting styles. Parents completed measures assessing their children’s temperament traits (negative affectivity, positive affectivity, and effortful control) and problems. Punishment predicted an increase in all problems over time. Parental warmth predicted a decrease in depression and somatization. Positive affectivity predicted an increase of aggressive behavior. Negative affectivity moderated the predictive association between punishment and externalizing symptoms, with the detrimental effect of punishment being higher among children high in negative affectivity. In addition, the damaging role of punishment on depression was higher when both warmth and effortful control were high. In boys, punishment predicted higher depression when both warmth and negative affectivity were higher. Results suggest that punishment is uniquely associated with an increase in externalizing and internalizing problems, even though some interactions between temperament, warmth and punishment can exacerbate or diminish direct associations between punishment and children’s psychological symptoms.

ObjectivesAlthough studies support a direct association between parent and child emotion regulation, little work has considered potential mechanisms, such as family context. For example, parents who have difficulty regulating their emotions may be more likely to adopt an authoritarian parenting style, especially under high family chronic stress, and this parenting style may then influence children’s development of emotion regulation. The current study examined authoritarian parenting style as a potential mechanism of the intergenerational transmission of emotion regulation. We also examined how maternal emotion regulation and family chronic stress interact to influence parenting behaviors.MethodsA total of 218 mother-adolescent dyads (M age = 15.5 years, 55% female) were recruited from the community and assessed using a mix of self-report measures of emotion dysregulation and parenting style, and interview-based measures of family chronic stress.ResultsResults showed maternal emotion dysregulation predicted authoritarian parenting style that, in turn, predicted adolescent emotion dysregulation, with a significant indirect effect. Family chronic stress strengthened the association between maternal emotion dysregulation and authoritarian parenting style, such that the indirect effect of maternal emotion regulation on adolescent emotion regulation via authoritarian parenting style was stronger at high levels of chronic stress.ConclusionsResults suggest that authoritarian parenting style and family chronic stress serve as important factors in the intergenerational transmission of emotion regulation.