心理学
发展心理学
威权主义
父母教养方式
社会能力
允许的
提名
侵略
养育子女
能力(人力资源)
学业成绩
社会心理学
社会变革
政治
政治学
法学
民主
生物
经济
遗传学
经济增长
作者
Xinyin Chen,Qi Dong,Hong Jun Zhou
标识
DOI:10.1080/016502597384703
摘要
The purpose of the study was to examine the relations between authoritative and authoritarian parenting styles and social and school adjustment in Chinese children. A sample of second grade children, aged eight years, and their parents in Beijing, People’s Republic of China, participated in this study. The children were group administered a peer assessment measure of social behaviour and a sociometric nomination measure. Teachers completed a rating scale on school-related social competence and problems for each child. Data concerning child-rearing practices were obtained from parents. In addition, information on children’s academic and social competence was obtained from school records. It was found that authoritarian parenting was associated positively with aggression and negatively with peer acceptance, sociability-competence, distinguished studentship and school academic achievement. In contrast, parental authoritative style was associated positively with indices of social and school adjustment and negatively with adjustment problems. The results indicated that, inconsistent with the argument in the literature (e.g. Steinberg, Dornbusch, & Brown, 1992), authoritative and authoritarian parenting practices were relevant to social and academic performance in Chinese children.
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