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Introduction: The popularization and widespread use of smartphones and other electronic devices have led to the occurrence of "parents phubbing", which may have a negative impact on child-parent relationship and preschoolers' prosocial behavior. Methods: To clarify this process, a questionnaire survey was conducted with 3,834 parents from 20 kindergartens in Zhuhai, China. This study examined the relationship between between parents phubbing, closeness child-parent relationship, authoritative parenting style and children's prosocial behavior. Results: According to the study, we found a significant negative correlation between parents phubbing and preschoolers' prosocial behavior. Closeness child-parent relationship mediated between parents phubbing and preschoolers' prosocial behavior through mediation effects analysis. In other words, parent phubbing was negatively associated with closeness child-parent relationship, which in turn predicted less child prosocial behavior. In addition, authoritative parenting styles have a moderating effect. As the level of authoritative parenting style increases, the negative impact of parent phubbing on the prosocial behavior of preschool children is attenuated. Discussion: This study contributes to the understanding of the relationship between parents phubbing and prosocial behaviors of preschool children, as well as the internal mechanisms at work. Practically, the study suggests that parents should reduce the incidence of phubbing in their contact with their children and, at the same time, work to improve the child-parent relationship and promote the development of prosocial behaviors in children.

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Introduction: This study aimed to analyze how authoritative parenting affects behavioral problems among primary, junior high, and secondary high school students. Today, parental educational anxiety and parent-child relationship conflicts are common in China and are resulting in a high incidence of child behavioral problems. High-quality family education is becoming increasingly important in China. This study sought to provide a reference for developing responsive family education services. Methods: A total of 10,441 parents in Hubei Province, including urban and rural areas, were evaluated using the Parents' Education Anxiety Questionnaire, Parental Authority Parenting Questionnaire, Parent-Child Relationship Scale, and Self-Made Behavior Problem Scale to determine the internal mechanisms of child behavioral problems in the family system. To make the sample more representative, this study collected data from primary and secondary schools representative of the southeast, northwest, and center of Hubei Province; further, the number of parents involved in each school was controlled at approximately 300 to ensure that the final sample had analytical value. Results: Educational anxiety directly affected children's behavioral problems and indirectly affected them through the conflicts between parent and child. This conflict partially mediated educational anxiety and child behavioral problems, and authoritative parenting played a significant regulatory role in this relationship. Discussion: Higher levels of educational anxiety among parents increased the likelihood of a depressed family environment. This can lead to deteriorating parent-child relationships, which can result in children's problem behaviors. Parents can address these problems by changing their approach to education and adjusting their emotions accordingly.

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Drawing on ecosystem theory, which is based on the interaction of family environment, individual characteristics, and social adaptation, this study aimed to examine the effects of parenting style on emotion management skills and the mediating roles of self-control and peer interactions among Chinese children aged 3-6 years. Some studies have investigated the relationship between parenting style and emotion management skills. However, research on the underlying mechanisms is still deficient. A sample of 2,303 Chinese children completed the PSDQ-Short Version, the Self-Control Teacher Rating Questionnaire, the Peer Interaction Skills Scale, and the Emotion Management Skills Questionnaire. The results show that: (1) Authoritarian parenting style negatively predicted children's emotion management skills, self-control, and peer interactions; (2) Authoritative parenting style positively predicted children's emotion management skills, self-control, and peer interactions; (3) Structural equation models indicated that self-control and peer interactions partially mediated the effects of authoritarian and authoritative parenting styles. The parenting style of Chinese children aged 3-6 years is related to emotion management skills, and self-control and peer interactions have chain mediating effects between parenting style and children's emotion management skills. These results provide further guidance for the prevention and intervention of emotional and mental health problems in children.

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Introduction: How parents encourage and engage young children to learn science and solve scientific problems remains an understudied issue. Parenting styles have been widely studied and found to be associated with children's various developmental outcomes. However, there is a dearth of research linking parenting styles to early science skills which build from both cognitive and social abilities. This cross-sectional study intended to pilot test a mediation model of parental involvement in the relationship between parenting styles and children's science problem-solving skills. Methods: A total of 226 children (M = 62.10 months, SD = 4.14, 108 girls) and their parents was recruited from five kindergartens in Fuzhou in China by adopting stratified random sampling. All parents completed the Demographics Questionnaire, the Parenting Style and Dimension Questionnaire, and the Chinese Early Parental Involvement Scale. Each child was tested with the Picture Problem Solving Task. Pearson's correlation analysis and intermediary effect analysis were conducted using IBM SPSS 25 in data analysis. Results and discussion: Parental involvement had a significant mediating effect in the bidirectional associations between parenting styles and children's science problem-solving skills. The findings suggested that children with higher science problem-solving skills were likely to be raised by parents who were employing a flexible (i.e., authoritative) parenting style and had more involvement in children's formal and informal learning environments, while children's higher levels of science problem-solving skills predicted a higher level of parental involvement and a more flexible parenting style.

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The correlation between parenting style and child cognitive development has been widely documented in Western societies. There has been far less research, however, in non-Western societies and none at all in rural China. This study aimed to investigate the association between parenting style and child cognitive development in rural China. Participants were 1272 preschool-aged children and their primary caregivers. Children were 49 to 65 months old (51% male), and all were ethnically Han. Primary caregivers reported their parenting style, and children were assessed on their cognitive skills. Two alternative approaches (two dimensions and four categories) were used to examine the correlation between parenting style and child cognitive development. The results show a positive correlation between an authoritative parenting style and child cognitive development and show a negative correlation between an authoritarian parenting style and development. When the mother is the primary caregiver, more educated, or from a wealthier family, she is more likely to use an authoritative parenting style and less likely to use an authoritarian one. In addition, the authoritative style has a stronger correlation with the cognitive developmental outcomes of girls than of boys. The findings encourage researchers to conduct future work on how to implement parenting training interventions that are able to ascertain whether parents in rural China can be taught to adopt an authoritative parenting style. Future research should also seek to identify whether an authoritative parenting style produces (in a causal manner) any significant long-term benefits to the cognitive development of children in rural China.

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Relaciones Padres-Hijo , Responsabilidad Parental , Niño , Preescolar , China , Cognición , Femenino , Humanos , Masculino , Responsabilidad Parental/psicología , Padres/psicología

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OBJECTIVE: To investigate the association between perceived primary parenting styles and attachment styles between single-parent children and children living with both parents. METHODS: The correlational study was conducted at the Lahore Garrison University, Lahore, Pakistan, from September 2017 to March 2018, and comprised an equal number of children from single-parent families and those living with both the parents. Data was collected using the parental authority questionnaire and the Urdu version of the inventory of parental and peer attachment. Data was analysed using SPSS 21. RESULTS: Of the 200 children, 100(50%) were in each of the two groups, and both the groups had 50(50%) girls and boys each. The overall mean age of the sample was 14.56±3.03 years (range: 11-18 years). There was a significant negative correlation between permissive parenting styles with mother's communication (p<0.05); authoritarian parenting style had negative correlation with parental communication and trust(p<0.001). Authoritative parenting had significant positive relationship with trust (p<0.001), and communication with parents (p<0.001), and there was negative relationship between authoritative parenting with feeling alienated from parents (p<0.01). Single-parent children perceived their parents as authoritarian (p<0.001) and had more alienated attachment with parents (p<0.001), whereas children living with both the parents had more trust (p<0.001) and had better communication with their parents (p<0.001). CONCLUSIONS: It is important to understand the role of parents and different parenting styles in building up strong parentchild attachment.

Asunto(s)

Responsabilidad Parental , Padres , Adolescente , Niño , Femenino , Humanos , Masculino , Pakistán , Relaciones Padres-Hijo , Tolerancia , Encuestas y Cuestionarios

RESUMEN

In the last decades, consensus from laymen, scholars, and policy-makers has emphasized the role of child-parent relationships to promote child's development and positive well-being. Parenting style was claimed as one of the crucial factors for the child's positive adjustment. The main aim of the present study was to investigate the relationships between authoritative and authoritarian parenting styles and child's difficulties. The mediational role of parent's perception of a difficult child on the above mentioned relation was taken into account. The study was carried out on a sample of 459 couples including mothers (n = 459) and fathers (n = 459) of children aged 2 to 10 years old who filled in the Parenting Styles & Dimensions Questionnaire short version, the Strengths and Difficulties Questionnaire, and the Parenting Stress Index-short form. Main findings indicated that authoritative style was associated with less child's maladjustment, while the authoritarian one showed the opposite association. These relationships were partially mediated by the perception of a difficult child, which partially explained the link between parenting style and child's problems. Above and beyond the role of parent's perception as a difficult child, parenting styles had an important effect on child's difficulties. Future studies should replicate these results with other samples, use the spouse version of the parenting styles, control the effect of socio-economic status and other variables related to family functioning, as well as to consider the child's perception regarding parents' parenting style.