Constructive and Destructive Marital Conflict,Parenting, and Children's School and Social Adjustment

This study addresses the links between destructive and constructive marital conflict and mothers' and fathers' parenting to understand associations with children's social and school adjustment. Multi‐method, longitudinal assessments of 235 mothers, fathers, and children (129 girls) were collected across kindergarten, first, and second grades (ages 5–7 at time 1; ages 7–9 at time 3). Whereas constructive marital conflict was related to both mothers' and fathers' warm parenting, destructive marital conflict was only linked to fathers' use of inconsistent discipline. In turn, both mothers' and fathers' use of psychological control was related to children's school adjustment, and mothers' warmth was related to children's social adjustment. Reciprocal links between constructs were also explored, supporting associations between destructive marital conflict and mothers' and fathers' inconsistent discipline. The merit of examining marital conflict and parenting as multidimensional constructs is discussed in relation to understanding the processes and pathways within families that affect children's functioning.     

Divorced mothers' self‐perception of their divorce‐related communication with their children

This is a qualitative study of divorce‐related communication between mothers and children, as recounted by 20 Jewish Israeli mothers. We adopt the communication privacy management theory, focusing on mothers' subjective experiences of communication, their management of dialectic tension between concealment and disclosure – namely, not only what mothers choose to disclose to and hide from their children, but also the feelings, concerns and perceptions that drove their communication. The mothers' reports convey the challenges and dilemmas they faced when communicating with their children about their divorce and its repercussions; the main one being their obligation to maintain a good father image and their wish to preserve a strong maternal figure. The ‘child's well‐being’ was the dominant criterion in the mothers' decision to reveal or conceal divorce‐related information. Clinical suggestions are made.     

European‐American and African‐American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social‐emotional Competence

The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social‐emotional competence are similar or different for European‐American and African‐American families. Two hundred mothers (137 European‐American, 63 African‐American) reported on their responses to their five‐year‐old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem‐focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European‐American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African‐American children. The findings highlight the need to examine parental socialization practices from a culturally specific lens.     

The Cost of Being Mother's Ideal Child: The Role of Internalization in the Development of Perfectionism and Depression

The study investigated how children's willingness to internalize mothers' values affected the associations between mothers' performance goals for their children and the development of children's perfectionism and depression. The participants were 59 Hong Kong fifth graders and their mothers. The results showed that internalization, as a child factor, moderated the association between mothers' performance goals for their children and children's self‐oriented perfectionism, but not socially prescribed perfectionism. Children's internalization also moderated the association between mothers' performance goals for their children and children's depression. Among the children who were more willing to internalize their mothers' values, their mothers' performance goals for them were correlated positively with their self‐oriented perfectionism, but negatively with their depression. Paradoxically, internalization appeared to be a risk and also a protective factor in the psychological well‐being of children.     

Mothers' and Children's Positive Emotion: Relations and Trajectories across Four Years

The goals of this study were to examine the relations between and trajectories of mothers' and children's social positive expressivity (PE). Mothers' and children's PE were observed annually for four years beginning when children were approximately 18 months old (N = 247; 110 girls). Based on correlations, there was evidence of rank‐order stability in children's and mothers' PE. Based on growth curve analyses, mothers' and children's PE followed curvilinear trajectories; thus, mean‐level instability was found. Children's PE during a free‐play interaction with their mothers increased then decreased slightly whereas mothers' affect during the same task decreased then stabilized. Children's PE during a joy‐inducing situation (i.e., bubbles) with an experimenter slightly decreased and then increased. In panel models, there was no evidence of prediction over time across children's and mothers' PE when taking stability into account. These unique trajectories and relations provide insight into the developmental pattern of young children's and their mothers' PE elicited within social contexts.     

What children want to know about in‐ and out‐groups,and how knowledge affects their intergroup attitudes

One of the key factors contributing to the development of negative attitudes toward out‐groups is lack of knowledge about them. The present study investigated what type of information 3‐ to 4‐ and 5‐ to 6‐ year‐old Jewish Israeli children (N = 82) are interested in acquiring about unfamiliar in‐ and out‐group individuals, and how providing children with the requested information affects their intergroup attitudes. Children were shown pictures of individuals from three groups—an in‐group (“Jews”), a “conflict” out‐group (“Arabs”), and a “neutral” out‐group (“Scots”)—and were asked what they would like to know about them. The experimenter responded by either answering all of children's questions, half of the questions, or none. Children's attitudes toward the groups were also assessed. It was found that children asked the most questions in regard to conflict out‐group individuals. Moreover, the older age group asked more questions regarding the psychological characteristics, and fewer questions regarding the social identity, of the conflict out‐group than of the other two groups. Finally, full provision of information improved attitudes toward the groups, especially among 3‐ to 4‐year olds, and especially regarding the conflict out‐group. These findings have implications for understanding the sources of intergroup biases, and for developing interventions to reduce them.     

How socialization goals and peer social climate predict young children's concern for others: Evidence for a development shift between 2 and 4 years of age

Children's concern for others is shaped through socialization, but current theories make different predictions as to how and when in development this socializing occurs. Here we found that mothers' prosocial socialization goals (SGs) predicted concern for others in 2‐year‐old (n = 804) and 4‐year‐old (n = 714) children. In contrast, preschool teachers' SGs predicted concern for others only for 4‐year‐old children. In addition, a positive social climate among classroom peers predicted 4‐year‐olds' prosociality. These results suggest that the nuclear family environment impacts toddlers' concern for others before the broader social environment shapes their prosociality at preschool age.     

Mothers' postdivorce earnings in the context of welfare policy change

We examined in this study the implications of divorce for mothers' earnings, comparing the 1990s and the 2000s, and illuminating developments in welfare policy for single‐parent families over those two decades. After the welfare reform of 2003, the economic autonomy of single mothers, established through a combination of welfare state‐based benefits and paid labour, was delegitimised, with a turn toward the marketplace. Using a unique data set created for this research by merging Israeli census files for 1995–2008, annual administrative employment records from the National Insurance Institute and the Tax Authority, and data from the Civil Registry of Divorce, we found that most mothers tended to increase their income from paid labor following divorce. However, they did so significantly more prior to the welfare cuts than after the cuts. The results can inform policy discussions about how mothers' postdivorce earnings might be affected by welfare policy shifts.     

Non‐abusing mothers' support needs after child sexual abuse disclosure: A narrative review

The role of maternal support has been perceived as vital throughout the recovery process of sexually abused children. However, it is important to look at the concept “support” from the perspective of non‐abusing mothers' personal needs. This narrative review of the literature aimed to find out how non‐abusing mothers' need for support in their responses to disclosure of child sexual abuse has been recognized. A comprehensive search on Jyväskylä University Library interface yielded 12 academic articles based on empirical research. These articles were selected from those considered to have sufficiently investigated support for non‐abusing mothers and included a mixture of qualitative, quantitative, and mixed‐method research. The data consisted of peer‐reviewed online articles published in English between 2000 and 2017. Four themes emerged from the thematic analysis: improving the quality of the whole social support network for non‐abusing mothers; being blamed, maternal guilt, and shame; anger; and coping strategies. The findings show that the support needs of non‐abusing mothers are usually explained based on their interaction with sexually abused children. However, it is necessary to listen to women's needs independently of their mothering role. If these mothers are better understood, not only they, but also their children, could be empowered.     

Political and Civic Participation Among Disadvantaged Urban Mothers: The Role of Neighborhood Poverty*

Objective. This article explores the relationship between neighborhood economic conditions and mothers' political and civic participation, examining whether this relationship is conditioned on mothers' individual characteristics. Methods. Using data from the Fragile Families and Child Well‐Being Study, it tests specifically whether neighborhood poverty influences mothers' voting and voluntary behavior differently depending on their income, education, race/ethnicity, and relationship status. Results. The results suggest that the relationship between neighborhood poverty and voting behavior depends on mothers' education level and relationship status, whereas the relationship between neighborhood poverty and mothers' volunteer work varies by race and relationship status. Conclusions. The results are in accordance with what some qualitative research has long suggested: that the relationship between neighborhood conditions and individual outcomes varies from person to person and group to group. Future research on “neighborhood effects” should continue to move beyond homogeneous explanations for how neighborhoods influence behavior and instead seek to determine the specific conditions under which neighborhoods exert influence on individual outcomes.     

Maternal disclosure and adolescent prosocial behavior: The mediating roles of adolescent disclosure and coping

In this study, we considered the impact of mothers' willingness to disclose about distressing events and rule transgressions on their adolescent children's willingness to disclose about similar events, as well as adolescents' ability to cope and to show concern for others. Mothers and their 12‐ to 14‐year‐old children (N = 125) were asked to say how likely they would be to talk about moderately distressing concerns as well as minor rule transgressions. Adolescent positive coping skills were also assessed. Teachers (N = 92) rated the adolescents' prosocial behaviors in the classroom. Adolescents' disclosure about distressing events and positive coping mediated the relation between maternal disclosure about distressing events and adolescent prosocial behavior. Further, maternal disclosure alone about both distressing events and rule transgressions was related to adolescent prosocial behavior through positive coping. These results suggest that mothers' willingness to talk about their own negative experiences can help children cope better and, ultimately, to show greater empathy and concern for others.     

Culture,parenting, and language: Respeto in Latine mother–child interactions

The cultural value of respeto (respect) is central to Latine parenting. Yet, how respeto manifests in the interactions of Latine parents and their young children remains unexamined. Low‐income Mexican immigrant Spanish‐speaking mothers and their 2.5‐year‐old toddlers (N = 128) were video‐recorded during play (M_age = 30.2 months, SD = 0.52), and two culturally informed items of respeto were coded: parent calm authority and child affiliative obedience. Respeto related to standard ratings of mother and child interactions (e.g., maternal sensitivity and child engagement) but also captured unique features of parent–child interactions. Respeto related to mothers' and toddlers' language production and discourse during the interaction, and explained unique variance in language variables above standard ratings of mother–child interaction. This is the first effort to document a culturally salient aspect of dyadic interaction in Mexican immigrant mothers and young children and to show that respeto relates to language use during mother–child interactions.     

Middle Childhood Feelings Toward Mothers: Predictions From Maternal Directiveness at the Age of Two and Respect for Autonomy Currently

The goals of this study were to examine (1) stability of maternal directiveness during interactions with their children from toddlerhood to late middle childhood, (2) direct and mediated relations between mothers' directiveness when children were two years old, mothers' respect for autonomy and children's positivity and negativity toward their mothers when children were in late middle childhood, and (3) differences in these paths by ethnoracial group. Participants included 876 European‐American, 789 African‐American, and 411 Mexican‐American mothers and their children from the Early Head Start Research and Evaluation Project. Maternal respect for autonomy at Time 2 partially mediated an association between Time 1 directiveness and observed child positivity toward mothers at Time 2. There was also a direct inverse link between Time 1 maternal directiveness and children's observed positivity toward mothers at Time 2. Relations were similar across ethnoracial groups and for boys and girls. The discussion focuses on heterotypic stability in directive parenting and its implications for children's feelings toward their mothers.     

‘Would Others Think It Is Okay to Express My Feelings?’ Regulation of Anger,Sadness and Physical Pain in Gujarati Children in India

Despite the recognition of cultural influences on emotional development, very little is known regarding emotion regulation in children from different cultures. This study examined beliefs regarding social acceptability and regulatory behaviors in 80 children (aged five to six years and eight to nine years) from two urban communities (suburban and old city) in Gujarat, India. The children's explicit reasons and their preferred methods of expression and control were also investigated. The results revealed that the children considered others to be less accepting of their expressions of anger and sadness and, in turn, they reported controlling their anger and sadness more than their physical pain. The remarkable congruence between children's beliefs regarding acceptability and reported behaviors was consistent with the notion that cognitions that focus on evaluations of others are particularly salient in guiding socioemotional behavior in a collectivist culture like India. Within‐culture differences were also imperative, indicating that the children in the old city considered others to be less accepting of all of their expressions, and reported controlling these expressions more than the children in the suburban community. These differences are discussed in the context of variations in broader cultural values (i.e., the extent of collectivist orientation and adherence to Hindu ideology) in the two communities.     

Reminiscing Style During Conversations About Emotion‐laden Events and Effects of Attachment Security Among Italian Mother–Child Dyads

Previous research has established that mothers' and children's elaborative/evaluative styles during conversations about emotion‐laden events are associated with a range of social‐cognitive accomplishments, and this has prompted researchers to identify factors that predict stylistic differences in conversation styles. The study explored whether patterns and variations in reminiscing styles reported in other cultures would be observed in an Italian sample (N = 40 dyads). Attachment security, assessed using the Adult Attachment Interview for mothers and the Q‐Sort for children, were tested as possible sources of variation in conversation style. The two reminiscing styles identified through a clustering procedure were consistent with those displayed by dyads from other cultural groups; moreover, these were significantly related to both mothers' and children's attachment security. These results extend knowledge on reminiscing conversations during early childhood to a different cultural context and contribute to an understanding of how individual differences in attachment affect partners' participation in such conversations.     

Children's feelings of school competence and perceptions of parents' work in four socio-cultural contexts

Associations between perceived qualities of parents' work and children's sense of competence were examined in four dual-earner family contexts differentiated by social class, ethnicity, and language background. Measures of perceived general academic and mathematical competence, knowledge of parents' work situations, and family background were group administered to 226 fourth, fifth, and sixth graders. In three dual-earner family contexts, as spillover models would predict, children who felt more academically competent described their mothers' and fathers' jobs as having more positive and fewer negative qualities. However, in the fourth (dual-earner laboring-class Spanish-speaking) context, children who felt more academically competent described mothers' jobs in the least favorable terms. Findings underscore the need to consider whether developmental processes operate differently in different socio-cultural contexts and to consider both the problems and positive possibilities that may arise from specific conditions of parents' work.     

Mothers' Socialization of Children's Emotion in India and the USA: A Cross‐ and Within‐culture Comparison

Parent responses to children's emotions vary within and across cultures. The present study compared mothers' reports of their emotional and behavioral responses in hypothetical situations depicting their children experiencing anger, sadness, or physical pain in two communities in India (traditional old city, N = 60; suburban middle class, N = 60), with a suburban middle‐class group in the USA (N = 60). Results showed that mothers in both groups in India reported more explanation‐oriented problem‐focused responses to their children's emotions than US mothers. US mothers reported the most solution‐oriented problem‐focused responses, followed by suburban Indian mothers, followed by old‐city mothers. US mothers reported behaviorally‐oriented punitive responses (i.e., time out, removal of privileges) towards child anger more than the other groups. Suburban Indian mothers reported briefly not talking to the child in response to child anger more than the other groups whereas old‐city Indian mothers reported scolding/spanking more than the other groups.     

The value and rationale of gender‐specific intervention with at‐risk adolescent girls

Gender‐specific intervention (GSI) with at‐risk adolescent girls (ARAGs) is highly prevalent in Israel and elsewhere; professionals commonly consider GSI to be beneficial for ARAGs. However, despite the popularity of such programmes, there is little empirical support for their effectiveness and almost no critical examination of their theoretical rationale. The aim of this qualitative, naturalistic study was to explore how experienced professionals in this domain perceive the value and rationale of GSI with ARAGs, based on in‐depth, semistructured interviews with 15 female Israeli professionals. All of the interviewees claimed that overall, GSI is the “right” or most effective way to work with ARAGs. The discussion reviews the empirical support for participants' assumptions regarding the value of GSI for ARAGs and critically considers the potential drawbacks of GSI with ARAGs.     

Longitudinal dyadic analyses of emotion dysregulation and mother–child relationship quality in Chinese children with teacher‐reported oppositional defiant disorder

This study examined whether and how mothers' and children's perceptions of mother–child relationship quality mediated associations between mothers' and children's initial emotion dysregulation and children's emotion dysregulation and oppositional defiant disorder (ODD) symptoms 2 years later. The participants were 155 Chinese children with teacher‐reported ODD and their mothers derived from a three‐wave (2 years apart) longitudinal study. A multiple‐informant approach and a dyadic analysis approach (i.e., actor–partner interdependent modeling) were used. The results revealed that (a) mothers' and children's emotion dysregulation was significantly related to their own and their partners’ concurrent perceptions of relationship quality; (b) mothers' and children's perceptions of relationship quality from Wave 1 to Wave 2 were stable but were also interdependent, such that one's own perception of relationship quality at Wave 1 related to the partner's perception at Wave 2; and (c) relationship quality at the two waves interdependently mediated the associations between mothers' and children's emotion dysregulation at Wave 1 and children's emotion dysregulation and ODD symptoms at Wave 3. Implications for family intervention programs targeting maternal and child emotion dysregulation and strengthening mother–child relationship quality for children with ODD were discussed.