Self-Regulation, Learning Problems, and Maternal Authoritarian Parenting in Chinese Children: A Developmental Cascades Model

被引:26
作者
Liu, Junsheng [1 ]
Xiao, Bowen [2 ]
Hipson, Will E. [2 ]
Coplan, Robert J. [2 ]
Yang, Panpan [3 ]
Cheah, Charissa S. L. [4 ]
机构
[1] East China Normal Univ, Sch Psychol & Cognit Sci, Shanghai Changning ECNU Mental Hlth Ctr, 3663 North Zhongshan Rd, Shanghai 200062, Peoples R China
[2] Carleton Univ, Ottawa, ON, Canada
[3] Beijing Normal Univ, Beijing, Peoples R China
[4] Univ Maryland Baltimore Cty, Baltimore, MD 21228 USA
关键词
Self-regulation; Learning problems; Academic achievement; Authoritarian parenting; Cascade models; EFFORTFUL CONTROL; ACADEMIC-ACHIEVEMENT; EXECUTIVE FUNCTION; SCHOOL; TEMPERAMENT; COMPETENCE; ADJUSTMENT; MOTIVATION; CHILDHOOD; LITERACY;
D O I
10.1007/s10826-018-1218-x
中图分类号
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号
1204 ;
摘要
The ability to intentionally control behavior to achieve specific goals helps children concentrate in school and behave appropriately in social situations. In Chinese culture, where self-regulation is highly valued by parents and teachers, children's difficulties self-regulating may contribute to increased learning problems and subsequent authoritarian parenting. In this study we explored the longitudinal linkages among Chinese children's self-regulation, learning problems, and authoritarian parenting using a developmental cascades model. Participants were N=617 primary school students in Shanghai, P.R. China followed over three years from Grade 3-4 to Grade 5-6. Measures of children's self-regulation, learning problems, and maternal authoritarian parenting were obtained each year from a combination of child self-reports and maternal and teacher ratings. Among the results: (1) compared with the unidirectional and bidirectional models, the developmental cascades model was deemed the best fit for the data; (2) earlier self-regulation negatively predicted later authoritarian parenting via a pathway through academic performance; (3) academic performance directly and indirectly contributed to greater self-regulation. Results are discussed in terms of the implications of self-regulation for Chinese children's academic success and authoritarian parenting practices.
引用
收藏
页码:4060 / 4070
页数:11
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