Effects of parental monitoring on aggressive behavior among youth in the United States and South Korea: A cross-national study

Lee, Jungup; Randolph, Karen A.

doi:10.1016/j.childyouth.2015.05.008

Cited by 24 publications

(15 citation statements)

References 72 publications

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“…This prevents us from drawing conclusions about how messages from different individuals (e.g., biological parents, stepparents, relatives) or how the quality of their relationship influence the impact of parental messages. Prior research has identified several dimensions of the parent–child relationship that are associated with aggression and peer victimization, including parental warmth and responsiveness and attachment security (e.g., Harris et al, 2017; Lee & Randolph, 2015; Booth‐LaForce & Groh, 2018). Future research should examine whether these constructs moderate the relation between parental messages and adolescents’ beliefs and behavior.…”

Section: Discussionmentioning

confidence: 99%

“…Parents socialize their children by serving as models for socially appropriate behavior and by communicating their beliefs about certain behaviors, which may, in turn, influence adolescents’ own beliefs and behavior. A substantial body of research has revealed relations between aggressive behavior and constructs related to parenting practices such as monitoring and discipline (Lee & Randolph, 2015). More limited attention has been devoted to understanding how perceptions of the messages parents convey about the acceptability of aggression influences adolescent’s behavior, particularly for adolescents growing up in economically disadvantaged communities who are at a higher risk of victimization and violence exposure (e.g., Foster, Brooks‐Gunn, & Martin, 2007).…”

Section: Parental Messages and Adolescents’ Behaviormentioning

confidence: 99%

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Patterns of Parental Messages Supporting Fighting and Nonviolence Among Urban Middle School Students

O’Connor

Coleman

Farrell

et al. 2020

J of Research on Adolesc

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The purpose of this study was to identify subgroups of adolescents with distinct perceptions of parental messages supporting fighting and nonviolence. Latent class analysis identified four subgroups among 2,619 urban middle school students (90% African American; 52% female): messages supporting fighting (32%), messages supporting nonviolence (29%), mixed messages (23%), and no messages (16%). We found significant differences across subgroups in their frequency of physical aggression and peer victimization and beliefs about the use of aggressive and nonviolent responses to peer provocation. Beliefs significantly mediated the relation between parental messages subgroups and both aggression and victimization. Findings illustrate the heterogeneity in the messages urban adolescents perceive from their parents, as well as relations with adolescents’ beliefs and behavior.

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Section: Discussionmentioning

confidence: 99%

Section: Parental Messages and Adolescents’ Behaviormentioning

confidence: 99%

Patterns of Parental Messages Supporting Fighting and Nonviolence Among Urban Middle School Students

O’Connor

Coleman

Farrell

et al. 2020

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…Parental monitoring supports the communication of parental interest and enable young individuals to feel more secure, which may reduce the risk of aggressive behavior and violence. Moreover, positive parenting techniques such as engagement and monitoring can cause young individuals to develop their self-esteem (J. Lee & Randolph, 2015).…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Relationship Between High School Students’ Tendency Toward Violence, Self-Esteem, and Competitive Attitude

Muslu

Cenk

Şarlak

2017

J Interpers Violence

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This study analyzes the relationship among high school students' tendencies toward violence, self-esteem, and competitive attitudes. It was conducted in Fethiye, Muğla, between September 2013 and January 2014. The population of the study consisted of 6,531 students from 11 high schools. The participants were determined using stratified random sampling, and the study data were collected from 1,600 students. A personal information form, the Violence Tendency Scale, the Competitive Attitude Scale, and the Coopersmith Self-Esteem Scale were used as data collection tools. In this study, the rate of the participants who were exposed to violence was 15.4%. Of them, 46.2% said that one of their family members was violent toward them, while 27.3% said that their teachers had been violent toward them. Of the participants that were exposed to violence, 55.8% reported psychological violence, 27.3% reported physical violence, and 10.8% reported sexual violence. In the study, tendency toward violence is a dependent variable, while competitive attitude and self-esteem are independent variables. Family type, exposure to violence, and demographics are control variables. Age, class, school, family attitude, and exposure to violence are the variables that created significant differences in the tendency for violence. The present study showed that there was an inverse and weak yet significant relationship between the students' tendencies toward violence and competitiveness ( r = -.169), and a positive and weak relationship between tendency toward violence and self-esteem ( r = .238). Also, there was an inverse and low-level significant relationship between competitiveness and self-esteem ( r = -.121). The variables which affect the tendency toward violence are gender, exposure to violence, competitiveness, age, self-esteem, and extended family type in a descending order regarding their importance. The predictive power of the variables on the tendency toward violence was 16.8%, which is not statistically significant.

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“…Thus, hypotheses 3a and 3b were supported. Compared with previous cross-sectional studies (Lee & Randolph, 2015;Strunin et al, 2015;Y. Wang et al, 2014), this study examined the longitudinal association between poor parental supervision and risk-taking behavior and revealed the underlying mediating and moderating mechanisms among Chinese adolescents.…”

Section: Moderating Effects Of School Climatementioning

confidence: 99%

Longitudinal association between poor parental supervision and risk‐taking behavior: The role of self‐control and school climate

Dou

Wang

Cheng

et al. 2022

Journal of Adolescence

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Introduction Although poor parental supervision has been associated with an increased adolescents' propensity for risk‐taking behavior, few researchers have investigated nuanced mechanisms of how and for whom from the perspective of “family × school.” Inspired by ecological system theory and self‐control theory, this study aimed to investigate the mediating role of self‐control and the moderating role of school climate between the link between poor parental supervision and risk‐taking behavior. Methods Four hundred and ninety‐one Chinese adolescents (231 females, Mage = 15.39 ± 1.36) were recruited to participate in a three‐wave longitudinal study (3 months apart) and complete questionnaires regarding poor parental supervision (W1), school climate (W1), self‐control (W2), and risk‐taking behavior (W1/W3). Results After controlling for W1 risk‐taking behavior, our moderated mediation model indicated that W1 poor parental supervision was positively related to W3 risk‐taking behavior by restraining the development of W2 self‐control. Additionally, a high level of school climate as a protective factor buffered the negative impact of poor parental supervision on adolescents' self‐control, further reducing risk‐taking behavior. Conclusion Our findings shed light on the processing mechanisms between poor parental supervision and risk‐taking behavior among Chinese adolescents and underscore the importance of effective preventions and interventions to facilitate adolescents' healthy development.

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Effects of parental monitoring on aggressive behavior among youth in the United States and South Korea: A cross-national study

Cited by 24 publications

References 72 publications

Patterns of Parental Messages Supporting Fighting and Nonviolence Among Urban Middle School Students

Patterns of Parental Messages Supporting Fighting and Nonviolence Among Urban Middle School Students

An Analysis of the Relationship Between High School Students’ Tendency Toward Violence, Self-Esteem, and Competitive Attitude

Longitudinal association between poor parental supervision and risk‐taking behavior: The role of self‐control and school climate

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