Effects of Parenting Style Upon Psychological Well‐being of Young Adults: Exploring the Relations Among Parental Care, Locus of Control and Depression

Taris, Toon W.; Bok, Inge A.

doi:10.1080/030044397013201008

Cited by 11 publications

(12 citation statements)

References 17 publications

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“…Moreover, some variance in the relationships between maternal and paternal variables and different symptom scales was predicted, as seen by Safford et al (2004), and the consistency of these models across participant gender was assessed. Finally, the current study was designed to replicate and extend previous studies showing evidence for the roles of control-related cognitive styles and interpersonal attachment styles as factors that might account for the relationship between early parenting variables and negative emotions (e.g., Gittleman et al, 1998;Taris & Bok, 1997).…”

Section: Overview Of Current Researchmentioning

confidence: 80%

“…A few studies have attempted to examine whether control-related cognitions account for the relationships between parent and family variables, and depression and anxiety (e.g., Chorpita, Brown, & Barlow, 1998;Taris & Bok, 1997;Whisman & Kwon, 1992). For example, in a crosssectional study of college students, Whisman and Kwon (1992) concluded that the relationship of early low parental care to more severe depressive symptoms in college was accounted for by a depressive attributional style and dysfunctional attitudes.…”

Section: Mediational Modelsmentioning

confidence: 97%

“…In another cross-sectional study with clinically anxious and non-anxious children, found that perceived control over the environment accounted for the relationship between current family over-control and current childhood anxiety. Finally, in a longitudinal study with a non-clinical adult sample, Taris and Bok (1997) examined the relationship between perceived low parental care in childhood, locus of control, and depression, and found some evidence that lower feelings of personal controllability accounted for the relationship between early low parental care and depression.…”

Section: Mediational Modelsmentioning

confidence: 99%

See 2 more Smart Citations

Perceived Family Environment and Symptoms of Emotional Disorders: The Role of Perceived Control, Attributional Style, and Attachment

et al. 2007

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Findings from decades of research suggest that a perceived lack of parental care and overprotection are positively related to later symptoms of emotional disorders in children and adolescents. The present study used a crosssectional design to evaluate models investigating reported family environment during childhood, current attachments, control-related cognitions, and current symptoms of emotional disorders in adolescence. It was hypothesized the effect of a perceived controlling and rejecting family environment during childhood would influence current depression and anxiety, and that these effects would be partially accounted for by the quality of current attachments, perceived control, and attributional style. A sample of 234 university students was assessed. Regression analyses of variables, including analyses of indirect effects, were conducted. As predicted, current attachment, perceived control, and attributional style helped to account for relationships between some family variables, and depression and anxiety. Findings are discussed with respect to the interplay of family variables and models of emotional disorders.

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Section: Overview Of Current Researchmentioning

confidence: 80%

Section: Mediational Modelsmentioning

confidence: 97%

Section: Mediational Modelsmentioning

confidence: 99%

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Perceived Family Environment and Symptoms of Emotional Disorders: The Role of Perceived Control, Attributional Style, and Attachment

et al. 2007

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“…The problem is that, to the extent that educators and academics view parental involvement in a very specific and mechanized way, parental engagement initiatives are bound to fall well short of the aspirations set by school leaders (Lamb, 1997). This is because parental love, more than any other quality, explains the success of parental involvement (Kennedy, 2001;Nimnicht, 1981;Tarris & Bok, 1996). In that sense, parents spending leisure time with children in a variety of family activities may be at least as important as the more academically oriented routines (Kennedy; Nimnicht; Tarris & Bok).…”

Section: Implications For the Conceptualization And Practice Of Parental Involvementmentioning

confidence: 99%

“…In that sense, parents spending leisure time with children in a variety of family activities may be at least as important as the more academically oriented routines (Kennedy; Nimnicht; Tarris & Bok). Building loving bonds with children is an irreplaceable means of creating a foundation of love, which is pivotal to the success of young people in school and in life (Bo, 1995;Kennedy;Tarris & Bok). This is not to gainsay that home educational practices can yield plenteous classroom results.…”

Section: Implications For the Conceptualization And Practice Of Parental Involvementmentioning

confidence: 99%

The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs

Jeynes

2010

Teachers College Record: The Voice of Scholarship in Education

187

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Background/Context For many years, educators, parents, and social scientists have conceptualized engaged parents as those who help their children with their homework, frequently attend school functions, and maintain household rules that dictate when their young engage in schoolwork and leisure. Recent meta-analyses on parental involvement confirm the salience of more subtle social variables, which Bandura and Walters asserted may be even more important than overt parental behavior in fostering positive student outcomes. These results indicate that factors such as parental expectations, the quality of parent–child communication, and parental style may be more highly related to student achievement than various more overt expressions of this involvement. Purpose/Objective/Research Question/Focus of Study The purpose of the article is to examine what the body of research literature indicates about the role and utility of the subtle aspects of parental involvement. The article first establishes a theoretical framework, using Bandura and Walter's research. Then the article focuses on three issues regarding parental involvement: (1) the salience of subtle aspects of parental involvement; (2) subtle actions are also important to help schools more completely involve parents; and (3) to what extent is it possible to educate parents to become more involved? The article also addresses whether those aspects of parental involvement that are the most efficacious in everyday living are also the most vital in school-based parental involvement programs. Research Design The article is an analytical essay that summarizes the recent research on the influence of subtle aspects of parental involvement. It reaches conclusions based on investigations into family and school practices. Conclusion There are deliberate actions that teachers can take to enhance parental involvement. First, educate parents to comprehend, and then act on, the fact that it is probably some of the more subtle aspects of parental involvement, such as high expectations and communication, that are among the most important. Second, educate school leaders, teachers, and staff to understand that raising parental participation may be more a function of subtle but important demonstrations of love and respect than a matter of instructing parents to apply particular methods of helping children. Naturally, all these factors are important, but the spirit and the attitude of parental involvement may actually be more important than the pedagogy applied at home. As parents, educators, and other leaders apply these principles, it is likely that parental involvement in the early 21st century will be greater than it has been in recent memory. Ultimately, teachers, students, and parents will all benefit from this development.

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Exploring the role of parental engagement in non-cognitive skill development over the lifecourse

Elkins

Schurer

2020

J Popul Econ

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We examine the role that parental engagement with child's education plays in the lifecourse dynamics of locus of control (LOC), one of the most widely studied non-cognitive skills related to economic decision-making. We focus on parental engagement as previous studies have shown that it is malleable, easy to measure, and often available for fathers, whose inputs are notably understudied in the received literature. We estimate a standard skill production function using rich British cohort data. Parental engagement is measured with information provided at age 10 by the teacher on whether the father or the mother is very interested in the child's education. We deal with the potential endogeneity in parental engagement by employing an added-value model, using lagged measures of LOC as a proxy for innate endowments and unmeasured inputs. We find that fathers', but not mothers', engagement leads to internality, a belief associated with positive lifetime outcomes, in both young adulthood and middle age for female and socioeconomically disadvantaged cohort members. Fathers' engagement also increases the probability of lifelong internality and fully protects against lifelong externality. Our findings highlight that fathers play a pivotal role in the skill production process over the lifecourse.

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Effects of Parenting Style Upon Psychological Well‐being of Young Adults: Exploring the Relations Among Parental Care, Locus of Control and Depression

Cited by 11 publications

References 17 publications

Perceived Family Environment and Symptoms of Emotional Disorders: The Role of Perceived Control, Attributional Style, and Attachment

Perceived Family Environment and Symptoms of Emotional Disorders: The Role of Perceived Control, Attributional Style, and Attachment

The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs

Exploring the role of parental engagement in non-cognitive skill development over the lifecourse

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