Spruijt Andrea M, Dekker Marielle C, Ziermans Tim B, Swaab Hanna
Department of Clinical Child and Adolescent Studies, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, Netherlands.
Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands.
Front Psychol. 2019 Jan 15;9:2789. doi: 10.3389/fpsyg.2018.02789. eCollection 2018.
Girls generally demonstrate superior skill levels in social competence compared to boys. The exact relations of parenting with these gender differences are currently unclear. Gender differences may occur due to exposure to different parenting strategies (differential socialization model) or due to a different impact of similar parenting strategies for boys and girls (differential susceptibility and diathesis-stress model). In this study we assessed both hypotheses using a multi-method multi-informant approach. We investigated (1) to what extent different parenting strategies mediate the relation between gender and social competence and (2) whether gender and age moderate the relation between parenting strategies and social competence. Parenting strategies were observed during home visits and social competence was assessed using parent and teacher questionnaires and performance-based neurocognitive tasks ( = 98, aged 4 to 8). (1) Parenting strategies did not mediate the relation between gender and social competence. (2) Gender moderated the association between parental questioning style and children's level of social competence: parents asking fewer questions was associated with poorer social cognitive skills in boys only. Parental supportive presence and intrusiveness were related to aspects of social competence irrespective of gender. Age moderated the relation between parenting and aspects of social competence, though in various (unexpected) directions. Our findings do not support the differential socialization hypothesis and provide partial evidence for a diathesis-stress model as an explanation for parental influence on gender differences in social competence.
与男孩相比，女孩在社交能力方面通常表现出更高的技能水平。目前尚不清楚养育方式与这些性别差异的确切关系。性别差异可能是由于接触不同的养育策略（差异社会化模型），或者是由于类似的养育策略对男孩和女孩产生了不同的影响（差异易感性和素质-应激模型）。在本研究中，我们采用多方法多 informant 方法评估了这两种假设。我们调查了：（1）不同的养育策略在多大程度上介导了性别与社交能力之间的关系；（2）性别和年龄是否调节了养育策略与社交能力之间的关系。在家庭访问期间观察养育策略，并使用家长和教师问卷以及基于表现的神经认知任务（n = 98，年龄在 4 至 8 岁之间）评估社交能力。（1）养育策略并未介导性别与社交能力之间的关系。（2）性别调节了父母提问方式与儿童社交能力水平之间的关联：父母提问较少仅与男孩较差的社会认知技能相关。父母的支持性陪伴和侵扰性与社交能力的各个方面相关，与性别无关。年龄调节了养育方式与社交能力各个方面之间的关系，尽管方向各不相同（出乎意料）。我们的研究结果不支持差异社会化假设，并为素质-应激模型提供了部分证据，作为父母对社交能力性别差异影响的一种解释。
