Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, Av. Blasco Ibáñez, 21., 46010 Valencia, Spain.
Int J Environ Res Public Health. 2019 Mar 27;16(7):1089. doi: 10.3390/ijerph16071089.
This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of a community sample of adolescents ( = 602), young adults ( = 610), middle-aged adults ( = 469) and older adults ( = 388). Design was a 4 × 3 × 2 × 4 MANOVA (parenting style × school performance × sex × age). Results indicated that the relationship between parenting styles and children's socialization outcomes does not vary as a function of school performance. The link between parenting styles and socialization outcomes shares a common short- and long- term pattern in adolescents and adults: Indulgent parenting was related to equal or even better socialization outcomes than authoritative parenting, whereas authoritarian and neglectful styles were associated with the worst socialization outcomes.
本研究考察了权威型（温暖而严格）、纵容型（温暖但不严格）、专制型（严格但不温暖）和忽视型（既不温暖也不严格）教养方式与青少年和成年人的短期和长期社会化结果的相关性，同时考虑了青少年时期学业表现不佳的情况。短期和长期的社会化结果通过多维自尊（学术/职业、情感和家庭）、心理成熟（自我能力、社交能力和同理心）以及情绪失调（紧张、情绪不稳定和敌意）来衡量。参与者包括青少年（n=602）、年轻成年人（n=610）、中年成年人（n=469）和老年成年人（n=388），他们来自社区样本。设计是一个 4×3×2×4 的 MANOVA（教养方式×学业表现×性别×年龄）。结果表明，教养方式与儿童社会化结果之间的关系不因学业表现而变化。教养方式与社会化结果之间的联系在青少年和成年人中具有共同的短期和长期模式：纵容型教养与权威型教养一样，甚至更好，而专制型和忽视型教养与最差的社会化结果相关。
