Parenting Styles of Chinese Families and Children's Social-Emotional and Cognitive Developmental Outcomes

Autor/inn/en	Li, Xiaowei; Xie, Jing
Titel	Parenting Styles of Chinese Families and Children's Social-Emotional and Cognitive Developmental Outcomes
Quelle	In: European Early Childhood Education Research Journal, 25 (2017) 4, S.637-650 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2017.1331077
Schlagwörter	Parenting Styles; Foreign Countries; Correlation; Child Development; Scores; Prediction; Mathematics Skills; Science Instruction; Social Development; Emotional Development; Cognitive Development; Interpersonal Relationship; Authoritarianism; Parent Child Relationship; Multivariate Analysis; Punishment; Regression (Statistics); China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Korrelation; Kindesentwicklung; Vorhersage; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziale Entwicklung; Gefühlsbildung; Kognitive Entwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Autoritarismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Multivariate Analyse; Bestrafung; Regression; Regressionsanalyse
Abstract	Using data from a sample of Chinese children (n = 297) aged 3-6 years in Beijing, we examined the characteristics of Chinese parenting styles and the relationship with children's developmental outcomes. A 6-month follow-up study of 110 of the 297 participants further explored the long-term effect of parenting styles on children's development. Results showed that: (a) the mean scores of the four dimensions of authoritative parenting were significantly higher than those in the four dimensions of authoritarian parenting; (b) democratic participation positively predicted children's mathematics and science, and non-reasoning/punitive strategies negatively predicted children's social-emotional and cognitive development in Wave 1; (c) in Wave 2, verbal hostility positively predicted children's cognitive development, and directiveness positively predicted children's social relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01