Parent-Child Cultural Orientations and Child Adjustment in Chinese American Immigrant Families

Autor/inn/en	Chen, Stephen H.; Hua, Michelle; Zhou, Qing; Tao, Annie; Lee, Erica H.; Ly, Jennifer; Main, Alexandra
Titel	Parent-Child Cultural Orientations and Child Adjustment in Chinese American Immigrant Families
Quelle	In: Developmental Psychology, 50 (2014) 1, S.189-201 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032473
Schlagwörter	Chinese Americans; Parent Child Relationship; Language Proficiency; Immigrants; Adjustment (to Environment); Interpersonal Competence; Structural Equation Models; Correlation; Parenting Styles; English (Second Language); Second Language Learning; Cultural Influences; Mass Media Use; Role; Elementary School Students; California; Perceived Competence Scale for Children; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Language skill; Language skills; Sprachkompetenz; Immigrant; Immigrantin; Immigranten; Interpersonale Kompetenz; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Cultural influence; Kultureinfluss; Mediennutzung; Rollen; Kalifornien
Abstract	Direct and indirect/mediated relations of (a) children's and parents' cultural orientations and (b) parent-child gaps in cultural orientations to children's psychological adjustment were examined in a socioeconomically diverse sample of 258 Chinese American children (age = 6-9 years) from immigrant families. Parents reported on children's and their own Chinese and American orientations in language proficiency, media use, and social relationships. Parents and teachers rated children's externalizing and internalizing problems and social competence. Using structural equation modeling, we found evidence for both the effects of children's and parents' cultural orientations and the effects of parent-child gaps. Specifically, children's American orientations across domains were associated with their better adjustment (especially social competence). These associations were partly mediated by authoritative parenting. Parents' English and Chinese media use were both associated with higher authoritative parenting, which in turn was associated with children's better adjustment. Furthermore, greater gaps in parent-child Chinese proficiency were associated with children's poorer adjustment, and these relations were partly mediated by authoritative parenting. Together, the findings underscore the complex relations between immigrant families' dual orientations to the host and heritage cultures and children's psychological adjustment. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01