Individual and Issue-Specific Differences in Parental Knowledge and Adolescent Disclosure in Chile, the Philippines, and the United States

Autor/inn/en	Darling, Nancy; Cumsille, Patricio; Pena-Alampay, Liane; Coatsworth, Douglas
Titel	Individual and Issue-Specific Differences in Parental Knowledge and Adolescent Disclosure in Chile, the Philippines, and the United States
Quelle	In: Journal of Research on Adolescence, 19 (2009) 4, S.715-740 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2009.00608.x
Schlagwörter	Parent Child Relationship; Adolescents; Foreign Countries; Individual Differences; Self Disclosure (Individuals); Prediction; Beliefs; Correlation; Parenting Styles; Affective Behavior; Chile; Philippines; United States + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Individueller Unterschied; Vorhersage; Belief; Glaube; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Philippinen; USA
Abstract	Perceived parental knowledge and adolescents' disclosure to parents were predicted from parental warmth and monitoring and adolescents' disclosure, agreement, and beliefs about obligation to obey and parental legitimacy (N = 698 Chilean, Filipino, and U.S. 13-20-year-olds). The correlates of knowledge are similar in all three countries, but the relative strength of the correlations differs. Global agreement was associated with greater knowledge. Parents knew most about issues governed by rules and those where adolescents agreed, felt obliged to obey, and disclosed. Monitoring predicted knowledge only in Chile and the Philippines. Warmth was a stronger predictor of knowledge in the United States. Key predictors of disclosure include agreement in Chile, agreement and rules in the Philippines, and warmth and rules in the United States. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10