From Context to Perception to Behavior: Predicting Delinquency with the Parental Support-Perceived Parental Competence Cross-Lag

Autor/in	Walters, Glenn D.
Titel	From Context to Perception to Behavior: Predicting Delinquency with the Parental Support-Perceived Parental Competence Cross-Lag
Quelle	In: Youth & Society, 56 (2024) 1, S.3-23 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walters, Glenn D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X221126194
Schlagwörter	Predictor Variables; Delinquency; Parent Child Relationship; Parenting Styles; Parent Attitudes; Childrens Attitudes; Adolescents; Competence; Foreign Countries; Social Influences; Context Effect; Affective Behavior; Australia + Suchen Sie Ihr Suchwort? Prädiktor; Kriminalität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kompetenz; Ausland; Sozialer Einfluss; Affective disturbance; Active behaviour; Affektive Störung; Australien
Abstract	The goal of this study was to determine the significance of variable order when it comes to using child and parent reports of parental support to predict delinquency. It was hypothesized that a social context variable (parental support as rated by the parent) would precede a perceptual variable (perceived parental support competence as rated by the child) in predicting delinquency, but a perceptual variable preceding social context would not. This hypothesis, based, in part, on social cognitive theory, was tested in a sample of 3,490 adolescent Australian youth (1,742 boys, 1,690 girls) using a three-wave path analysis. As predicted, the parental support to perceived parental support competence sequence led to delinquency, but the perceived parental support competence to parental support sequence was non-significant. These results indicate that a social context variable is capable of affecting behavior indirectly, in this case, by shaping the affected child's perception of the social context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01