Search

This study aimed to examine the influence of parent-grandparent co-parenting on children's problem behaviors and its potential mechanisms. Participants were 412 children aged 3 to 6 years from four kindergartens in Shanghai, China. Their mothers were asked to complete a series of questionnaires including the parent-grandparent co-parenting scale, parenting style scale, parent-child relationship scale, and their grandparents were asked to complete children's behavior evaluation scale. Research Findings: The results showed that--(1) Supportive co-parenting was associated with less internalizing and externalizing problem behaviors in preschool children, and unsupportive co-parenting was associated with more internalizing and externalizing problem behaviors; (2) Supportive parent-grandparent co-parenting was negatively associated with children's internalizing and externalizing problem behaviors mainly through maternal authoritative parenting and mother-child conflict, and unsupportive parent-grandparent co-parenting was positively associated with children's internalizing and externalizing problem behaviors mainly through maternal authoritarian parenting and mother-child conflict, or directly through mother-child conflict. Practice or Policy: These findings provide valuable information on the importance of parenting styles and parent-child relationships between parent-grandparent co-parenting and children's problem behaviors in Chinese culture.

Background: Many studies on parental involvement in their children's education have limitations in cross-sectional designs in spite of examining the relationships between this involvement and achievement goal orientations. Thus, little is known about whether and how parental involvement affects achievement goal orientations over time. Aims: This study examines the influence of parental involvement on achievement goal orientations among Chinese high school students. Sample: The participants included 741 high school students (367 girls; M[subscript age] = 15.51 years, SD = 0.46) in China. Methods: The data were collected in five waves with a 6-month interval, starting in the autumn of tenth grade and ending in the autumn of twelfth grade. In each wave, participants reported their perceived degree of parental involvement, mastery goal orientation, performance-approach goal orientation and performance-avoidance goal orientation. Results: Over time, a decline was seen in these high school students' perceived level of parental involvement and mastery goal orientation, while an increase in their performance-approach goal orientation and stability in terms of their performance-avoidance goal orientation were found. In addition, the results indicated that the level of and changes in parental involvement had significant effects on the changes in mastery goal orientation, and were unrelated to those of two performance goal orientations. Conclusions: These findings evidence the dynamic nature of parental involvement and students' achievement goal orientations, as well as the positive influence of such involvement on the endorsement and development of mastery goal orientation, while this was not the case for the other two performance goal orientations.

An improved melt foaming method is employed to fabricate composite aluminum foam tubes (CAFTs) with varying diameter ratios, achieving metallurgical bonding between the aluminum foam and aluminum tubes. Based on the structural characteristics of aluminum foam‐filled tubes and traditional numerical formula for calculating the energy absorption properties of metal foams, a new calculation formula is proposed to accurately evaluate energy absorption performance of CAFTs under axial load, enabling more precise numerical calculation of total energy absorption. Furthermore, drop weight impact tests and finite element simulations are conducted to investigate the axial impact performance and deformation mechanism of CAFTs. The influence of diameter ratio on crashworthiness and energy absorption performance is also analyzed. As the diameter ratios decrease, both the impact resistance and total energy absorption of CAFTs increase, while the degree of tube damage gradually decreases. Moreover, finite element simulation results demonstrate that metallurgical combination between aluminum foam and aluminum tubes effectively transfers stress to thin‐walled tubes with better load‐bearing performance, preventing concentrated collapse of aluminum foam core. Additionally, the presence of aluminum foam provides robust restraint against deformation or rupture in thin‐walled tubes. [ABSTRACT FROM AUTHOR]

This study examines the mediating effects of parental attributions of children's academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants were 323 preschool children aged 4–6 years old, with their mothers completing online questionnaires on failure mind-sets, parenting styles, and attribution of children's academic failures. Research Findings: The results indicated that: (1) a failure-enhancing mindset was positively related to authoritative parenting and showed no significant correlation with authoritarian parenting. Conversely, a failure-debilitating mindset was negatively correlated with authoritative parenting and positively correlated with authoritarian parenting; (2) the mediating role of attribution varied depending on the mindsets. Effort attribution did not mediate the association between failure-enhancing mind-set and authoritative parenting. However, ability attribution played a significant role in mediating the relationship between failure-debilitating mind-set and authoritarian parenting. Mothers with a failure-debilitating mind-set tended to attribute children's academic failures to a lack of ability, which subsequently increased maternal authoritarian parenting. Practice or Policy: These results provide valuable insights into the factors in influencing parenting styles, emphasizing the role of cognitive factors such as failure mind-sets and attributions of children's academic failures. The findings suggest that cognitive interventions targeting parental beliefs, including failure mind-sets and attributions, could be crucial for improving parenting style. [ABSTRACT FROM AUTHOR]

This study aimed to examine the association between parent-grandparent co-parenting and children's self-control as well as the potential moderated mediation mechanisms. Participants were 367 children aged from 3 to 6 years from two public kindergartens in Shanghai and Guangzhou, China. Their mothers were asked to complete multiple questionnaires including the parent-grandparent co-parenting scale, parenting style scale, and children's self-control, as well as their grandparents were asked to rate parenting practices. Research Findings: The results showed that: (1) parent-grandparent co-parenting was positively correlated with maternal authoritative parenting, grandparental authoritative parenting, and children's self-control, whereas negatively correlated with maternal authoritarian parenting and grandparental authoritarian parenting. (2) maternal authoritarian parenting mediated the relation between parent-grandparent co-parenting and children's self-control; (3) grandparental authoritarian parenting moderated the relations between parent-grandparent co-parenting, maternal authoritative parenting, and children's self-control. To be specific, for children whose grandparents adopted less authoritarian parenting, their self-control level was higher, and the parent-grandparent co-parenting could predict their self-control via maternal authoritative parenting. Practice or Policy: These findings provide valuable information on the importance of maternal and grandparental parenting styles between parent-grandparent co-parenting and preschoolers' self-control in Chinese culture. [ABSTRACT FROM AUTHOR]

This 1‐year longitudinal study examined relations between maternal power‐assertive parenting and children's social, academic and psychological adjustment in China. Participants were 316 elementary school children (mean age = 11 years, 153 boys). Maternal power‐assertive parenting was assessed using children's self‐reports. Data on children's social and school adjustment were obtained from peer evaluations and teacher ratings. In addition, children completed measures of loneliness and depression. Cross‐lagged analyses indicated that whereas maternal power‐assertive parenting was only related to later academic adjustment, children's adjustment in socioemotional and academic domains contributed to the prediction of later maternal power‐assertive parenting. The results were discussed in the Chinese context. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the reciprocal relationship between parental psychological control and students' academic functioning in urban China. Participants were 731 Chinese high school students in grade 10 (356 boys; Mage = 15.64 years, SD = 0.68). Two waves of 1‐year longitudinal data were collected using student reports of parental psychological control and academic‐related beliefs, strategies, and behaviours. Results showed that parental psychological control at Time 1 significantly triggered an increase in students' maladaptive academic functioning at Time 2; and students' adaptive academic functioning at Time 1 significantly predicted parental psychological control at Time 2. Limitations of the present study and implications for practice are discussed. Statement of contributionWhat is already known on this subject?According to self‐determination theory, parental psychological control has been found to be harmful on students' academic learning in Western societies.We know little about the relation between parental psychological control and academic functioning (adaptive vs. maladaptive) in Eastern societies such as China.What does this study add?Parental psychological control increased maladaptive academic functioning, and adaptive academic functioning decreased parental psychological control, suggesting a more fluid, dynamic parenting–child interaction over time.The predicted relations between parental psychological control and academic functioning of high school students hold across gender.More urbanized adolescents had a high tendency to perceive their parents as psychological controlling, suggesting a change in culture regarding the importance of personal autonomy for more urbanized adolescents. [ABSTRACT FROM AUTHOR]