The present study examined the relations among maternal psychological control, maternal acceptance, maternal acculturation and youth anxiety within the framework of a (partially) moderated mediation model. The sample consisted of 535 Hispanic-Latino youth (46% girls; M = 9.79 years) and their mothers. The study’s data were analyzed using structural equation modeling in the MPlus statistical software program. Results indicated that maternal psychological control and youth anxiety are significantly and positively related. Results also indicated that more acculturated mothers were more psychologically controlling than less acculturated mothers. Results further provided evidence for a partial mediational role of maternal psychological control on the relation between maternal acculturation and youth anxiety symptoms. In addition, there was a direct, positive relation between maternal acculturation and youth anxiety symptoms. No significant findings were observed regarding the moderating role of maternal acceptance on the relation between maternal psychological control and youth anxiety. The findings’ theoretical and clinical implications are further discussed.

No description available.

There are studies that found parental psychological control was related to children’s antisocial behavior (e.g., Kuppens, Grietens, Onghena, & Michiels, 2009; Soenes, Vansteenkiste, Goossens, Duriez, & Niemiec, 2008) and other psychological outcomes such as self-esteem and depressive symptoms (e.g., Costa, Soenens, Gugliandolo, Cuzzocrea, & Larcan, 2015; Inguglia et al., 2016; Kline, Killoren, & Alfaro, 2016); however, it is hard to find studies examining how all those variables are dynamically related. The current study aims to examine if parental psychological control during adolescence is related to children’ antisocial behaviors (e.g., social/relational aggression) during college as well as if this association is mediated by children’s social self-esteem and/or depressive symptoms. In addition to examining the dynamic among these variables, the current study is expected to contribute by examining the role of paternal psychological control as well as maternal psychological control. The majority of studies of parental psychological control and children’s outcomes only focus on maternal psychological control findings (e.g., Valdes, Laursen, guimond, Harti, & Denner, 2016). Also, the current study would fill the gap in the existing studies in the matter of ages of children. A number of studies of parental psychological control have mainly been conducted with relatively younger aged children; very few studies examine the development of college students related to parental psychological control (e.g., Kline, Killoren, & Alfaro, 2016). Methods & Results Four hundred two undergraduate college students in the south of the U.S. participated in the current study by completing a survey (female = 51% and male = 49%). They are mainly White (80.3%) and 91 percent were between 19 and 25 years of age (M = 22.01 years; SD = .2.65). Parental Psychological Control during Adolescence was created by calculating the mean of a total of 21 items (α = .95 for maternal/α = .91 for paternal). The example questions are “In general, my mother/father was less friendly with me, if I did not see things her way.” College Students’ Social Self-Esteem was measured with 8 items (α = .82). The example questions are: “I am easy to like.” College Students’ Depressive Symptoms were measured by calculating the mean of a total 20 items (α = .93). The example questions are: In the past week….“I could not shake off the blues.” Relationally/Socially Aggressive Behaviors were measured by 10 items (α = .79), such as “When I am frustrated with my partner/colleague/friend, I give that person the silent treatment.” Structural Equation Model was used to examine the mediation of social esteem and depressive symptoms between parental psychological control and children’s social/relational aggressive behaviors (see the Table 1 for descriptive statistics of the variables). As seen in Figure 1, there were indirect significant positive associations between maternal psychological control and antisocial behaviors via depressive symptoms; however, paternal psychological control was directly positively associated with antisocial behaviors as well as indirectly associated with antisocial behaviors via social esteem. More findings, interpretations, and limitations of the current study will be discussed at the conference.

Mental health needs of Asian-American youth have been documented as substantial and increasing, but limited research has identified explanatory mechanisms or possible targets of intervention for reducing mental health symptoms. The present study contributed to the limited existing research on self-regulatory abilities as mechanisms that may explain the linkage between Chinese-American parenting styles and adolescent somatization. A community sample of Chinese-American parent-adolescent dyads (N= 104) residing in the greater Houston, TX area were recruited to complete a battery of questionnaires containing measures of adolescent somatization, self-regulatory abilities, and parental psychological control. Correlational and regression analyses were conducted to test hypothesized relationships and models. Parent-reported emotional and cognitive self-regulatory control variables were found to mediate the relationship between utilization of aspects of both parent and adolescent-reported parental psychological control and parent-reported adolescent somatization. Additionally, lower parent-adolescent Asian values agreement level was found to predict higher parent-reported somatic complaint occurrence. Results suggest that multiple aspects of self-regulation serve as mediating mechanisms by which parenting styles may influence adolescent somatic complaint occurrence. Findings have implications for understanding of pathways to somatization (and mental health outcomes overall) in the Asian-American youth population.

Parental psychological control has been found to be associated with both internalized and externalized problems for youth and adolescents. Research contributing to an understanding of the possible antecedents of parental psychological control is both limited and of need; specifically regarding parents' psychological attributes. This study sample included 323 two-parent families and an identified target child from each family. Bowen's theory of family systems, [chronic] stress, and differentiation of self and its relation to parental psychological control was examined. Differentiation of self was hypothesized to mediate the relationship between chronic stress and parental psychological control. Differentiation was conceptualized and measured using two subscales assessing emotional reactivity and emotional cutoff. Fathers and mothers were included in the same model to assess for potential partner influences as well possible gender differences. Parental age, parental education, and family income were also included as control variables. Study analyses included bivariate correlations, independent T-tests, and structural path models; all based on study variables constructed in a structural equation measurement model. To test for mediation by differentiation of self, an initial structural model examining the relationship between levels of parental chronic stress and parental psychological control was utilized. Only paternal chronic stress and paternal education predicted child-reported levels of parental psychological control. Parent-reported levels of differentiation of self, when included in a structural path model, did not mediate the relationship between chronic stress and psychological control but did have a significant indirect effect on this relationship. Both maternal and paternal chronic stress significantly predicted individual parental levels of emotional reactivity and emotional cutoff. Systemically, maternal levels of emotional cutoff predicted paternal levels of parental psychological control and paternal levels of emotional reactivity predicted maternal levels of parental psychological control. No control variables other than paternal education had a salient, significant, or interpretable effect on endogenous study variables (differentiation of self and parental psychological control). Paternal and maternal levels of emotional reactivity appeared to partially mediate the relationship between paternal education and maternal psychological control. Interpretation for results, study limitations and future directions, and clinical implications are discussed.

The current study examined the relationship of parental support, parental psychological control, and best friend support among Latino adolescents and loneliness using self-esteem as a mediating variable. The sample included 839 Hispanic (primarily Mexican) 9th – 12th graders from west Texas area school districts who were given a self-reported survey to assess parental behaviors and adolescent depression. Using structural equation modeling (SEM), findings indicated that neither maternal nor paternal support was found to be significantly related to loneliness in girls. Only maternal support was found to be significantly related to loneliness in boys. On the other hand, neither maternal nor paternal support was found to be significantly related to self-esteem in boys, while maternal support was found to be significantly related to self-esteem for girls. Results also indicate an interesting cross-gender relationship for loneliness with maternal psychological control significantly related to loneliness for boys but not for girls, and paternal psychological control significantly related to loneliness in girls but not for boys. Best-friend (peer support) was found to be significantly related to loneliness for girls but not for boys. Results indicate that maternal psychological control was significantly related to self-esteem for boys and girls. Results also indicate that paternal psychological control was significantly related to self-esteem for boys and girls. Results also indicate that family structure was found to be significant for girls and its relationship with loneliness. Results are discussed along with implications for therapists working with Latino populations.

This dissertation investigates the relationship between social engineering tactics and the facilitation of online sex trafficking, with a focus on prevention strategies. First, the impact of parenting strategies on adolescent run-away behavior, focusing on both physical and online dimensions is explored. Drawing on existing literature, we investigate how parental responsiveness and psychological control influence adolescents' perceptions and behaviors related to physical and online runaway tendencies. The study highlights the nuanced role of parental strategies, emphasizing the importance of coherence and alignment in parental communication to mitigate the risks associated with adolescent runaway behavior. Second, this research investigates how heuristic (e.g., social cues), systematic (e.g., informativeness, persuasiveness) factors and personality impact susceptibility to deceptive job posts. Using the heuristic-systematic model and an experimental design, it examines how these factors influence the likelihood of falling victim to fraudulent job offers on social media, particularly Instagram. Then, objectives are developed to combat online sex trafficking using standpoint theory and value focused thinking. This study prioritizes marginalized perspectives and employs value focused thinking to integrate stakeholder values in the decision-making process to ensure a safer digital environment.

Le contrôle psychologique parental est un facteur de risque réputé pour les problèmes intériorisés des enfants (p. ex., Affrunti & Ginsburg, 2011; McLeod, Wood & Weisz, 2007). Selon la Théorie de l'auto-détermination, le contrôle psychologique mène aux problèmes intériorisés (Ryan, Deci, Grolnick, & La Guardia, 2006) car il brime le besoin fondamental d'autonomie. En effet, recevoir de la pression afin de penser, se comporter et se sentir d’une certaine façon (Ryan, 1982) semble favoriser une régulation trop rigide et surcontrôlée (Ryan et al., 2006). Suite aux travaux de Soenens et Vansteenkiste (2010), la distinction conceptuelle entre deux formes de contrôle psychologique, soit manifestes (p. ex., les menaces, forcer physiquement) et dissimulées (p. ex., la surprotection, le marchandage), ont été utilisées pour évaluer le style parental (Étude 1) et les pratiques disciplinaires (Étude 2). Le contrôle psychologique parental et le soutien de l'autonomie (Étude 2) ont été mesurés durant la petite enfance puisque (1) les problèmes intériorisés émergent tôt, (2) le développement du sentiment d'autonomie est central au cours de cette période, et (3) attire probablement plus de contrôle psychologique parental. Avec ses deux articles, la présente thèse vise à clarifier la façon dont le contrôle psychologique manifeste et dissimulé est lié au développement précoce de problèmes intériorisés. L'étude 1 est une étude populationnelle examinant l'impact relatif du style parental sur des trajectoires développementales d'anxiété (N = 2 120 enfants; de 2,5 à 8 ans) avec de nombreux facteurs de risque potentiels provenant de l'enfant, de la mère et de la famille, tous mesurés au cours de la petite enfance. Les résultats ont montré qu'en plus de la timidité des enfants, de la dépression maternelle et du dysfonctionnement familial, le contrôle psychologique manifeste (c.-à-d., coercitif) et dissimulé (c.-à-d., la surprotection) augmentent le risque, pour les enfants, de suivre une trajectoire d'anxiété élevée. Une interaction entre la dépression maternelle et le contrôle dissimulé a été trouvée, ce qui indique que la surprotection augmente l'anxiété des enfants seulement lorsque la dépression maternelle est élevée. Enfin, le contrôle dissimulé prédit également l'anxiété telle que rapportée par les enseignants de deuxième année. Le deuxième article est une étude observationnelle qui examine comment l'autorégulation (AR) des bambins est liée au développement précoce des symptômes intériorisés, tout en explorant comment les pratiques disciplinaires parentales (contrôle et soutien de l'autonomie) y sont associées. Les pratiques parentales ont été codifiées lors d'une requête de rangement à 2 ans (contexte "Do", N = 102), tandis que l'AR des bambins a été codifiée à la fois durant la tâche de rangement ("Do") et durant une tâche d'interdiction (ne pas toucher à des jouets attrayants; contexte «Don't » ), à 2 ans puis à 3 ans. Les symptômes d'anxiété / dépression des enfants ont été évalués par leurs parents à 4,5 ans. Les résultats ont révélé que l'AR aux interdictions à 3 ans diminue la probabilité des enfants à manifester des taux élevés de symptômes d'anxiété / dépression. Les analyses ont aussi révélé que le parentage soutenant l'autonomie était lié à l'AR des enfants aux requêtes, un an plus tard. En revanche, le contrôle psychologique manifeste et dissimulé ont eu des effets délétères sur l'AR. Enfin, seul le contrôle dissimulé a augmenté les probabilités de présenter des niveaux plus élevés de problèmes intériorisés et ce, au-delà de l’effet protecteur de l'AR des bambins. Des résultats mitigés sont issus de cette thèse concernant les effets respectifs des deux formes de contrôle sur les problèmes intériorisés, dépendamment de l'informateur (mère c. enseignant) et de la méthodologie (questionnaires c. données observationnelles). Toutefois, le contrôle psychologique dissimulé était lié à ce problème affectif dans les deux études. Enfin, le soutien à l'autonomie s’est révélé être un facteur de protection potentiel et mériterait d'être étudié davantage. / Parental psychological control is a well known risk factor for children’s internalizing problems (e.g., Affrunti & Ginsburg, 2012; McLeod, Wood & Weisz, 2007). According to self-determination theory, psychological control leads to internalizing problems (Ryan, Deci, Grolnick, & La Guardia, 2006) because it thwarts the basic need for autonomy. Indeed, receiving pressure to think, behave and feel in particular ways (Ryan, 1982) is thought to foster a too rigid and overcontrolled regulation (Ryan et al., 2006). Following Soenens and Vansteenkiste (2010), the conceptual distinction between overt (e.g., threats, physical force) and covert (e.g., overprotection, bribes) forms of psychological control was used when assessing parenting style (Study 1) and disciplinary practices (Study 2). Parental psychological control and autonomy support (Study 2) were measured during toddlerhood as (a) internalizing problems emerge early, (b) the budding sense of autonomy and agency is central during this period, perhaps (c) “pulling for” parental control. With its two articles, the present thesis aims to clarify how overt and covert psychological control relate to the early development of internalizing problems. Study 1 is a population study examining the relative impact of parenting style onto child anxiety developmental trajectories (N = 2120 children; 2.5- to 8-years-old) along a host of putative child, mother, and family risk factors measured in toddlerhood. Results revealed that in addition to child shyness, maternal depression and family dysfunction, both overt (i.e., coercive) and covert (i.e., overprotection) parenting increase the risk for higher child anxiety. An interaction between maternal depression and covert control was found, indicating that overprotection only increases child anxiety when maternal depression is high. Finally, maternal covert control also predicted second grade teacher reports of children’s anxiety. Study 2 is an observational study investigating how toddlers’ self-regulation (SR) relates to later internalizing symptoms, while also exploring how parental disciplinary practices (controlling and autonomy-supportive) relate to these child outcomes. Parental practices were coded during a clean-up request task at 2 years of age (“Do” context; N = 102), while toddlers’ self-regulation was coded in both a clean-up (“Do”) and an attractive toys prohibition (“Don’t”) contexts, at age 2 and 3. Their anxious/depressed symptoms were rated by parents at 4.5-years-old. Results revealed that SR to prohibitions at 3-years-old decreased the odds of children showing high levels of anxious/depressed symptoms. Analyses also revealed that autonomy-supportive parenting was positively related to child SR to requests one year later. In contrast, overt and covert controlling parenting had detrimental effects on SR. Finally, only covert control increased the odds of showing higher levels of internalizing problems, above the protective effects of toddlers’ SR skills. There were somewhat mixed results in this thesis for the respective effects of both forms of control onto internalizing problems, depending on informant (mother vs. teacher) and methodology (questionnaires vs. observational data). However, covert psychological control was related to this affective problem across both studies. Coding autonomy support revealed that it may be an indirect, protective factor that merits further investigation.

Le contrôle psychologique parental est un facteur de risque réputé pour les problèmes intériorisés des enfants (p. ex., Affrunti & Ginsburg, 2011; McLeod, Wood & Weisz, 2007). Selon la Théorie de l'auto-détermination, le contrôle psychologique mène aux problèmes intériorisés (Ryan, Deci, Grolnick, & La Guardia, 2006) car il brime le besoin fondamental d'autonomie. En effet, recevoir de la pression afin de penser, se comporter et se sentir d’une certaine façon (Ryan, 1982) semble favoriser une régulation trop rigide et surcontrôlée (Ryan et al., 2006). Suite aux travaux de Soenens et Vansteenkiste (2010), la distinction conceptuelle entre deux formes de contrôle psychologique, soit manifestes (p. ex., les menaces, forcer physiquement) et dissimulées (p. ex., la surprotection, le marchandage), ont été utilisées pour évaluer le style parental (Étude 1) et les pratiques disciplinaires (Étude 2). Le contrôle psychologique parental et le soutien de l'autonomie (Étude 2) ont été mesurés durant la petite enfance puisque (1) les problèmes intériorisés émergent tôt, (2) le développement du sentiment d'autonomie est central au cours de cette période, et (3) attire probablement plus de contrôle psychologique parental. Avec ses deux articles, la présente thèse vise à clarifier la façon dont le contrôle psychologique manifeste et dissimulé est lié au développement précoce de problèmes intériorisés. L'étude 1 est une étude populationnelle examinant l'impact relatif du style parental sur des trajectoires développementales d'anxiété (N = 2 120 enfants; de 2,5 à 8 ans) avec de nombreux facteurs de risque potentiels provenant de l'enfant, de la mère et de la famille, tous mesurés au cours de la petite enfance. Les résultats ont montré qu'en plus de la timidité des enfants, de la dépression maternelle et du dysfonctionnement familial, le contrôle psychologique manifeste (c.-à-d., coercitif) et dissimulé (c.-à-d., la surprotection) augmentent le risque, pour les enfants, de suivre une trajectoire d'anxiété élevée. Une interaction entre la dépression maternelle et le contrôle dissimulé a été trouvée, ce qui indique que la surprotection augmente l'anxiété des enfants seulement lorsque la dépression maternelle est élevée. Enfin, le contrôle dissimulé prédit également l'anxiété telle que rapportée par les enseignants de deuxième année. Le deuxième article est une étude observationnelle qui examine comment l'autorégulation (AR) des bambins est liée au développement précoce des symptômes intériorisés, tout en explorant comment les pratiques disciplinaires parentales (contrôle et soutien de l'autonomie) y sont associées. Les pratiques parentales ont été codifiées lors d'une requête de rangement à 2 ans (contexte "Do", N = 102), tandis que l'AR des bambins a été codifiée à la fois durant la tâche de rangement ("Do") et durant une tâche d'interdiction (ne pas toucher à des jouets attrayants; contexte «Don't » ), à 2 ans puis à 3 ans. Les symptômes d'anxiété / dépression des enfants ont été évalués par leurs parents à 4,5 ans. Les résultats ont révélé que l'AR aux interdictions à 3 ans diminue la probabilité des enfants à manifester des taux élevés de symptômes d'anxiété / dépression. Les analyses ont aussi révélé que le parentage soutenant l'autonomie était lié à l'AR des enfants aux requêtes, un an plus tard. En revanche, le contrôle psychologique manifeste et dissimulé ont eu des effets délétères sur l'AR. Enfin, seul le contrôle dissimulé a augmenté les probabilités de présenter des niveaux plus élevés de problèmes intériorisés et ce, au-delà de l’effet protecteur de l'AR des bambins. Des résultats mitigés sont issus de cette thèse concernant les effets respectifs des deux formes de contrôle sur les problèmes intériorisés, dépendamment de l'informateur (mère c. enseignant) et de la méthodologie (questionnaires c. données observationnelles). Toutefois, le contrôle psychologique dissimulé était lié à ce problème affectif dans les deux études. Enfin, le soutien à l'autonomie s’est révélé être un facteur de protection potentiel et mériterait d'être étudié davantage. / Parental psychological control is a well known risk factor for children’s internalizing problems (e.g., Affrunti & Ginsburg, 2012; McLeod, Wood & Weisz, 2007). According to self-determination theory, psychological control leads to internalizing problems (Ryan, Deci, Grolnick, & La Guardia, 2006) because it thwarts the basic need for autonomy. Indeed, receiving pressure to think, behave and feel in particular ways (Ryan, 1982) is thought to foster a too rigid and overcontrolled regulation (Ryan et al., 2006). Following Soenens and Vansteenkiste (2010), the conceptual distinction between overt (e.g., threats, physical force) and covert (e.g., overprotection, bribes) forms of psychological control was used when assessing parenting style (Study 1) and disciplinary practices (Study 2). Parental psychological control and autonomy support (Study 2) were measured during toddlerhood as (a) internalizing problems emerge early, (b) the budding sense of autonomy and agency is central during this period, perhaps (c) “pulling for” parental control. With its two articles, the present thesis aims to clarify how overt and covert psychological control relate to the early development of internalizing problems. Study 1 is a population study examining the relative impact of parenting style onto child anxiety developmental trajectories (N = 2120 children; 2.5- to 8-years-old) along a host of putative child, mother, and family risk factors measured in toddlerhood. Results revealed that in addition to child shyness, maternal depression and family dysfunction, both overt (i.e., coercive) and covert (i.e., overprotection) parenting increase the risk for higher child anxiety. An interaction between maternal depression and covert control was found, indicating that overprotection only increases child anxiety when maternal depression is high. Finally, maternal covert control also predicted second grade teacher reports of children’s anxiety. Study 2 is an observational study investigating how toddlers’ self-regulation (SR) relates to later internalizing symptoms, while also exploring how parental disciplinary practices (controlling and autonomy-supportive) relate to these child outcomes. Parental practices were coded during a clean-up request task at 2 years of age (“Do” context; N = 102), while toddlers’ self-regulation was coded in both a clean-up (“Do”) and an attractive toys prohibition (“Don’t”) contexts, at age 2 and 3. Their anxious/depressed symptoms were rated by parents at 4.5-years-old. Results revealed that SR to prohibitions at 3-years-old decreased the odds of children showing high levels of anxious/depressed symptoms. Analyses also revealed that autonomy-supportive parenting was positively related to child SR to requests one year later. In contrast, overt and covert controlling parenting had detrimental effects on SR. Finally, only covert control increased the odds of showing higher levels of internalizing problems, above the protective effects of toddlers’ SR skills. There were somewhat mixed results in this thesis for the respective effects of both forms of control onto internalizing problems, depending on informant (mother vs. teacher) and methodology (questionnaires vs. observational data). However, covert psychological control was related to this affective problem across both studies. Coding autonomy support revealed that it may be an indirect, protective factor that merits further investigation.