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Attachment is an important aspect of parent-adolescent relationships, and thus it may play a key role in predicting adolescents' behavioral outcomes and well-being. This study examined how parenting dimensions (authoritative, psychological control, and over-protecting) relate to youth outcomes (self-esteem, autonomy, and friend attachment) by way of parent-adolescent attachment, among Chinese families. The sample included 298 Chinese adolescents ages 15-18 years (M age = 16.36, SD =.678 ; 60% female). A series of structural equation models was estimated to examine the hypothesis that authoritative parenting, psychological control, and over-protecting would predict adolescent outcomes as mediated by attachment. The best fitting model included only indirect paths from the three parenting variables to the three outcome variables, by way of attachment. In this final model, authoritative parenting was positively predictive of attachment, while psychological control was a negative predictor. In turn, parent adolescent attachment was positively related to the three outcomes: autonomy, self-esteem, and friend attachment. Lastly, parenting related to the outcomes similarly for boys and girls. These findings suggest that what parents do might relate to the well-being of their adolescents by way of the quality of their relationships with their adolescents.

Dissertation (Ed.D.)--Boston University, 1983 / The purpose of this study was to determine if a 12-week course would result in increased parental awareness and improved perceptions of parental behavior. The format included child development information and group problem solving of parent-child conflict dilemmas. A pre/post control group design was used with equivalent voluntary groups. The statistical techniques employed to analyze the data were the analysis of covariance and the t-test for correlated samples. The treatment group consisted of 11 parents and their 16 children while the control group comprised 11 parents and their 14 children. The Newberger (1977) Parental Awareness Scale (PAS) was administered to both sets of parents subsequent to the program and to the treatment group parents four months later. A modified version of the Schaefer (1965) Children's Reports of Parental Behavior Inventory (CRPBI) was administered to the parents and children of both groups. Analysis of the results of the PAS indicated that parents in the treatment group significantly increased their levels of parental awareness upon termination of the program (p<.03) and made further significant gains following a four month hiatus (p<.05). The results of the modified CRPBI indicated that parents perceived themselves as improving in their behavior to a significant level (p<.05) upon completion of the program but did not make likewise gains when retested four months later. The children of the parents of both groups failed to perceive improved behavior on the part of their parents. These results tentatively indicate that cognitive-structural growth can occur over time when the original stimulus conditions which facilitated it have been removed. It also appears that cognitive-developmentally oriented parent intervention is conducive to such growth. [TRUNCATED]

Limited research exists regarding the experiences and perspectives of parents of highly and profoundly gifted children. The purpose of this qualitative study was to investigate the experiences and perspectives of parents of highly and profoundly gifted children in developmental and cultural contexts. Semi-structured interviews were followed by thematic analysis regarding parental efficacy and parents' perceived support in parenting and educational communities to provide rich insights and to illuminate the voices of parents. In seeking academic and/or social emotional support, parents join groups designed to connect parents with experts in the field of gifted education and parent advocates of gifted children. A purposive sample was selected from parents who are members of networks and organizations serving profoundly gifted students. A self-report survey was distributed to parents enrolled in networks and/or organizations serving gifted students and parents of gifted students (e.g., SENG, Davidson Institute). Participant interviews were transcribed and qualitatively analyzed using thematic analysis. A qualitative descriptive analysis identified areas in which parents of highly and profoundly gifted children express the need for support within developmental and cultural contexts. Implications from the study aim to bring attention to the lived experiences of these parents to inform educators, counselors, and communities of parents' need for a sense of support and belonging in parenting trajectories.

Thesis (M.S.)--Boston University

Although parental religiosity generally has been associated with positive child outcomes it also has been connected to the use of corporal punishment and authoritarian parenting style. Thus, other variables must exist which influence how the interaction between religiosity and parenting practices influence child outcomes, such as regional differences (i.e., conservatism, population density, etc.). The current study expanded upon previous literature by examining maternal and paternal variables, extending the study to emerging adults, examining emerging adult gender, various religions, and different regions of the United States (i.e., Northeast, South, Midwest, West), as well as levels of conservatism and population density (i.e., urban vs rural areas). An MTURK sample asked participants to report their parents’ religiosity, parenting style, and conservatism as well as their own religiosity and region where they grew up. Structural equation modeling was used, and results indicated that parenting style moderated the relationship between parental religiosity and child outcomes and those interactions were further moderated by conservatism as well as geographic and population density regions (i.e., 3-way interaction).

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