At Time 2, the mother-adolescent dyads were contacted again at the end of the academic year, of which 304 dyads participated in the survey. The longitudinal model generated results similar to that of Time 1. Path analysis revealed that gender differences emerged in the complexity of the model. For girls, all stressors except emotional autonomy contributed to parenting stress, which in turn negatively influenced parenting style. Maternal control mediated the negative impact of parenting stress on achievement aspirations. However, parenting style did not predict girls' perceived academic competence. For boys, all stressors except emotional autonomy predicted parenting stress, which in turn impaired the quality of parenting style. However, parenting style did not predict any of boys' adjustment outcomes. Instead, emotional autonomy had a direct negative impact on achievement aspirations and perceived academic competence. / Based on results derived at Time 2, the model was revised and gender differences were tested using multi-sample analyses. In the final model, parenting stress had an indirect effect on girls' achievement aspirations through the mediation of parental control, whereas parenting stress had a direct effect on boys' achievement aspirations. However, only maternal academic distress predicted adolescent perceived academic competence in both genders. / The present dissertation broadened current literature in the area by proposing an integrated model of parenting stress. Findings suggested intervention to target at mother's parenting self-efficacy, and parenting alliance to ameliorate the stresses and burden of child caring. However, the validity of the findings may be impeded by limitations in relation to methodology. Implications for future research on parenting stress were discussed in detail. / There is no doubt that parenting is one of the most taxing roles. The issue of parenting stress is a complex phenomenon that requires research to be guided by theory and models (Abidin, 1990), without which advancement in the area would not be possible. The present dissertation was an attempt to propose an integrated model of parenting stress among Chinese mothers with children advancing from primary to secondary school. The integrated model was a modification of Abidin's (1992) model in that variables appropriate to the child's developmental stage and the Chinese culture were incorporated. The model postulated that parenting-relevant stressors/resources were predictive of parenting stress. Parenting stress then had a negative impact on adolescent outcomes through the mediation of parenting style. Negative outcomes would further accentuate parenting stress, thus creating a vicious cycle of maladaptiveness. The validity of the model in predicting adolescent achievement aspirations and perceived academic competence was tested at two time points over a 6-month interval. At Time 1, the cross-sectional model was tested in 510 mother-adolescent dyads. Results of path analysis revealed substantial gender differences. For girls, adolescent emotional autonomy, maternal academic distress, parenting alliance and parenting self-efficacy contributed to parenting stress. Parenting stress had a direct effect on parenting style and indirect effect on girls' achievement aspirations and perceived academic competence through the mediation of parental control. For boys, all the stressors except emotional autonomy contributed to parenting stress. Parenting stress had a direct effect on parenting style. However, parenting style did not mediate the effect of parenting stress as both parental control and parental responsiveness failed to explain boys' outcomes. Instead, boys' emotional autonomy contributed directly to lower levels of achievement aspirations and perceived academic competence. / Lai, Pui Yee. / "June 2007." / Adviser: Catherine S. K. Tang. / Source: Dissertation Abstracts International, Volume: 69-01, Section: B, page: 0717. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 136-165). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_343992 |
| Date | January 2007 |
| Contributors | Lai, Pui Yee., Chinese University of Hong Kong Graduate School. Division of Psychology. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, theses |
| Format | electronic resource, microform, microfiche, 1 online resource (xv, 165 p. : ill.) |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
Page generated in 0.0021 seconds