Parent–child relations at the crossroads of care, rights and governance

This research was conducted to evaluate the mediation effect of anxiety and life satisfaction on the relationship between Care burden and Parent Child Relationship in Turkish parents during the COVID-19 epidemic. The research was carried out with parents (221 women and 219 men) who have children between the ages of 6-18 living in Turkey. Data were collected in June-July 2021 using the demographic data form, "Care Burden Scale," "Pervasive Anxiety Disorder-7 Test," "Satisfaction with Life Scale," and "Parent Child Relationship Scale." Path analysis was used to analyse the relationships. In this study, structural equation modelling (SEM) was used to examine the path analysis. It was found that the burden of care and anxiety of the parents and the parent-child conflict relationship were positively correlated and negatively correlated with the life satisfaction and parent-child closeness relationship (p < 0.05). Path model analyses revealed that the burden of care had a direct effect on anxiety and life satisfaction, and an indirect effect on the parent-child relationship, respectively. It shows that parents' perceptions of how the COVID-19 pandemic is affecting their mental health have implications for parent and child well-being, with stronger relationships for low-income families. Anxiety and life satisfaction had a mediating effect between care burden and parent-child relationship. Given the demonstrable impact of COVID-19 on the parent-child relationship, this study may guide the planning of coping strategies and programmes focused on mental health.

&lt;p&gt;憂鬱症狀的發展是心理與教育界甚為重要的議題，但從青少年到成年初顯期的軌跡卻少被探討。本研究 藉由「臺灣青少年成長歷程研究」資料庫中2002至2009年間三波次(國三、高三、大四)共992位固定 樣本採用二因子潛在成長曲線模式之隨機截距隨機斜率模型，來探討自尊、親子與師生關係對憂鬱症狀 之發展軌跡。研究發現憂鬱症狀除穩定下降的一組外，另還有上升的一組。有以下四個重要結果: (1)自尊、親子與師生關係的國三分數皆負向影響後續變化幅度。另，高憂鬱組在此三變項的平均分 數皆較低憂鬱組低，且波動也較大。(2)自尊的重要性相對高於親子與師生關係;不論高低憂鬱組， 國三自尊分數皆負向影響憂鬱症狀分數，自尊的變化幅度也負向影響憂鬱症狀的變化幅度。但在高憂鬱 組，國三自尊分數卻對憂鬱症狀之變化幅度有正向影響，顯示過高自尊可能的問題。(3)低憂鬱組的 國 三親子關係負向影響憂鬱症狀分數，但高憂鬱組之親子關係變化幅度會負向影響憂鬱症狀變化幅度。 (4)最後，低高憂鬱兩組的師生關係分數對憂鬱症狀變化幅度皆無明顯影響，僅在低憂鬱組的國三師 生關係分數負向影響憂鬱症狀分數。本研究發現自尊、親子與師生關係在青春期到成年初顯期，會因憂 鬱症狀高低而對個體有不同效果，並據此提出教學與輔導相關建議。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Depression is an increasingly important area in psychology and education. Investigating depressive symptoms is a continuing concern for adolescents. Recently, an increased interest extends to emerging adulthood. According to the viewpoint of ecological system theory, previous studies in process-person-context-time model have highlighted the important factors such as ideal self, parent-child relationship, teacher-student relationship. This study aimed to investigate the trajectories of depressive symptoms from adolescence to emerging adulthood by considering three predictors &amp;mdash; self-esteem, parent-child, and teacher-student relationships. Using AMOS 23.0, two factor latent growth curve model with random intercepts and random slopes was used to analyze the longitudinal data. In this panel study, a sample of 992 students were selected from the Taiwan Youth Project (TYP) in three waves from 2002 to 2009 (at Grade 9, Grade 12, and the senior year of undergraduate). The average scores in each of the three waves served as indicators of latent intercepts and slopes for each of the four study variables. By using hierarchical cluster analysis with dendrogram, we were able to divide all subjects into two groups as low and high depressive symptom groups respectively. Four research questions with correspondent eleven research hypotheses were investigated. That is, H1a: The intercept of self-esteem has negative influence on the correspondent slope of self-esteem. H1b: The intercept of parent-child relationship has negative influence on the correspondent slope of parent-child relationship. H1c: The intercept of teacher-student relationships has negative influence on the correspondent slope of teacher-student relationships. H2a: The intercept of self-esteem has negative influence on the intercept of depressive symptoms. H2b: The intercept of self-esteem has negative influence on the slope of depressive symptoms. H2c: The slope of self-esteem has negative influence on the slope of depressive symptoms. H3a: The intercept of parent-child relationship has negative influence on the intercept of depressive symptoms. H3b: The slope of parent-child relationship has negative influence on the slope of depressive symptoms. H4a: The intercept of teacher-student relationships has negative influence on the intercept of depressive symptoms. H4b: The intercept of teacher-student relationships has negative influence on the slope of depressive symptoms. H4c: The slope of teacher-student relationships has negative influence on the slope of depressive symptoms.&lt;/p&gt; &lt;p&gt;The main findings of this study are shown as follows: (1) The intercepts of self-esteem, parent-child, and teacher-student relationships all negatively affected their respective slopes. In addition, the intercepts of the high depressive group on these three variables were lower, and the slopes were greater, than those of low depressive group. (2) Among the three predictors, self-esteem was the most important one. The intercept of self- esteem affected the intercept of depressive symptoms; the slope in self-esteem also affected the slope in depressive symptoms in both groups. Surprisingly, in the high depressive symptom group, people with high self-esteem in Grade 9 had a higher positive depressive symptom slope in the future. (3) The intercept of parent-child relationship negatively affected the intercept of depressive symptoms for the low depressive symptom group, while the slope in parent-child relationship affected the slope in depressive symptoms for the high depressive group. (4) The intercept of the teacher-student relationship negatively affected the intercept of depression symptoms only in the low depressive symptom group. Based on these results, suggestions for practical applications and future research are also discussed. In brief, it is necessary to pay attention to students’ development of long-term self-esteem and other psychological and social factors even if an individual has good self-esteem from the beginning. It is worth noting that individuals with high self-esteem are likely to have greater changes in depressive symptoms in the future. If an individual has high self-esteem but cannot tolerate setbacks and failures, the slope in depressive symptoms will increase. Moreover, even if individuals have unfavorable family experiences in the early stages, they still have the possibility of improving parent-child relationships, showing that the parent-child relationship is not limited to a single point in time. Finally, the teacher-student relationship in early adolescence not only shows its long-term influence, but also becomes an individual’s protective factor for depression, helping individual to have better adaptability in future.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Notable shifts in life expectancy over the past century have brought many changes in family ties, including longer parent-child and marital relationships. Enduring family ties are characterized by new expectations and potential sources of support as well as conflicts among family members (Clarke, Preston, Raksin, & Bengtson, 1999; Fingerman, 1996; Shaw, Krause, Chatters, Connell, & Ingersoll-Dayton, 2004). These relationships are not static features of individuals' lives; instead, they change over time, as individuals age and as they face challenges throughout life (Umberson & Reczek, 2007). Indeed, life course perspectives emphasize the importance of linked lives, including that relationships with children interact with and influence the relationship between parents as they age (Elder, Johnson, & Crosnoe, 2003). This has led researchers to examine the interrelatedness of parent-child and spousal relationships.Research on family relationships in adulthood highlights their importance for individual well-being. Studies of marital relationships have consistently found that a satisfying marriage is associated with well-being and successful aging for middle-aged individuals (Ko, Berg, Butner, Uchino, & Smith, 2007; McNulty & Fincham, 2012). In addition, researchers have found that parent-child relationships have important implications for the well-being of middle-aged parents (Birditt, Fingerman, & Zarit, 2010; Greenfield & Marks, 2006; Fingerman, Pitzer, Lefkowitz, Birditt, & Mroczek, 2008). Despite the emphasis on both parent-child and marital relationships once children reach adulthood, little work has explored how these relationships are associated at this stage of family development. Using data from the Family Exchange Study (Fingerman, Miller, Birditt, & Zarit, 2009), in the present study we examined the interdependence of marital satisfaction and parent-child relationships with adult children.Family Systems as a Framework for Understanding Family ProcessesFamily systems theory posits that marital and parent-child relationships are important subsystems, each of which influences the other (Belsky, 1981; Cox & Paley, 1997; Minuchin, 1985). In recent decades, several processes have been proposed to explain how each of these subsystems influences the other (Engfer, 1988; Erel & Burman, 1995; Fauchier & Margolin, 2004; Umberson, 1992).The spillover hypothesis suggests that affect or behavior transfers directly from one relationship to the other within a family system (Easterbrooks & Emde, 1988). The transfer occurs in the same valence, such that negative affect in one subsystem is linked to negative affect in another. For example, one's own negative mood or affect carries over and increases the negative mood in other relationships (Cowan, Cowan, Heming, & Miller, 1991; Fauchier & Margolin, 2004). Conversely, warm and affectionate relationships between parents and children are associated with higher marital satisfaction (Easterbrooks & Emde, 1988). Indeed, previous research has found that families with more marital conflict tend to have more negative parent-child relationships, whereas parents in more affectionate marriages tend to maintain positive relations with their children and give their children more approval and affection (Grych, 2002; Miller, Cowan, Cowan, Hetherington, & Clingempeel, 1993). In addition, research has shown that a good parent-child relationship is associated with a couple's relationship quality (Carlson, Pilkauskas,McLanahan, & Brooks-Gunn, 2011; Nomaguchi & Milkie, 2003). Most studies on this topic, however, have focused on relatively young parents with young children.An alternate view is the compensatory hypothesis, which proposes that a transfer between subsystems in a family occurs in the opposite valence; that is, for example, when the marital subsystem boundary is not maintained, parent-child coalitions form and marital dysfunction ensues (Engfer, 1988; Minuchin, 1985). …

Relationships with parents and teachers are crucial to a child's socialization. However, little is known about the transactional processes between parent-child and teachers-student relationships and their mediating mechanisms. This short-term longitudinal study examined bidirectional relations between positive parent-child and teachers-student relationships, and the potential mediating role of positivity within these relations. There were 3,450 Chinese children (44.8% girls; Mage = 10.93 years) who participated in a four-wave longitudinal study, spaced 6 months apart. The random intercept cross-lagged panel modeling found: (a) both father-child and mother-child relationships directly predicted teachers-student relationships, and vice versa; (b) positivity functioned as a mediator in bidirectional relations between parent-child and teachers-student relationships. These results support a transactional spillover effect between parent-child and teachers-student relationships, suggesting Chinese children may become caught in a virtuous cycle either directly or indirectly via their positivity. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Parent–child relationships observe many changes when adolescents grow up to be young adults. The Three Good Things intervention has been used in different contexts (e.g., couples' relationships) but not much in different relationship contexts such as parent–child relationships. Therefore, the present study aimed to adapt the ‘Three Good Things’ intervention for parent and adult child relationships and study its impact on the parent–child relationship. Intervention design (pre, post, and follow‐up) having two groups—intervention group ( n = 32 pairs) and control group ( n = 30 pairs) was utilised to study the intervention's impact on parent–child closeness, relationship, parental stress, emotional involvement and perceived criticism. Participants were college students (18–24 years old) and any one of their parents. The results of the study report that the intervention did not have any significant impact but resulted in a slight improvement in the relationship. The findings support the need for further studies applying this intervention in the context of parent–child relationships on varied children groups.

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children’s Depression Inventory–Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC.

The parent‒child relationship is a crucial factor in promoting adolescent mental health. However, the current evidence on the relationship between parent‒child relationships and adolescent conscientiousness and neuroticism, as well as the directionality of these relationships, remains limited. In particular, there is a lack of analysis focusing on Chinese middle school students. Based on a sample of 8437 students from the China Education Panel Survey (CEPS) database, this study empirically examined the bidirectional relationships between parent‒child relationships, conscientiousness and neuroticism among Chinese middle school students, with specific emphasis on the significant role of parent‒child relationships in the development of conscientiousness and neuroticism. Descriptive statistical results indicated that during the seventh and eighth grades of Chinese middle school students, the closeness of their parent‒child relationships with both parents decreased, while the level of conscientiousness showed a slight decrease, and neuroticism showed an increasing trend. Correlational results demonstrated a significant positive correlation between parent‒child relationships and conscientiousness and a significant negative correlation between parent‒child relationships and neuroticism. Further analysis using cross-lagged models revealed that parent‒child relationships significantly positively predicted subsequent conscientiousness development, and conscientiousness significantly positively predicted subsequent parent‒child relationships. Parent‒child relationships significantly negatively predicted subsequent neuroticism development, and neuroticism levels also significantly negatively predicted subsequent parent‒child relationships. Based on these findings, we believe that there is a need to strengthen parent‒child relationships and to recognize the important role that both mothers and fathers play in the healthy development of their children. Both parents should actively contribute to their children's upbringing and take responsibility for their family education.

Longitudinal contributions of parent-child and teacher-student relationships to adolescent problematic internet use: The mediating role of self-esteem

BackgroundIn the face of family stress and emerging family problems, the transactional model of stress and coping provides new perspectives for solving stress problems in the family. This study integrates it with the common fate model to reveal new paths for coping with educational anxiety problems from the level of parent-child dichotomous interaction in the family environment, aiming to provide some theoretical and practical support for alleviating parents’ education anxiety.MethodsThis study used a combination of interviews and questionnaires to stratify students and their parents from a public junior high school in Jinan City to participate in the study. Data were collected in two time periods (T1, T2; one year apart), and the demographic characteristics of parents and children, parent-child communication quality, education anxiety, and parent-child trust relationship of 495 families were finally analysed by SPSS 27.0.ResultsThe results found that (1) based on the Common Fate Model, quality of parent-child communication negatively predicted parents’ education anxiety; (2) quality of parent-child communication positively predicted parent-child trust relationship; (3) parent-child trust relationship negatively predicted parents’education anxiety; (4) parent-child trust relationship mediated quality of parent-child communication and education anxiety.ConclusionsThis study sheds light on research related to stress coping and anxiety relief in the family environment, and provides theoretical and practical support for understanding the interaction between parents and children at the family level, and coping with stressful events together. It implies that future researchers should not only focus on one aspect when coping with and dealing with family problems, but should analyse the family as a whole, including the communication status and parent-child relationship between parents and children.

Peer victimization is a highly prevalent worldwide issue with cross-cultural characteristics. Parent-child relationship and peer victimization is known to be interrelated, but how they influence each other remains unclear. This study explored the mechanisms of peer victimization related to parent-child relationship. A total of 58,756 fourth grade students aged 10-12 years (10.83 ± 0.83, 54.4% males) from China completed four questionnaires. A multiple mediator model was tested, in which the two variables influenced each other through the mediating factors of peer relationship and depression. Peer victimization was indirectly negatively impacted by parent-child relationship through two chain mediating factors of peer relationship and depression: (1) the mediational path through peer relationship with an effect size of 44.66%; (2) the mediational path through depression with an effect size of 21.64%; and (3) the mediational path through peer relationship and depression with an effect size of 18.08%. The total mediational effect size was 84.11%. The effect size through peer relationship is the strongest among the three mediation paths, suggesting that peer relationship is the key determinant in breaking the link between parent-child relationship and victimization. Poor parent-child and peer relationships may be risk factors eliciting peer victimization. Compared to internalizing behaviors (e.g., depression), low-quality interpersonal relationships maybe the root cause of the formation and maintenance of victimization. Thus, intervention programs against bullying should pay more attention on children's contextual factors, especially their relationships with their families and peers, among children at an early age.

Adolescents relation with parents and their overall development has attracted and increasing research attention. And yet identification of parental relationship and adolescents’ emotional competence is relatively a new area of research. Given the role emotional competence played in healthy functioning in young adolescents over a life span., it is imperative to study and enhance our understanding of Parent–Early adolescents relationship and emotional competence with different dimensions that compose these constructs. In this context, the main objective of this study was to investigate the correlation between parent-child relationship and emotional competence. 60 Participants (30 boys and 30 girls) with average age of 15.5 were randomly selected from Sheik Abduselam Secondary school, Jigjgia, Ethiopia. Children were provided Parent-child relationship then Emotional competency scales. Analyses were conducted using descriptive statistics-mean & standard deviations and p-value of Parent-child (boys and Girls) relationship in ten dimensions, emotional competence in five dimensions and Pearson’s product moment correlations were employed to identify the association between the Parents-child relationship dimensions with Emotional competence dimensions. Result showed that significant children’s perception of their mothers as rewarding (symbolic and Object), loving, and demanding. On the other hand, children did not show any significant differences of their relation with both mothers and fathers in protecting, Object-reward and Indifferent dimensions. However, Children’s Perception of their father as Rejecting, Symbolic-Punishment and neglect have significantly different from their mothers. In relation to Emotional Competence, result found out children had average in emotional competency in all dimensions. A notable finding in this study was significance positive parent-child relationship and emotional competence. Positive and negative relationships among the eight dimensions of parent-child relationships (Neglecting, rejecting, Symbolic punishment, Protecting, Symbolic Reward, Object Reward, Loving, Indifferent) except “demanding” and “Object Punishment” significantly related with emotional competence dimensions at p<0.05 significant level in the sample were found. The results proved that statistical significance of the relationship between emotional competence and parent child relationships. Implications and suggestions for future research were discussed.

This study explored the impact of family socioeconomic status on the parent-child relationship, the mediating role of children’s Internet use, and the moderating role of grade. A total of 450 pupils (mean age 9.69 years, SD = 1.23) in grades 3 through 6 completed the Parent-Child Relationship Questionnaire, Children’s Network Questionnaire and Family Affluence Scale. The results showed: (1) family economic status, Internet use and parent-child relationship were significantly inter-correlated; (2) family socioeconomic status positively predicted a more supportive parent-child relationship, and children’s Internet use mediated this connection (mediating effect being 14.4% of total variance; (3) grade played a moderating role in the second half of the mediation model: For the junior grade children, family socioeconomic status predicted parent-child supportive relationships through the mediating role of Internet use, whereas the mediation effect was not significant for the senior grade children.

The divorce rate in the United States declined in the 1980s after nearly 2 decades of unprecedented growth (National Center for Health Statistics, 1992). This was generally good news, although the level at which rates recently stabilized far exceeds those of the early 1960s. Somewhat overshadowed by these recent, welcomed developments, however, is the continued increase in divorce rates for older couples in long-term marriages. Over 20% of divorces today involve couples married over 15 years (National Center for Health Statistics, 1991). This trend demands new attention to the divorce experience of individuals and families who are older and further along in the family life cycle. Of major interest in the literature on younger divorcing couples and their families is the impact of marital disruption on parent-child relations. The issue is significant because parent-child relations are a central feature of family functioning, and are predictive of the immediate and long-term psychological and behavioral adjustment of children (see Amato & Keith, 1991; Hess & Camara, 1979), youth (Peterson & Zill, 1986), and adults (Amato & Booth, 1991; Umberson, 1992) from both intact and divorced families. Parent-child affective relations and contact also are mediating factors in the relatively low levels of support divorced parents provide their children once they reach adulthood (White, 1992). Because of the common practice of awarding sole physical custody of children to one parent, the typical divorce involving a young couple generally is characterized by marked changes in parent-child relations. Such is the case not only for noncustodial parents whose interaction with the child is often disrupted due to physical separation, but also for custodial parents who typically assume the daily responsibilities of childrearing on their own. While the patterns of association and affect that exist between children and divorced parents are well-documented in the literature, what is not clear is whether parent-child relations are similarly affected when parental divorce occurs to adult offspring who are not subject to custody decisions. This issue is the focus of the present study. BACKGROUND POSTDIVORCE CONTACT WITH PARENTS Children's contact with their noncustodial parent is profoundly altered following divorce. Two studies of nationally representative samples of children under age 18 indicate that fewer than one-third of children of divorce have the stereotypical pattern of weekly visitation with their nonresident parent. Rather, a sizeable share--anywhere from 13% to 51% depending on the gender of the noncustodial parent and the particular study--have rare, if any, contact with the absent parent, especially when that parent is the father (Furstenberg, Peterson, Nord, & Zill, 1983; Seltzer & Bianchi, 1988). Studies of smaller, more localized samples pose more optimistic findings regarding postdivorce intergenerational contact (Hetherington, Cox, & Cox, 1978; Maccoby & Mnookin, 1992; Wallerstein & Kelly, 1975). Yet, these studies generally focus on children experiencing fairly recent parental divorce, and thereby fail to capture the precipitous decline in interaction with the absent parent that typically occurs over the long term (Furstenberg et al., 1983; Seltzer & Bianchi, 1988). For example, over the 3 years of Maccoby and Mnookin's (1992) California study, the proportion of children not regularly seeing their absent fathers climbed from about 25% to 40%, whereas the same comparison for nonresident mothers actually showed a decline over this period. According to a recent meta-analysis of the divorce literature, reduced paternal contact is one of the most consistent and pronounced effects of divorce on children (Amato & Keith, 1991). Furthermore, data from a large, representative sample of adults also indicate that reduced paternal contact is one of the strongest protracted effects of parental divorce during childhood, especially for daughters, and regardless of which parent maintained custody of the children. …

Mental health(MH) is a state of emotional and psychological well-being in which an individual is able to use his or her cognitive and emotional capabilities, function in society, and meet the ordinary demands of everyday life.Their behaviour has impact on National Health Indicators like maternal and infant mortality.Adolescents are vulnerable to STIs, HIV/AIDS and Sexual-Abuse when there is negative impact of parents, teachers and their peer group especially upon their mental health.Several studies have emphasised serious concerns relating to adolescents that need urgent attention towards their mental health at school level itself.Caring, supportive environment will promote optimum development of Physical, Emotional and Mental health among Adolescents.Hence, the factors 'Parent Child Relation (PCR)' 'School Environment (SE)' and 'Peer Relation (PR)' are considered and their influence on mental health of adolescents is studied in this paper.Results disclose that there is high significant influence of good peer relation and healthy school environment on mental health of adolescents whereas 'Parent Child relation' has influenced moderately.It has been observed that the contribution of 'Parent Child Relation', 'Peer Relation' and 'School Environment' towards 'Mental Health' is more in girls than boys.Adolescents of Private Schools have strong parent child relation when compared to the adolescents of Government schools.But age and class of the adolescents have not shown any influence on their Mental Health due to PCR, SE and PR as there is no much gap among them.

This research aims to determine the relationship between parent child relationships and problematic internet use among students in Padang City. The research sample used was 253 new students at Padang State University taken based on random sampling techniques. The instrument used for the problematic internet use variable was developed based on the theory of Caplan (2003), while the parent child relationship variable was developed based on the theory of Dixson, Bermes, &amp; Fair (2014). The validity test of the problematic internet use scale has an item discrimination power of 0.315-0.760, while for the parent child relationship scale it is 0.377-0.832. This research analyzes data using the Pearson Product Moment correlation technique. The results of the research show that the correlation coefficient (r) between parent child relationship and preference for social interaction is -0.670 with a significance of 0.000, between parent child relationship and mood regulation is -0.417 with a significance of 0.000, between parent child relationship and cognitive preoccupation is -0.420 with significance is 0.000, between parent child relationship and compulsive internet use is -0.420 with a significance of 0.000, and between parent child relationship and negative outcome is -0.674 with a significance of 0.000 where (p&lt;0.05). This shows that parent child relationships are negatively correlated with problematic internet use.