Abstract
The objective of the present study is to analyse the relationships between parental socialization styles—indulgent, authoritarian, authoritative and negligent, school adjustment (social integration, academic competence and family involvement) and cyber-aggression (direct and indirect) in adolescents. Participating in this study were 1304 Spanish students of both sexes (53.1% girls), aged between 12 and 18 years (M = 13.87, SD = 1.33). Multivariate analyses of variance were performed. The results showed significant relationships between parental socialization styles, school adjustment and cyber-aggression. It was observed that adolescents from indulgent and authoritative families showed greater academic competence and greater family involvement. Additionally, the children from authoritarian families displayed greater involvement in direct and indirect cyber-aggression behaviours. The results obtained and their implications are discussed in the final section.
Highlights
Socialization is defined as a learning and internalization process through which the values, habits and cultural norms necessary for adaptation to a given society are acquired [1,2,3,4]
In the MANOVA, statistically significant differences were found in the main effects of parental socialization styles (Λ = 0.94, F(15, 3081.19) = 4.63, p < 0.001, η2 p = 0.02); and gender (Λ = 0.95, F(5, 1116) = 12.05, p < 0.001, η2 p = 0.05)
The objective of the present study was to analyse the relationships between parental socialization styles, school adjustment and cyber-aggression in adolescents
Summary
Socialization is defined as a learning and internalization process through which the values, habits and cultural norms necessary for adaptation to a given society are acquired [1,2,3,4]. Based on the combination of both axes, four parental styles have been identified [12,13,14,15,16]: indulgent (high involvement/acceptance and low severity/imposition); authoritative (high degree of involvement/acceptance and high severity/imposition); authoritarian (low involvement/acceptance and high severity/imposition); and negligent (low involvement/acceptance and low severity/imposition). Authoritative and indulgent styles have been found to be associated with better adjustment in children in different spheres, cultural differences exist regarding the effectiveness of these styles [17]. While in Anglo-Saxon culture the authoritative style has been identified as the most associated with the adjustment of children [10,11,13,16,18,19], in Mediterranean culture the indulgent style is the most adaptive [14,20,21,22]
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