Parent-child Closeness Research Articles

Cultural expectations and perceptions of risk communication among Afro-Caribbean mothers and daughters in the United States.

Mothers are key influencers in daughters' decision making about risk behaviors. Much research on parent-child relationships and communication has been conducted among predominantly White, nonimmigrant families. However, parent-child relationships and communications about risk behaviors may significantly differ for Black immigrant families. In particular, transnational behaviors that serve to maintain multiple social identities with attributes from both the receiving and sending nations may shape communication about risky behaviors. The current study evaluated the association between transnational behavior and risk communication mediated by the mother-daughter relationship. A total of 285 first- and second-generation Afro-Caribbean women, most of whom (80%) identified as Black, were recruited via purposeful sampling from Caribbean organizations, Caribbean-focused social media, and Caribbean festivals. Participants (daughters) completed a survey assessing their transnational behavior, perceptions of their relationship with their mother (in terms of interdependence, connectedness, and trust in hierarchy), and perceptions of their mother's communication about sex, alcohol use, and other drug use. Only the relationship between transnational behavior and communication about drugs was fully mediated by connectedness. The relationship between transnational behavior and communication about both alcohol use and other drug use was partially mediated by other facets of the mother-daughter relationship. Findings confirm previous research on parent-child closeness and communication about difficult topics and suggest that such relationships can promote healthy communication in multiple cultures. Children who stay connected to their country of origin stay connected to parents and, therefore, may have greater opportunity to engage in integrated communication about possible risk behaviors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Meaning of Parent-Child Closeness in The Digital Era

Background: The advancement of technology information in the digital era brings changes that affect parent-child relationship. Closeness with parents is considered an important thing that can help children dealing with conflict, life problems, and delinquent behaviors. Study aims: To describe the meaning of closeness between parent-child in the digital era. The research question are what the meaning of closeness to parents from children’s perspective who grew up in the digital era? Method: This research used a qualitative descriptive research approach and was analyzed by content analysis. The sampling technique used was purposive sampling with subjects with the inclusive criteria The number of participants collected was 1256 students. Then, it was filtered into 1216 students who fit to the inclusive criteria. Data was collected by distributing an e-questionnaire instrument consisting of one closed and one open question. Result: The study found 9 themes about the meaning of parent-children closeness namely: establishing communication, guiding, building harmonization, providing comfort, love and affection, being a support system, a source of happiness, something valuable, and admiring parent’s character Conclusion: Research findings recommended as aspects in fostering closeness between parents and their children who grow up exposed to information technology in the digital era.

Problematic media use in early childhood: The role of parent-child relationships and parental wellbeing in families in New Zealand and the United States

ABSTRACT Problematic media use (PMU) during early childhood has the potential to interfere with the healthy functioning of family systems and may be associated with significant long-term problems for the child. However, we know very little about what contributes to early childhood PMU, particularly in the family context. We examine parenting factors as correlates of child PMU in two studies, from two different countries, using two different methods. Study 1 (N = 93, Mage = 45.3 months, SD = 10.15, 58% males, 87% mothers) investigated the concurrent role of self-reported parental burnout and parent-child conflict and closeness as correlates of child PMU in an early childhood sample in New Zealand. Study 2 (N = 269, Mage = 41.17 months, SD = 3.06 months, 49% males, 95% mothers) investigated observed parental warmth and harsh criticism as predictors of concurrent and longitudinal PMU in an early childhood sample in the United States. Together, findings showed that in both countries approximately 22–25% of young children show symptoms of PMU. After controlling for parent’s PMU, parent-child conflict, warmth and parental burnout were not associated with child PMU. Low levels of parent-child closeness and parent’s use of harsh criticism were predictive of child PMU. The findings advance our understanding of some of the parenting factors that influence the development of PMU in young children.

Longitudinal transmission of risk behaviors between mothers, fathers, and adolescents.

Despite the critical need to understand the processes and predictors behind adolescent substance use and risk behaviors, research has focused primarily on individual predictors rather than family dynamics, and mothers rather than fathers. Family systems theory would suggest that children are impacted both directly by parents' behavior (e.g., modeling risk behaviors) and indirectly by their parents' behaviors toward one another (e.g., coparenting) and their relationships with their parents (mother-child and father-child closeness). This article investigates links between parental substance use at child age 9 and children's substance use and delinquent behaviors at age 15, and relational mediators of these associations (coparenting, parent-child closeness). Data from 2,453 mothers, fathers, and children from the Fragile Families and Child Well-Being Study (Reichman et al., 2001) were analyzed. Fathers' drug and alcohol use at child age 9 were not directly associated with adolescent risk behaviors at age 15, but his drug use was associated with adolescent substance use indirectly via its influence on maternal coparenting and thereafter father-child closeness. Mothers' alcohol and drug use were both directly associated with later adolescent drug use and delinquency, and indirectly with delinquency via their associations with fathers' coparenting and thereafter mother-child closeness. Implications of the findings for intervention and prevention as well as future research are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Children's Daily Living Routine Mediates the Relations Between Parent-Child Relationships and Child Adjustment Problems During School Suspension in Hong Kong.

Young children's adjustment problems were found to be prevalent during the COVID-19 pandemic. Such adjustment problems may be dependent on children's relationships with their parents and children's daily living routine in the family during the pandemic-related school suspension period. This study examines how children's routine mediated the associations between parent-child relationships and child adjustment problems during the fifth wave of the COVID-19 pandemic in Hong Kong, when schools were suspended. The study collected data from 937 parents (87.8% mothers) of children aged 5-12 (M = 7.35 years, SD = 2.09; 50.5% girls). Parents reported on parent-child relationships, children's daily living routine, and child adjustment problems in an online survey. Our findings from structural equation modeling indicate that parent-child closeness was negatively related to child adjustment problems, whereas conflict was positively related to child adjustment problems. Children's routine mediated the associations between parent-child relationships (i.e., closeness and conflict) and child externalizing problems. However, children's routine did not mediate the associations between parent-child relationships (i.e., closeness and conflict) and child internalizing problems. The findings show that parents should be helped to establish routine, especially in difficult times when young children experience turbulence in their daily life, so as to reduce their adjustment problems, in particular of an externalizing nature.

Relational and physical aggression in preschool-age children: Associations with teacher, parent, sibling, and peer relationship quality.

Early childhood relationships with teachers, parents, siblings, and peers are foundational factors for later social functioning. High rates of childhood aggression have been associated with negative developmental consequences, however, the associations between child aggression on the quality of these formative relationships have not been studied extensively. In a sample of young children attending preschool (N = 114, Mage = 46.27 months, SD = 9.94, 40% girls), this study investigated associations between early childhood relational and physical aggression and the quality of concurrent teacher-child and parent-child closeness and conflict, sibling relationship quality, and positive peer interactions and peer rejection. Early childhood relational and physical aggression was associated with negative teacher-child relationships, and this was true for boys and girls. Differential patterns of prediction were found for relational and physical aggression on the other relationship variables. Relational aggression strongly predicted more positive peer interactions, whereas physical aggression predicted fewer positive peer interactions and greater peer rejection. Early childhood relational aggression predicted higher levels of teacher-child closeness, whereas physical aggression predicted lower levels of teacher-child closeness and fewer positive sibling interactions. These findings challenge common perceptions that aggression is negatively associated with relationship quality. Notably, relational aggression relative to physical aggression may be associated with some favorable relationship outcomes. We did not find support for an additive model of aggression whereby children who were both relationally and physically aggressive (co-morbid) were at higher risk for negative relationship quality. Implications of these findings for future research and prevention and intervention are discussed.

Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school

Developmental research suggests that peer rejection has negative spillover effects which strain parent–child relationships and parent attitudes toward the child’s school. This study tested whether a school-based social skill training program could reverse these effects and improve parent–child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; Mage = 8.1 years old) identified with sociometric social preference scores and randomized to intervention or control groups. Parents rated parent–child closeness and parent attitudes toward school at the start and end of the intervention year. Multilevel path analyses indicated that intervention improved parent–child closeness and, for children in the older grade levels only, enhanced parent attitudes toward the school. Additional analyses revealed that intervention effects on parent–child closeness were direct whereas effects on attitudes toward school were mediated by intervention-related increases in teacher support and peer liking. Implications for intervention design and future research are discussed.

Parent–Child Relationships from Adolescence to Adulthood: An Examination of Children’s and Parent’s Reports of Intergenerational Solidarity by Race, Ethnicity, Gender, and Socioeconomic Status from 1994–2018 in the United States

Background: Parent–child relationships are increasingly central in family life due to the delayed transition to adulthood. Methods: Using data from Add Health and the Add Health Parent Study from 1994–2018, we examine changes in parent–child relationships reported by the child and the parent across gender, race, ethnicity, and socioeconomic status (SES) from ages 12–43 years old. We examine three broad categories of intergenerational solidarity: Affectual (closeness, relationship quality, and emotional support), associational (satisfaction with communication), and functional (financial and instrumental support). Results: For the overall sample, parent–child closeness remains high but decreases from ages 12–43. By gender, we find that daughters report lower relationship quality with their mothers and fathers in adolescence. By race and ethnicity, we find that parent–child closeness is highest among Black respondents. By SES, we find that respondents whose mothers attained less than a high school degree report the greatest mother–child closeness. Conclusions: Overall, parents remain an important source of emotional, instrumental, and financial support in the transition to adulthood, especially for Black and low-SES adolescents. It is important to pay attention to the intersectional nature of the parent–child relationship with regard to the timing of the life course and race, ethnicity, gender, and SES.

Effects of preterm birth and parent-child relationships on socioemotional difficulties, verbal ability, and numerical ability among older children and young adolescents.

Young children born preterm may be more affected by environmental influences than their full-term peers. Few studies have investigated whether such effects exist for older children and young adolescents. With participants aged 9 and 13 years, we examine whether children born preterm could be differentially affected by the quality of their relationship with their mothers and fathers. We used the Growing Up in Ireland dataset: a longitudinal sample of 8,568 children in Ireland (51.4% female, 48.6% male) and their parents. We found that parent-child conflict was consistently associated with poorer verbal, numerical, and socioemotional outcomes; in some instances, parent-child closeness was associated with better outcomes. Being born very preterm was consistently associated with negative outcomes. We found support for a diathesis-stress model of preterm birth in just one instance: children born very preterm displayed a stronger relationship between maternal conflict and increased socioemotional difficulties. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Racially Humble Parenting: Exploring the Link Between Parental Racial Humility and Parent–Child Closeness in Multiracial Black-White Families

Racially Humble Parenting: Exploring the Link Between Parental Racial Humility and Parent–Child Closeness in Multiracial Black-White Families

Preschoolers’ screen time and reduced opportunities for quality interaction: Associations with language development and parent-child closeness

Children today spend an unprecedented amount of their time watching or interacting with screens. In this research, we examined the use of screen time (both television and electronic media use) in relation to preschoolers’ language development and the parent-child relationship. Participants were 84 parents and their preschoolers. Children ranged in age from 3 to 5 years old. Parents provided survey data and children were assessed on language ability and comprehension. Results show that preschool children who spent more time on screens, both television viewing and electronic media use, scored lower on language production, language comprehension, and parent-child closeness. Further, we found support for the displacement hypothesis, with significant indirect effects of screen time on language and parent-child closeness through reductions in shared reading and quality parent-child interactions.

South Korean adolescents' delinquency, disclosure, parental knowledge, parent-child closeness, and delinquent peer associations.

The present study sought to examine longitudinal associations among delinquency, children's disclosure to parents, parent-child relationship quality, and parental knowledge in a South Korean sample. Longitudinal research shows that in Western samples, delinquency is negatively associated with the latter three variables. We also sought to test whether the associations varied across gender. We found little evidence of significant reciprocal relationships among the variables and no differences in associations across gender. A second analysis revealed that adolescents' involvement with delinquent peers was a good predictor of subsequent delinquency for males and females. Implications of the findings for future research and practice are discussed.

Spending leisure time together: Parent child relationship in families of children with an intellectual disability

BackgroundRelationship quality between a parent and a child typically differs between families with a child with intellectual disability (ID) and families with other children. Parent-child relationship quality matters in ID as it has been linked with child outcomes. However, there are few research studies examining factors that are related to parent-child relationship quality in ID. AimsThe aim of the present study was to investigate factors associated with parent-child relationship quality in families of children with ID. In particular, we aimed to examine the association between the amount of time parents and children spend together in leisure activities and parent-child relationship quality. Methods and proceduresThe sample was drawn from the 1000 Families Study, a survey including parent-reported data from families of children with ID aged 4–16 years. Measures of parent-child relationship quality and shared parent-child time were available. OutcomesRegression analyses showed that parental investment in shared leisure time was significantly associated with parent-child closeness and conflict, even after controlling for a number of factors related to relationship quality. Parental psychological distress was also associated with parent-child relationship quality. Conclusions and implicationsInterventions that aim to improve parent-child relationship quality may want to investigate the role of shared parent-child time in leisure activities as one of the mechanisms of change.

Prospective and Contemporaneous Relations of Self-Esteem and Depressed Affect in the Context of Parent-Child Closeness during Adolescence: A Random-Intercept Cross-Lagged Panel Model.

Adolescent self-esteem and depression are influenced by important psychosocial factors such as parental relationships, yet it is unclear how these within-person relations present over time. The current study investigates the longitudinal relations between self-esteem, depressed affect, and parent-adolescent closeness during middle adolescence. Adolescents (n = 562; mean age = 14.73, SD = 0.82; 52% female; 72% White, 28% Racial Minority) were surveyed annually over four years (1988-1991). A random-intercept cross-lagged panel model was applied to disaggregate between- and within-person associations. Consistent with the scar model, adolescents experiencing heightened depressed affect were likely to have lower self-esteem. Furthermore, perceived mother-adolescent, but not father-adolescent, closeness positively predicted adolescent self-esteem. The results highlight the importance of considering interpersonal relationships and age in developmental models of self-esteem and depression.

The role of parental genotype in the intergenerational transmission of externalizing behavior: Evidence for genetic nurturance.

The purpose of this study was to examine possible pathways by which genetic risk associated with externalizing is transmitted in families. We used molecular data to disentangle the genetic and environmental pathways contributing to adolescent externalizing behavior in a sample of 1,111 adolescents (50% female; 719 European and 392 African ancestry) and their parents from the Collaborative Study on the Genetics of Alcoholism. We found evidence for genetic nurture such that parental externalizing polygenic scores were associated with adolescent externalizing behavior, over and above the effect of adolescents' own externalizing polygenic scores. Mediation analysis indicated that parental externalizing psychopathology partly explained the effect of parental genotype on children's externalizing behavior. We also found evidence for evocative gene-environment correlation, whereby adolescent externalizing polygenic scores were associated with lower parent-child communication, less parent-child closeness, and lower parental knowledge, controlling for parental genotype. These effects were observed among participants of European ancestry but not African ancestry, likely due to the limited predictive power of polygenic scores across ancestral background. These results demonstrate that in addition to genetic transmission, genes influence offspring behavior through the influence of parental genotypes on their children's environmental experiences, and the role of children's genotypes in shaping parent-child relationships.

Sex education for adolescents: Indonesian nurse educators’ experience as parents

Abstract Objectives Sex education toward adolescent remains the most controversial subject due to the various thoughts and ideas of different values present in society. Nurse educators as parents must exemplify sex education to their children. The aim of this present study was to explore parents’ experience, with nurse educators background to be exact, on how they convey sex education to their children. Methods This study is a descriptive qualitative study, and the sample is recruited by using the purposive sampling technique. The qualified participants filled in the informed consent, provided demographic data, and were interviewed. Saturation data were obtained at the 6th interview in this study. The interview is transcribed to find themes and subthemes using conventional content analysis. Results We derived 3 main themes: parents’ approach, sex education topic, and children's reaction. Parents’ approach contained 4 subthemes, namely, gender match, parent–child closeness, media, and attitude. Sex education topic included 5 subthemes of bodily autonomy, health and safety, reproductive anatomy, puberty-related changes, and how to maintain healthiness. Children's reaction experiences also included 4 subthemes of uncomfortable, questioning, acknowledging, and laughing. Conclusions As a matter of fact, some parents in eastern countries, such as Indonesia, conveyed sex education to their children. Children might have various reactions to that topic, but it is important to keep them safe, especially in reproductive health, regardless of the culture or tradition. Based on nurse educators as exemplifiers, nurses and nursing students might acquire the picture in conveying sex education to adolescents.

Adult children in complex families: How do relationships affect relationships?

AbstractObjectiveWe examined how adult (step)parent–child closeness is associated to the quality of other ties in the family network (i.e., parent–child dyads, parent–parent dyads).BackgroundAlthough stepfamily scholars often assume that there are associations between all dyads within a family unit, more research needs to examine this premise empirically.MethodWe used survey data on adult children and their relationships with mothers, fathers, stepfathers, and stepmothers (N = 1,022). Two methods—non‐recursive structural equation modeling (SEM), and cross‐lagged SEM—were applied to consider the bidirectionality between ties.ResultsThose who are close to their biological parent are often also close to the new partner/stepparent, which is interpreted as a household effect. Moreover, the tie between the divorced parents is strongly associated to father–child closeness but less to mother–child closeness. We also found that mother–stepmother closeness and stepmother–child closeness are correlated, as are father–stepfather closeness and stepfather–child closeness. Our findings suggested weak substitution between father–child and stepfather–child closeness (a small but significant negative association). Gender differences are visible, as ties between biological mothers and adult children seemed more independent of the family system than other parent–child ties.ConclusionsShifts in one (step)family dyad seem to create a spillover effect, also affecting other family dyads.ImplicationsFor family practitioners or counselors, it is more efficient to consider the embeddedness of parent–child closeness within the family system than to focus on one constituent member or dyad of the system.

Parental Phubbing and Internet Gaming Addiction in Children: Mediating Roles of Parent-Child Relationships and Depressive Symptoms.

Mounting research has well documented that parental phubbing is significantly associated with Internet gaming addiction (IGA) in children. However, the mediating mechanisms of this relations are poorly understood. This study used a multi-informant design to investigate whether parent-child relationships (closeness and conflict) and depressive symptoms mediate the relation between parental phubbing and IGA. A total of 1,021 Chinese children (44.30 percent girls; Mage = 10.33, standard deviation = 0.98) and their mothers completed anonymous questionnaires. The results showed that parent-child conflict and depressive symptoms each played a mediating role between parental phubbing and the children's IGA, whereas parent-child closeness did not. Moreover, parental phubbing demonstrated an indirect effect on the children's IGA successively through the parent-child conflict and children's depressive symptoms. The findings suggest that improved parent-child relationships and immediate intervention for depressive symptoms can reduce the risk of IGA among children.

The Effects of School Climate, Parent-Child Closeness, and Peer Relations on the Problematic Internet Use of Chinese Adolescents: Testing the Mediating Role of Self-Esteem and Depression.

Although previous research has investigated the associations among family factors, school factors, peer factors, and problematic Internet use, its causal direction has not been verified, particularly in the Chinese context. Using school-based data, this study aims to explore the possible causal direction among school climate, parent–child closeness, peer relations, and the problematic Internet use of Chinese adolescents. Nine hundred and sixty students in junior and senior high schools participated in a questionnaire survey. The results showed that parent–child closeness, school climate, and peer relations had a significantly direct effect on the problematic Internet use of Chinese adolescents. Meanwhile, the effects of parent–child closeness, school climate, and peer relations on problematic Internet use were mediated by self-esteem and depression. Implications are also discussed to prevent the problematic Internet use of adolescents.

Longitudinal Associations Among Low-Income Mothers' and Fathers' Parenting and Relationships with Children and Adolescent Depression.

Few studies have examined the associations among quality of parent-child relationships, parenting, and adolescent depression in samples of low-income mothers and fathers with large numbers of nonresidential fathers. This study used the Fragile Families and Child Wellbeing data (N = 3,384) to examine the longitudinal associations among parent-child closeness, harsh parenting, and neglect when children were nine years old and adolescent depression at age 15. The findings indicated that children who perceived having close relationships with mothers and fathers at age nine reported significantly less depression at age 15, regardless of residential status. Moderation analyses showed a stronger negative relationship between daughters' closeness with mothers and depression than sons' closeness with mothers and depression. Daughters and sons who were close to fathers reported less depression. There were no significant associations among harsh discipline or neglect and depression. The findings support the use of interventions that promote healthy attachments and close parent-child relationships between low-income parents and children.