Jul 2026· Current Psychology· Vol 45· 0 citations· 65 references
Abstract
The literature shows that parenting style is the main factor for the positive development of children at all stages of development. Positive development has been evaluated using various psychological constructs. This study analyzes this relationship using four constructs with a strong adaptive component: dispositional optimism, hope, general self-efficacy and sense of coherence. Additionally, we adopt an ecological perspective and examine whether these associations differ across cross-sectional age groups, sex, and academic pathways. To this end, a sample of 1507 adolescents and emerging adults from different academic pathways, between 12 and 18 years old and 52% female, completed the following questionnaires: the Youth Life Orientation Test (YLOT), Children’s Hope Scale (CHS), General Self-Efficacy Scale (GSS), Sense of Coherence Scale (SOC-13) questionnaires and a scale for evaluating parenting style (Scale for the Evaluation of Parenting Style in Adolescents). A random sampling was carried out by schools in a Spanish province. Previous reliability and validity analyses of the constructs were carried out and correlational analyses and structural predictions were made. The results show that the constructs define a unique factor of positive development and that positive parenting is associated with better positive development. However, the relevance of these relationships are lower as the age group is higher, except in the group of young people with less successful academic pathways. The relation between positive parenting and positive development are different depending on sex, adolescent stage and academic pathway. Families that provide positive support may calibrate their involvement to the needs typically associated with different age groups. Implications for family and academic arenas are discussed.
During the critical stage of early adulthood, cultivating emotional intelligence-related abilities like social competence and emotional regulation may be useful for enhancing general well-being. The present study explored the relationship between parenting styles and emotional intelligence (EI) among emerging adults, with the primary objective of examining how different parenting approaches are related to the development of EI in individuals aged 19 to 25. A quantitative research design was employed, utilizing the Parental Authority Questionnaire (PAQ) by Buri (1991) and the Emotional Intelligence Scale by Dr. Arun Kr. Singh & Dr. Shruti Narain (2014). Data were collected from a sample of 100 college and university students. Pearson’s Product-Moment Correlation was computed using the SPSS-26 software. Overall, findings indicated no statistically significant correlation between general parenting styles and the emotional intelligence of emerging adults. However, in-depth analysis revealed that mothers' authoritative parenting style was comparatively more correlated with higher EI levels. Conversely, fathers' parenting styles showed minimal correlation, suggesting a limited paternal influence on the emotional development of their children in this sample. These results provide a potential importance of emotional presence and involvement in parenting. In particular, the data suggest that when a father is not consistently emotionally engaged or involved in everyday interactions, even if he adopts an authoritative style, his impact on the child's emotional development may be limited. The study contributes to the understanding of family dynamics and underscores the differentiated roles of mothers and fathers in shaping emotional intelligence during emerging adulthood.
Ankita Dey, Agnimita Mitra· Journal of Psychology and So...· 0 citations
INTRODUCTION
Parent-child interactions constitute a critical developmental context for the psychosocial adjustment of adolescents. This study aimed to differentiate parenting styles and examine their domain-specific effects on later adolescent outcomes, using a culturally sensitive, person-centered approach.
METHODS
This study employed latent profile analysis (LPA) on a national sample of 8333 Chinese parent-adolescent dyads (4564 mother-child and 3769 father-child dyads) from the China Education Panel Survey (CEPS). At baseline, adolescents were aged 12.93 years on average (SD = 0.82), and 51.5% of them were boys. Analyses were conducted separately for the full sample of parents, mothers, and fathers to identify distinct parenting profiles and their subsequent influence on adolescent academic difficulty, deviant peer affiliation, and depression.
RESULTS
A robust four-profile structure namely Authoritative, Managerial, Warm Harbor, and Disengaged was identified for the full and maternal samples. Crucially, a unique five-profile structure emerged for fathers, featuring an additional Emotionally Detached profile characterized by average discipline but extremely low warmth. Further analyses revealed that the Authoritative and Warm Harbor profiles were associated with more favorable outcomes across all domains, particularly in mother-child dyads. For father-child dyads, the Emotionally Detached profile was uniquely associated with higher academic difficulty, deviant peer affiliation, and depression.
CONCLUSIONS
These findings underscore the necessity of using gender-differentiated, person-centered approaches to understand culturally configured parenting and its consequences. Moving beyond uniform theoretical models, these results inform more targeted research and family support practices.
Yuhang Cheng, Randolph C. H. Chan· Journal des adolescens· 0 citations
Despite strong research traditions in educational stratification and parenting, few studies have simultaneously examined how educational tracks and parenting styles jointly predict self-esteem from adolescence into young adulthood, particularly in the East Asian context where status and pressure are markedly salient. This study examines how educational pathways and parenting dimensions shape self-esteem trajectories from early adolescence to post-high school in South Korea. Using three waves of data (2010–2016, ages 13 to 19) from the nationally representative Korean Children and Youth Panel Survey (KCYPS) (N = 1,484, 52% females; Mage = 15.89 years, SD = 0.34), results indicated pathway stratification in self-esteem. Compared with the academic-to-university pathway (56%), adolescents in the academic-to-junior (21%) and technical-to-postsecondary (10%) pathways reported significantly lower self-esteem across waves, though no significant differences emerged for the technical-to-labor market (9%) and academic-to-labor market (4%) pathways. Parenting dimensions showed robust associations: affection was positively associated with self-esteem, whereas excessive expectations and excessive interference were negatively associated. Moderation analyses revealed parenting operates as a context amplifier, primarily among the technical-to-postsecondary pathway. The results demonstrate that self-esteem development in adolescence is shaped by an integrated framework that combines macro-level educational structures with micro-level family processes, suggesting a practical need for school–family partnerships and parent education programs that emphasize warm and autonomy-supporting parenting, especially for youth experiencing major educational transitions.
Sue-Yeon Song, Wei-Lin Chen· Journal of Youth and Adolesc...· 0 citations
Parenting experiences play a crucial role in shaping an individual's psychological development, particularly during emerging adulthood. Among the various psychological outcomes influenced by family experiences, self-esteem is considered fundamental to emotional well-being, self-worth, and overall psychological adjustment. The present study aims to examine the role of perceived parenting styles in shaping self-esteem among emerging adults. Specifically, it investigates the relationship between perceived parenting styles and self-esteem, gender differences in self-esteem and differences in self-esteem across perceived parenting styles. A quantitative cross-sectional research design was employed. Data were collected from a convenience sample of 100 emerging adults, comprising 50 males and 50 females. The Perceived Parenting Style Scale developed by Divya and Manikandan and the Rosenberg Self-Esteem Scale were used to assess perceived parenting styles and self-esteem, respectively. Statistical analyses were conducted using Pearson's product-moment correlation, an independent samples t-test, and one-way analysis of variance (ANOVA) in SPSS. The findings revealed significant positive correlations between self-esteem and all three perceived parenting styles—authoritative, authoritarian, and permissive. No significant gender differences were found in self-esteem among emerging adults. However, significant differences in self-esteem were observed across the perceived parenting style groups, with participants perceiving permissive parenting reporting the highest mean self-esteem scores. Post hoc analysis further indicated that the significant difference was evident only between the authoritative and permissive parenting style groups. These findings highlight the importance of perceived parenting experiences in the development of self-esteem and suggest that perceptions of parental behaviour may play a significant role in shaping self-esteem during emerging adulthood.
Jashaswinee Jiban Dash, Mousumi Sethy· International journal of res...· 0 citations
Background. Nurturing and responsive parenting, along with parental competencies that foster child development, are the foundation for healthy emotional and psychological growth, as they provide children and adolescents with a secure environment in which they feel valued, understood, and capable of coping with everyday challenges. From this perspective, the quality of family interactions plays a central role in the development of children’s self-esteem. Objective. To analyze the relationship among formative parental competencies, parental stress, and children’s self-esteem. Design. The sample of 332 participants comprised 166 children aged 8 to 12 years and their caregivers. The E2P v.2 scale, the PSI-SF, and the Rosenberg Self-Esteem Scale were administered, after obtaining consent from the parents and/or caregivers and assent from the children. Results. At a correlational level, formative parental competencies were negatively associated with parental stress, and positively associated with children’s self-esteem, while parental stress was negatively associated with that self-esteem. When examining the relationships using structural equation modeling, formative parental competencies were associated with less stress and higher self-esteem in children, without showing a direct effect of stress on the children’s self-esteem. Conclusion. These findings suggest that the quality of parenting practices is associated with lower levels of parental stress and higher levels of children’s self-esteem, highlighting its potential role as a protective factor. This pattern of associations may inform the design of interventions aimed at strengthening parental competencies aligned with positive parenting, without implying causal effects.
Claudia Pablos Cruz, B. Fraijo-Sing, C. Tapia-Fonllem et al.· Psychology in Russia: State...· 0 citations
Adverse childhood experiences (ACEs) affect a third of all children in the United States. However, less is understood about how specific aspects of ACEs, such as household dysfunction, influence the behavioral development of children as they enter adolescence and whether collective efficacy can buffer this relationship. This study used longitudinal data from the Adolescent Brain Cognitive Development (ABCD) study (n = 11,868, baseline Mage = 9.9, SDage = 0.6, 52% male; 52% White, 20% Hispanic, 15% Black, 2% Asian, and 11% Other race/ethnicity). Multiple regression analyses suggested that baseline household dysfunction positively predicted externalizing behaviors two and three years later, and that these associations were attenuated by high levels of collective efficacy at the two-year follow-up. These findings suggest the joint roles of household- and neighborhood-level contexts in shaping adolescent behavioral health and indicate that collective efficacy can serve as a promotive and protective resilience factor in the trajectory of externalizing behaviors.
Ashlee J. Saxon, Edna C. Alfaro, Eunjin Seo et al.· Adolescents· 0 citations
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