Jun 2026· Psychology in Russia: State of Art· Vol 19, pp. 36 - 56· 0 citations· 92 references
Medicine
Abstract
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.
Parental burnout, or feelings of exhaustion, overwhelm, ineffectiveness, and emotional distancing within the role of a parent, is a common condition among many parents who face high demands of parenting with few resources and support. The current study examined if parental burnout was associated with child development outcomes, and if these associations were mediated by parenting practices. 405 mothers from the United States of America with a child between the ages of 6 and 12 years participated in an online survey consisting of measures of parental burnout, positive and negative parenting practices, and socioemotional and behavioral assessments of their child. Results indicated that greater parental burnout was significantly associated with less positive and more negative parenting practices, and lower levels of children's social, emotional, and behavioral competency. Moreover, positive parenting practices partially mediated the association between burnout and child's social competence, autonomy, emotion regulation, closeness, and prosocial behaviors. Negative parenting practices partially mediated the association between burnout and child's autonomy, compliance, negativity, emotion regulation, conflict, closeness, and externalizing. Although the results are cross-sectional, they may indicate possible deleterious effects parental burnout can have on children. Practitioners, clinicians, and policymakers should use this information to better support parents and families.
T. Murphy, M. McGinley, E. Boggs· The Journal of Genetic Psych...· 0 citations
The development of young children's emotional competence not only affects their current mental health and well-being but also has a profound impact on their future socialization, learning ability, and overall quality of life, and the relationship between parenting styles and young children's emotional competence has attracted the attention of researchers. A total of 713 parents completed measures of parenting styles, toddler parent-child attachment, young children's working memory, and young children's emotional competence using questionnaires in this study. The mediating role of young children's working memory between parenting styles and young children's emotional competence and the moderating role of parent-child attachment quality therein were examined through the construction of a moderated mediation model. First, negative parenting styles (doting, permissive, authoritarian, and inconsistent) negatively predicted young children's emotional competence, and democratic parenting styles were significant positive predictors of young children's emotional competence; Second, young children's working memory plays a partial mediating role between parenting styles (doting, democratic, permissive, authoritarian, inconsistent) and young children's emotional competence; Third, parent-child attachment quality moderates the mediating pathway from negative parenting styles to young children's emotional competence through young children's working memory. That is, high parent-child attachment quality can somewhat mitigate the negative effects of negative parenting styles on young children's working memory capacity and young children's working memory on their own emotional capacity; However, when parents adopt a democratic parenting style, the second half of the mediating pathway is moderated by parent-child attachment quality. That is, low parent-child attachment quality reinforces the negative predictive effect of young children's working memory on their own emotional competence. The impact of parenting styles on young children's emotional competence and the importance of cognitive functioning and parent-child attachment in that relationship are emphasized. These findings provide ideas on how to promote emotional competence in young children from a cognitive and attachment perspective.
Meng Xu, Duo-Xiu Ma, Jiaojiao He et al.· Scientific Reports· 0 citations
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.
Álvaro Balaguer, S. Orejudo, Elkin O. Luis· Current Psychology· 0 citations
Parents of children with special needs experience sustained caregiving demands that may affect psychological well-being and parenting confidence. However, the mechanisms linking these constructs remain insufficiently examined in the Philippine context. This study examined parental sense of competence, psychological well-being, and coping strategies among Filipino parents of children with special needs, with attention to demographic differences and the mediating role of coping strategies. A predictive correlational design was used. Data were gathered from 300 purposively selected parents of children with special needs enrolled in Special Education classes in Biñan and San Pedro, Laguna. Participants completed self-administered measures: the Brief COPE, Ryff’s Psychological Well-Being Scale, and the Parenting Sense of Competence Scale. Data were analyzed using descriptive statistics, Kendall’s tau-b correlation, Mann-Whitney U tests, and partial least squares structural equation modeling. Overall psychological well-being was moderate (Mdn = 156.00, MAD = 10.00), with high scores in autonomy, environmental mastery, personal growth, positive relations, and self-acceptance but a moderate score in purpose in life. Overall parental sense of competence was moderate (Mdn = 64.00, MAD = 8.00), with high efficacy (Mdn = 35.00, MAD = 4.00) and moderate satisfaction (Mdn = 31.00, MAD = 5.00). Problem-focused and emotion-focused coping were moderately used, while avoidant coping was low. Age was positively associated with emotion-focused coping and negatively associated with parental sense of competence. Female parents reported greater use of problem-focused and emotion-focused coping, but no gender difference emerged in psychological well-being or parental competence. The structural model showed that psychological well-being directly predicted parental competence; only problem-focused coping showed a significant suppressive indirect effect. Findings support interventions that strengthen parenting efficacy, emotional regulation, and inclusive family support. Because the design was cross-sectional and correlational, the mediation results are interpreted as statistical indirect associations rather than evidence of temporal or causal pathways.
Leonida Valeña· Journal of Interdisciplinary...· 0 citations
According to self-determination theory, children’s development is shaped by three dimensions of parental behavior: autonomy support vs. control, structure vs. chaos, and warmth vs. rejection. The main goals of the study were: a) to investigate the associations between parents’ beliefs about parenting and the dimensions of parenting, and b) to analyze differences based on parents’ gender. This cross-sectional, descriptive, correlational study assessed 2,144 Spanish fathers and mothers with a mean age of 44.33 years (SD = 5.50). The probability-proportional-tosize (PPS) sampling technique was used. Several scales were used to assess different parental beliefs considered antecedents of child-rearing practices. The results suggest that intrinsic motivation for parenting and parental mastery goals promote supportive parenting practices. Extrinsic motivation for parenting, unfulfilled dreams, parental avoidance goals, parental separation anxiety, and child-invested contingent self-esteem influence negative parenting behaviors. Some gender differences were examined. Fathers’ mastery goals were positively correlated with parental autonomy support, whereas maternal avoidance goals, paternal performance goals, and paternal unfulfilled dreams were negatively correlated with autonomy-supportive parenting. In fathers, extrinsic motivation for parenting and in mothers, avoidance-approach goals were both negatively related to structure. Maternal separation anxiety and paternal extrinsic motivation were positively correlated with negative parenting behaviors. The findings confirm the principle of universalism in self-determination theory and advance knowledge in parenting by extending previous research to a country with a specific cultural background (Spain). They also demonstrate the association between certain parental beliefs and behaviors, thereby expanding scientific knowledge in family studies.
Carmen Rodríguez Menéndez, Susana López Torío, Marcos Rodríguez Álvarez· Acta Colombiana de Psicologi...· 0 citations
This study examines how intolerance of uncertainty, optimism, depression and anxiety, parental self‐efficacy, and perceived family support predict parenting stress among Israeli mothers of children aged 0 to 5 and 6 to 17.
Literature indicates inconclusive findings regarding differences in stress among parents of children across age groups. The present study examines a comprehensive model of the interplay between parent characteristics and family social context in explaining parenting stress within a heightened stress environment. This model is compared across different child age groups.
A cross‐sectional survey of 403 Israeli mothers was conducted during active conflict. Correlational analyses and multigroup structural equation modeling assessed predictors of parenting stress and differences by child age group.
Parenting stress was positively associated with intolerance of uncertainty and psychological distress, and negatively with optimism, parental self‐efficacy, and perceived family support. Psychological distress more strongly undermined self‐efficacy and family support among mothers of younger children, while optimism was more protective for mothers of older children.
The differential effects across children's age groups reveal a complex web of relationships contributing to parenting stress at different age groups.
Interventions should enhance parental self‐efficacy and family support tailored to the child's age.
Osnat Lavenda, Y. Hamama-Raz, L. Hamama· Family Relations· 0 citations
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