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dc.contributor.authorZarra-Nezhad, Maryam
dc.date.accessioned2016-11-07T12:38:10Z
dc.date.available2016-11-07T12:38:10Z
dc.date.issued2016
dc.identifier.isbn978-951-39-6826-7
dc.identifier.otheroai:jykdok.linneanet.fi:1611454
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/51838
dc.description.abstractThis research examined the joint effects of parenting and the temperamental characteristics of children on their social-emotional development during their early school years. Three studies, focusing on different aspects of social-emotional development as well as on different temperamental characteristics, were carried out. The first study investigated the extent to which mothers' and fathers' parenting styles differently impact their children's social-emotional development, based on the children's tendency to show signs of social withdrawal. The second study focused on the different impacts of parenting styles on children's emotional expression, depending on the children's temperament type. The third study examined the different impacts of parenting styles on children's development of pro-social behaviors among shy and non-shy children. Three longitudinal Finnish data sets were used: 1) 378 children and their parents, followed from Grades 1 to 3; 2) 153 first-grade children and their parents, followed through the first grade; and 3) 200 children and their parents followed from 3 years of age to Grade 3. The results showed, first, that, during the transition to primary school, socially withdrawn, shy, or inhibited children overall benefited from parental—particularly maternal— affection more than other children in terms of their social and emotional development. Second, children with difficult temperaments were found to benefit from maternal behavioral control more than others in terms of decreased negative emotions during Grade 1. Third, although maternal psychological control increased first graders' negative emotions independently of temperament type, socially withdrawn children suffered more under parental psychological control than nonwithdrawn children in terms of increased internalizing problem behaviors. Forth, interestingly, among children showing signs of social withdrawal, maternal psychological control was positively associated with pro-social skills and negatively with externalizing problem behaviors. Overall, the results suggested that parenting styles play a role in children's social-emotional development, particularly among temperamentally vulnerable children, such as those showing signs of social withdrawal, shyness, or difficult or inhibited temperament.
dc.format.extent1 verkkoaineisto (68 sivua, 26 sivua useina numerointijaksoina)
dc.language.isoeng
dc.publisherUniversity of Jyväskylä
dc.relation.ispartofseriesJyväskylä studies in education, psychology and social research
dc.subject.otherparenting styles
dc.subject.othersocial-emotional development
dc.subject.othersocial withdrawal
dc.subject.othertemperament types
dc.subject.othershyness
dc.subject.otherdiathesis-stress model
dc.subject.otherdifferential susceptibility model
dc.subject.othergoodness-of-fit
dc.titleThe joint effects of parenting styles and the child's temperamental characteristics in children's social-emotional development
dc.identifier.urnURN:ISBN:978-951-39-6826-7
dc.type.dcmitypeTexten
dc.type.ontasotVäitöskirjafi
dc.type.ontasotDoctoral dissertationen
dc.contributor.tiedekuntaYhteiskuntatieteellinen tiedekuntafi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiainePsykologiafi
dc.relation.issn0075-4625
dc.relation.numberinseries565
dc.rights.accesslevelopenAccessfi
dc.subject.ysovanhemmuus
dc.subject.ysoäidit
dc.subject.ysoisät
dc.subject.ysokotikasvatus
dc.subject.ysokoululaiset
dc.subject.ysokoulutulokkaat
dc.subject.ysososiaalinen kehitys
dc.subject.ysotunne-elämän kehitys
dc.subject.ysotemperamentti
dc.subject.ysopersoonallisuuden piirteet
dc.subject.ysoujous


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