Children’s developmental processes and the mutual interaction of maternal and paternal parenting 

Abstract 

It is of great interest whether and how one domain of child functioning influences or spreads to other domains of child functioning over time. Such longitudinal cross-domain pathways are referred as “developmental cascades” which are best tested by analyzing longitudinal data on three or more constructs over three or more time points. The present study seeks to test cascading effects among children’s academic and internalizing/externalizing symptoms and their associations with maternal/paternal parenting across three time points from 8 to 10 years. Academic performance was negatively related to internalizing problems and positively related to maternal/paternal authoritative parenting, which in turn led to children’s higher academic performance. Bidirectional relations were found between academic performance and externalizing problems and between paternal authoritative parenting and children’s internalizing problems. Findings suggested cascading effects and their associations with parenting were not attributable to child gender, intelligence, or socioeconomic differences. These findings lend support to the adjustment erosion and academic incompetence models, highlighting the importance of considering the role that fathers play in children’s development and the influence of maternal parenting on their children. 

BIO

Jeong Jin Yu served as a faculty member at universities in the US, South Korea, Australia, and Sweden after receiving his PhD from the University of Arizona in 2007 before joining the faculty of XJTLU in 2022 as a Professor in the Department of Educational Studies. His research focuses on exploring the relationships between children and adolescents with various individuals such as parents, siblings, peers, and teachers. His studies also delve into critical aspects of youth’s self-systems, including self-esteem, self-control, self-criticism, and body image. Sophisticated advanced quantitative methods are employed in his research to investigate these issues. A part of his research, as a sole investigator, was funded by the Swedish Research Council with a total amount of SEK 2,230,000 (equivalent to approximately 1,621,000 RMB) at the national level from 2019 to 2021. He served as a consulting editor for Developmental Psychology published by the American Psychological Association (APA) from 2011 to 2016 and he currently serves on the editorial board for Youth. 

儿童发展过程与父母养育互动 

摘要
儿童的一个功能领域是否及如何随时间影响或传导至其他功能领域，是一个非常有趣的问题。这种随时间发展的跨领域路径被称为 “发展级联” 。 该路径研究最好通过在不少于三个时间点的纵向数据上分析至少三个变量进行测试。本研究旨在测试 8至10岁儿童在三个时间点的学业成绩和内外化症状之间的级联效应，和与其父母养育方式的关系。学业成绩与内化问题呈负相关，而与母亲/父亲权威型养育方式呈正相关，这反过来又会提高儿童的学业成绩。研究发现，学业成绩与外化问题之间存在双向关系，父亲权威型养育方式与儿童的内化问题之间也存在双向关系。而级联效应及其与养育方式的关联并非由儿童的性别、智力或家庭经济条件的差异所决定。这些发现支持了“调整侵蚀”和“学业无能”研究模型，并且强调了父亲在儿童成长中所扮演的角色以及母亲的养育方式对其子女的影响的重要性。 

人物简介

Jeong Jin Yu 教授 于2007 年从亚利桑那大学获得博士学位。在此之后，他曾在美国、韩国、澳大利亚和瑞典的大学任教，并于 2022 年加入西交利物浦大学，成为教育研究系教授。Jeong Jin Yu教授的研究重点是探索儿童和青少年与父母、兄弟姐妹、同伴和老师等不同群体之间的关系。他采用了先进的定量研究方法，深入研究青少年自我系统的关键方面，包括自尊、自我控制、自我批评和身体形象等。2019年至2021年期间，他的部分研究获得了瑞典研究理事会总额223万瑞典克朗（约162.1万人民币）的国家级资助。他在2011 年至 2016 年间担任美国心理学会出版的《发展心理学》的顾问编辑，目前是《青年》杂志的编委。