The effect of social inhibition on preschoolers' behavior problems: The moderating role of maternal parenting styles

IF 1.6 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development Pub Date : 2024-06-30 DOI:10.1111/sode.12754

Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang

{"title":"The effect of social inhibition on preschoolers' behavior problems: The moderating role of maternal parenting styles","authors":"Xin Guo, Mingxin Li, Wen Liu, Jiaqi Zhang, Weiwei Wang","doi":"10.1111/sode.12754","DOIUrl":null,"url":null,"abstract":"The present study aimed to examine the longitudinal relationship between social inhibition and behavior problems in preschoolers, as well as the potential moderating role of maternal parenting styles (authoritative, authoritarian, and permissive) in this relationship. A total of 196 preschoolers aged 3–4 years (MT1 = 3.460, SD = .594) and their mothers participated in the study, which involved two‐time points. Specifically, teachers assessed preschoolers' social inhibition at the first time point (November 2018). After 1 year (November 2019), mothers reported parenting styles and preschoolers' behavior problems. The results revealed that higher levels of social inhibition were positively associated with increased behavior problems in preschoolers. Furthermore, it was found that a high maternal authoritative parenting style buffered the positive association between social inhibition and preschoolers' behavior problems. However, maternal authoritarian and permissive parenting styles did not act as moderators. These findings emphasized the importance of maternal authoritative parenting style for behavior problems in preschoolers with social inhibition.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Development","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/sode.12754","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

The present study aimed to examine the longitudinal relationship between social inhibition and behavior problems in preschoolers, as well as the potential moderating role of maternal parenting styles (authoritative, authoritarian, and permissive) in this relationship. A total of 196 preschoolers aged 3–4 years (MT1 = 3.460, SD = .594) and their mothers participated in the study, which involved two‐time points. Specifically, teachers assessed preschoolers' social inhibition at the first time point (November 2018). After 1 year (November 2019), mothers reported parenting styles and preschoolers' behavior problems. The results revealed that higher levels of social inhibition were positively associated with increased behavior problems in preschoolers. Furthermore, it was found that a high maternal authoritative parenting style buffered the positive association between social inhibition and preschoolers' behavior problems. However, maternal authoritarian and permissive parenting styles did not act as moderators. These findings emphasized the importance of maternal authoritative parenting style for behavior problems in preschoolers with social inhibition.

查看原文本刊更多论文

社交抑制对学龄前儿童行为问题的影响：母亲教养方式的调节作用

本研究旨在探讨学龄前儿童社交抑制与行为问题之间的纵向关系，以及母亲教养方式（权威型、专制型和放任型）在这一关系中的潜在调节作用。共有 196 名 3-4 岁的学龄前儿童（MT1 = 3.460，SD = .594）及其母亲参加了这项研究，研究分为两个时间点。具体来说，教师在第一个时间点（2018 年 11 月）评估学龄前儿童的社交抑制。1 年后（2019 年 11 月），母亲报告了教养方式和学龄前儿童的行为问题。结果显示，较高水平的社交抑制与学龄前儿童行为问题的增加呈正相关。此外，研究还发现，高水平的母亲权威型教养方式可以缓冲社交抑制与学龄前儿童行为问题之间的正相关。然而，母亲专制和放任的教养方式并没有起到调节作用。这些发现强调了母亲权威型教养方式对学龄前儿童社交抑制行为问题的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Social Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.80

自引率

0.00%

发文量

期刊介绍： Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.