Relationship between Parenting Style and Peer Relationships during Early Adolescence: The Mediating Role of Parental Mentalizing.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Hui Zhou, Chuyao Tian, Lewei Hong, Zhiguang Fan, Wei Chen
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引用次数: 0

Abstract

Although previous research has suggested that parenting style affects children's peer relationships, the influential mechanism remains a subject of debate. We propose that parental mentalizing plays a crucial role in parenting style and peer relationships. Therefore, this study aimed to explore the relationships between family parenting styles, parental mentalizing, and peer relationships during early adolescence. In this study, 379 primary school students (Mean age = 12.17 years, SD = 0.92) and their parents were assessed using the Family Parenting Style Scale, Peer Relationship Satisfaction Scale, and a distorted mentalizing task. The results showed a mediating effect of parental mentalizing between parenting style and peer relationships. For fathers, a favorable parenting style affects children's peer relationships through mentalizing. Among mothers, interference, protection, and punishment affect their children's peer relationships through mentalizing. In conclusion, parenting style affects peer relationships through parental mentalizing. Fathers'/mothers' parenting style and parental mentalizing affect their children's peer relationships differently.

青春期早期父母教养方式与同伴关系之间的关系:父母心智化的中介作用。
尽管以往的研究表明,父母的教养方式会影响儿童的同伴关系,但其影响机制仍存在争议。我们认为,父母的心理化在养育方式和同伴关系中起着至关重要的作用。因此,本研究旨在探讨青春期早期家庭教养方式、父母心理化与同伴关系之间的关系。本研究使用家庭教养方式量表、同伴关系满意度量表和扭曲心理化任务对 379 名小学生(平均年龄 = 12.17 岁,标准差 = 0.92)及其父母进行了评估。结果显示,父母的心理化在养育方式和同伴关系之间存在中介效应。对父亲而言,良好的养育方式会通过心理化影响子女的同伴关系。在母亲中,干扰、保护和惩罚会通过心理化影响子女的同伴关系。总之,父母的教养方式会通过父母的心理化影响孩子的同伴关系。父亲/母亲的养育方式和父母的心理化对子女同伴关系的影响各不相同。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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