Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes
Discipline responses: Influences of parents' socioeconomic status, ethnicity, beliefs about parenting, stress, and cognitive-emotional processes
复制标题
DOI：
10.1037//0893-3200.14.3.380
复制
发表时间：
2000-09-01
影响因子：
2.7
通讯作者：
Zelli, A
中科院分区：
文献类型：
--
作者：
Pinderhughes, EE;Dodge, KA;Zelli, A
研究人员对 585 名幼儿园适龄儿童的 978 名家长（59% 为母亲；82% 为欧洲裔美国人，16% 为非洲裔美国人）的数据进行了研究，研究了父母对有关儿童不当行为的假设小插曲的严厉管教反应的直接和间接前兆。 SEM 分析表明，父母对打屁股、孩子攻击性的看法以及家庭压力在社会经济地位和管教之间呈负相关。反过来，对孩子的看法和认知情绪过程（敌意归因、情绪不安、担心孩子的未来、可用的替代纪律策略和可用的预防策略）调节了压力对纪律的影响。种族和管教之间也存在类似的关系（非裔美国人报告管教更严厉），尤其是在低收入父母中。基于社会的经历可能会导致一些父母在他们的纪律中依赖容易获得和连贯的目标，而其他人则更加被动。
Direct and indirect precursors to parents' harsh discipline responses to hypothetical vignettes about child misbehavior were studied with data from 978 parents (59% mothers; 82% European American and 16% African American) of 585 kindergarten-aged children. SEM analyses showed that parents' beliefs about spanking and child aggression and family stress mediated a negative relation between socioeconomic status and discipline. In turn, perception of the child and cognitive-emotional processes (hostile attributions, emotional upset, worry about child's future, available alternative disciplinary strategies, and available preventive strategies) mediated the effect of stress on discipline. Similar relations between ethnicity and discipline were found (African Americans reported harsher discipline), especially among low-income parents. Societally based experiences may lead some parents to rely on accessible and coherent goals in their discipline, whereas others are more reactive.