The student's drawing of teacher's pictorial Value as a predictor of the student-teacher relationship and school adjustment.

This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships (PAIR) to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student-teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children's recognition of teacher importance as an authority figure has been seldom studied. Children aged 7-11 years were individually asked to draw themselves and one of their teachers in two situations (relational Wellbeing and relational Distress); the scale of Value from PAIR was used as a proxy of the importance attributed to teachers in each situation. Teachers completed the Student-Teacher Relationship Scale for Closeness, Conflict, and Dependency of each child; parents answered two items about their children's School Adjustment. All the study variables were firstly analyzed to check gender and age differences. Boys valorized more than girls the teacher's figure; however, teachers perceived more Closeness and less Conflict with girls. Dependency and Conflict decreased with age, as well as (albeit slightly) School Adjustment. To assess the links between pictorial valorization of the teacher in Wellbeing and Distress and teachers' and parents' evaluations, four separate hierarchical regressions were performed, namely, Closeness, Dependency, Conflict, and School Adjustment, controlling children's sex and age. The teacher's pictorial Value in Wellbeing appeared to be related to Closeness and School Adjustment, while a negative relationship emerged between Value and Dependency in Distress. In sum, the recognition of the teacher's role as an authority figure does not hinder a warm student-teacher relationship and impacts positively on school adjustment. In situations of Distress, dependent pupils showed a diminished appreciation of the teacher's importance, possibly as a result of a defensive stance.

Representation of Friendship and Aggressive Behavior in Primary School Children.

This study examines the representation of friendship during middle childhood and its impact on aggressive behavior. The literature shows that friendship is almost a "gym of social skills," which, in turn, are protective factors against aggressive behavior; in this regard, the quality of friendship is especially important, but this quality becomes less and less accessible to direct observation as children grow older and spend most of their time in the externally regulated environment of primary school. To assess friendship quality requires allowing children to present their own perspective on the relationship, a goal that we have tackled through drawing. Children aged 6-11 years were individually asked to draw themselves and a close friend in two situations (i.e., relational wellbeing and relational distress) and to complete a 20-item scale of physical and verbal aggression. Data were analyzed with three main aims, namely, (1) to show if and how the representation of two core features of relationships (i.e., relatedness and individuality) changes according to the situation and/or according to the children's gender; (2) to focus on the representation of distressing situations to verify if they coincide with forms of conflict and if they differ according to the children's gender; and (3) to verify if the strength of indices of relatedness and individuality, both in situations of wellbeing and distress, predicts children's tendency to enact aggressive behaviors. The results confirm that relatedness is the dominant feature of friendship, especially in the situation of wellbeing and when the situation becomes distressing. Conflict is not always present when children do not feel fine with their friends; boys and girls do not differ significantly in this regard, but they do differ in terms of the management of relatedness and individuality when problematic situations arise. In line with previous studies, sex is the main predictor of aggressive behavior with peers, with boys more at risk than girls; however, the capacity to relate with one's own friend even in difficult times (in which boys are not inferior to girls) predicts lesser aggression with peers in general.

Parental acceptance-rejection and child prosocial behavior: Developmental transactions across the transition to adolescence in nine countries, mothers and fathers, and girls and boys.

Promoting children's prosocial behavior is a goal for parents, healthcare professionals, and nations. Does positive parenting promote later child prosocial behavior, or do children who are more prosocial elicit more positive parenting later, or both? Relations between parenting and prosocial behavior have to date been studied only in a narrow band of countries, mostly with mothers and not fathers, and child gender has infrequently been explored as a moderator of parenting-prosocial relations. This cross-national study uses 1,178 families (mothers, fathers, and children) from 9 countries to explore developmental transactions between parental acceptance-rejection and girls' and boys' prosocial behavior across 3 waves (child ages 9 to 12). Controlling for stability across waves, within-wave relations, and parental age and education, higher parental acceptance predicted increased child prosocial behavior from age 9 to 10 and from age 10 to 12. Higher age 9 child prosocial behavior also predicted increased parental acceptance from age 9 to 10. These transactional paths were invariant across 9 countries, mothers and fathers, and girls and boys. Parental acceptance increases child prosocial behaviors later, but child prosocial behaviors are not effective at increasing parental acceptance in the transition to adolescence. This study identifies widely applicable socialization processes across countries, mothers and fathers, and girls and boys. (PsycINFO Database Record

Trajectories of Italian Children's Peer Rejection: Associations with Aggression, Prosocial Behavior, Physical Attractiveness, and Adolescent Adjustment.

In the present study, the predictors and outcomes associated with the trajectories of peer rejection were examined in a longitudinal sample of Italian children (338 boys, 269 girls) ages 10 to 14 years. Follow-up assessments included 60% of the original sample at age 16-17. Low, medium, and high rejection trajectory groups were identified using growth mixture models. Consistent with previous studies, we found that (a) being less prosocial and more physically aggressive at age 10 was characteristic of those children with the high rejection trajectory; (b) being less attractive was related to higher peer rejection from age 10 to 14; and (c) boys with a high rejection trajectory showed high levels of delinquency and anxiety-depression and low levels of academic aspiration at age 16-17, whereas girls with a high rejection trajectory showed low levels of academic aspiration and social competence at age 16-17. Our findings indicate the detrimental consequences of peer rejection on children's development and adjustment and shed light on the mechanisms that contribute to maintaining or worsening (e.g., being attractive, prosocial, and aggressive) a child's negative status (e.g., being rejected) within his or her peer group over time.

Within- and between-person and group variance in behavior and beliefs in cross-cultural longitudinal data.

This study grapples with what it means to be part of a cultural group, from a statistical modeling perspective. The method we present compares within- and between-cultural group variability, in behaviors in families. We demonstrate the method using a cross-cultural study of adolescent development and parenting, involving three biennial waves of longitudinal data from 1296 eight-year-olds and their parents (multiple cultures in nine countries). Family members completed surveys about parental negativity and positivity, child academic and social-emotional adjustment, and attitudes about parenting and adolescent behavior. Variance estimates were computed at the cultural group, person, and within-person level using multilevel models. Of the longitudinally consistent variance, most was within and not between cultural groups-although there was a wide range of between-group differences. This approach to quantifying cultural group variability may prove valuable when applied to quantitative studies of acculturation.

Severity and Justness Do Not Moderate the Relation Between Corporal Punishment and Negative Child Outcomes: A Multicultural and Longitudinal Study.

There is strong evidence of a positive association between corporal punishment and negative child outcomes, but previous studies have suggested that the manner in which parents implement corporal punishment moderates the effects of its use. This study investigated whether severity and justness in the use of corporal punishment moderate the associations between frequency of corporal punishment and child externalizing and internalizing behaviors. This question was examined using a multicultural sample from eight countries and two waves of data collected one year apart. Interviews were conducted with 998 children aged 7-10 years, and their mothers and fathers, from China, Colombia, Italy, Jordan, Kenya, Philippines, Thailand, and the United States. Mothers and fathers responded to questions on the frequency, severity, and justness of their use of corporal punishment; they also reported on the externalizing and internalizing behavior of their child. Children reported on their aggression. Multigroup path models revealed that across cultural groups, and as reported by mothers and fathers, there is a positive relation between the frequency of corporal punishment and externalizing child behaviors. Mother-reported severity and father-reported justness were associated with child-reported aggression. Neither severity nor justness moderated the relation between frequency of corporal punishment and child problem behavior. The null result suggests that more use of corporal punishment is harmful to children regardless of how it is implemented, but requires further substantiation as the study is unable to definitively conclude that there is no true interaction effect.

'Mixed blessings': parental religiousness, parenting, and child adjustment in global perspective.

BACKGROUND: Most studies of the effects of parental religiousness on parenting and child development focus on a particular religion or cultural group, which limits generalizations that can be made about the effects of parental religiousness on family life. METHODS: We assessed the associations among parental religiousness, parenting, and children's adjustment in a 3-year longitudinal investigation of 1,198 families from nine countries. We included four religions (Catholicism, Protestantism, Buddhism, and Islam) plus unaffiliated parents, two positive (efficacy and warmth) and two negative (control and rejection) parenting practices, and two positive (social competence and school performance) and two negative (internalizing and externalizing) child outcomes. Parents and children were informants. RESULTS: Greater parent religiousness had both positive and negative associations with parenting and child adjustment. Greater parent religiousness when children were age 8 was associated with higher parental efficacy at age 9 and, in turn, children's better social competence and school performance and fewer child internalizing and externalizing problems at age 10. However, greater parent religiousness at age 8 was also associated with more parental control at age 9, which in turn was associated with more child internalizing and externalizing problems at age 10. Parental warmth and rejection had inconsistent relations with parental religiousness and child outcomes depending on the informant. With a few exceptions, similar patterns of results held for all four religions and the unaffiliated, nine sites, mothers and fathers, girls and boys, and controlling for demographic covariates. CONCLUSIONS: Parents and children agree that parental religiousness is associated with more controlling parenting and, in turn, increased child problem behaviors. However, children see religiousness as related to parental rejection, whereas parents see religiousness as related to parental efficacy and warmth, which have different associations with child functioning. Studying both parent and child views of religiousness and parenting are important to understand the effects of parental religiousness on parents and children.

How International Research on Parenting Advances Understanding of Child Development.

International research on parenting and child development can advance our understanding of similarities and differences in how parenting is related to children's development across countries. Challenges to conducting international research include operationalizing culture, disentangling effects within and between countries, and balancing emic and etic perspectives. Benefits of international research include testing whether findings regarding parenting and child development replicate across diverse samples, incorporating cultural and contextual diversity to foster more inclusive and representative research samples and investigators than has typically occurred, and understanding how children develop in proximal parenting and family and distal international contexts.

Mothers', fathers' and children's perceptions of parents' expectations about children's family obligations in nine countries.

Children's family obligations involve assistance and respect that children are expected to provide to immediate and extended family members and reflect beliefs related to family life that may differ across cultural groups. Mothers, fathers and children (N = 1432 families) in 13 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand and United States) reported on their expectations regarding children's family obligations and parenting attitudes and behaviours. Within families, mothers and fathers had more concordant expectations regarding children's family obligations than did parents and children. Parenting behaviours that were warmer, less neglectful and more controlling as well as parenting attitudes that were more authoritarian were related to higher expectations regarding children's family obligations between families within cultures as well as between cultures. These international findings advance understanding of children's family obligations by contextualising them both within families and across a number of diverse cultural groups in 9 countries.

Positive parenting and children's prosocial behavior in eight countries.

BACKGROUND: Research supports the beneficial role of prosocial behaviors on children's adjustment and successful youth development. Empirical studies point to reciprocal relations between negative parenting and children's maladjustment, but reciprocal relations between positive parenting and children's prosocial behavior are understudied. In this study reciprocal relations between two different dimensions of positive parenting (quality of the mother-child relationship and the use of balanced positive discipline) and children's prosocial behavior were examined in Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. METHODS: Mother-child dyads (N = 1105) provided data over 2 years in two waves (Mage of child in wave 1 = 9.31 years, SD = 0.73; 50% female). RESULTS: A model of reciprocal relations between parenting dimensions, but not among parenting and children's prosocial behavior, emerged. In particular, children with higher levels of prosocial behavior at age 9 elicited higher levels of mother-child relationship quality in the following year. CONCLUSIONS: Findings yielded similar relations across countries, evidencing that being prosocial in late childhood contributes to some degree to the enhancement of a nurturing and involved mother-child relationship in countries that vary widely on sociodemographic profiles and psychological characteristics. Policy and intervention implications of this study are discussed.

Individual, family, and culture level contributions to child physical abuse and neglect: A longitudinal study in nine countries.

This study advances understanding of predictors of child abuse and neglect at multiple levels of influence. Mothers, fathers, and children (N = 1,418 families, M age of children = 8.29 years) were interviewed annually in three waves in 13 cultural groups in nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States). Multilevel models were estimated to examine predictors of (a) within-family differences across the three time points, (b) between-family within-culture differences, and (c) between-cultural group differences in mothers' and fathers' reports of corporal punishment and children's reports of their parents' neglect. These analyses addressed to what extent mothers' and fathers' use of corporal punishment and children's perceptions of their parents' neglect were predicted by parents' belief in the necessity of using corporal punishment, parents' perception of the normativeness of corporal punishment in their community, parents' progressive parenting attitudes, parents' endorsement of aggression, parents' education, children's externalizing problems, and children's internalizing problems at each of the three levels. Individual-level predictors (especially child externalizing behaviors) as well as cultural-level predictors (especially normativeness of corporal punishment in the community) predicted corporal punishment and neglect. Findings are framed in an international context that considers how abuse and neglect are defined by the global community and how countries have attempted to prevent abuse and neglect.

Hostile attributional bias and aggressive behavior in global context.

We tested a model that children's tendency to attribute hostile intent to others in response to provocation is a key psychological process that statistically accounts for individual differences in reactive aggressive behavior and that this mechanism contributes to global group differences in children's chronic aggressive behavior problems. Participants were 1,299 children (mean age at year 1 = 8.3 y; 51% girls) from 12 diverse ecological-context groups in nine countries worldwide, followed across 4 y. In year 3, each child was presented with each of 10 hypothetical vignettes depicting an ambiguous provocation toward the child and was asked to attribute the likely intent of the provocateur (coded as benign or hostile) and to predict his or her own behavioral response (coded as nonaggression or reactive aggression). Mothers and children independently rated the child's chronic aggressive behavior problems in years 2, 3, and 4. In every ecological group, in those situations in which a child attributed hostile intent to a peer, that child was more likely to report that he or she would respond with reactive aggression than in situations when that same child attributed benign intent. Across children, hostile attributional bias scores predicted higher mother- and child-rated chronic aggressive behavior problems, even controlling for prior aggression. Ecological group differences in the tendency for children to attribute hostile intent statistically accounted for a significant portion of group differences in chronic aggressive behavior problems. The findings suggest a psychological mechanism for group differences in aggressive behavior and point to potential interventions to reduce aggressive behavior.

Mother and father socially desirable responding in nine countries: Two kinds of agreement and relations to parenting self-reports.

We assessed 2 forms of agreement between mothers' and fathers' socially desirable responding in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand and the United States (N = 1110 families). Mothers and fathers in all 9 countries reported socially desirable responding in the upper half of the distribution, and countries varied minimally (but China was higher than the cross-country grand mean and Sweden lower). Mothers and fathers did not differ in reported levels of socially desirable responding, and mothers' and fathers' socially desirable responding were largely uncorrelated. With one exception, mothers' and fathers' socially desirable responding were similarly correlated with self-perceptions of parenting, and correlations varied somewhat across countries. These findings are set in a discussion of socially desirable responding, cultural psychology and family systems.

The Bicycle Drawing Test: What Does It Measure in Developmentally Typical Children?

To verify the dimensionality of Bicycle Drawing Test (BDT), we applied the coding system of Greenberg, Rodriguez, and Sesta to bicycle drawings made by 295 boys and 320 girls (6-10 years old) with typical development, and submitted the data to item analysis, exploratory factor analysis, and confirmatory factor analysis. These analyses confirmed only two of the original four dimensions of the BDT: spatial reasoning and visual-motor control. The scores in these two factors were correlated with the Colored Progressive Matrices, the Rey Complex Figure (Copy and Memory) and with the teachers' ratings in mathematics, language, and drawing. The correlations, albeit moderate in magnitude, were consistent with the hypothesized convergent and discriminant validity. After checking for measurement invariance across gender and age, we conducted two analyses of variance, the first of which showed a significant difference between younger children (6-8 years old) and older children (9-10 years old); the analysis of variance by gender did not yield significant differences. These data enhance the usefulness of the BDT as a measure of separate cognitive components, but do not support its use as a measure of mechanical reasoning.

Perceived mother and father acceptance-rejection predict four unique aspects of child adjustment across nine countries.

BACKGROUND: It is generally believed that parental rejection of children leads to child maladaptation. However, the specific effects of perceived parental acceptance-rejection on diverse domains of child adjustment and development have been incompletely documented, and whether these effects hold across diverse populations and for mothers and fathers are still open questions. METHODS: This study assessed children's perceptions of mother and father acceptance-rejection in 1,247 families from China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States as antecedent predictors of later internalizing and externalizing behavior problems, school performance, prosocial behavior, and social competence. RESULTS: Higher perceived parental rejection predicted increases in internalizing and externalizing behavior problems and decreases in school performance and prosocial behavior across 3 years controlling for within-wave relations, stability across waves, and parental age, education, and social desirability bias. Patterns of relations were similar across mothers and fathers and, with a few exceptions, all nine countries. CONCLUSIONS: Children's perceptions of maternal and paternal acceptance-rejection have small but nearly universal effects on multiple aspects of their adjustment and development regardless of the family's country of origin.

Parenting Practices and Child Misbehavior: A Mixed Method Study of Italian Mothers and Children.

OBJECTIVE: The present study uses a mixed qualitative and quantitative method to examine three main research questions: What are the practices that mothers report they use when trying to correct their children's misbehaviors? Are there common patterns of these practices? Are the patterns that emerge related to children's well-being? DESIGN: Italian mother-child dyads (N=103) participated in the study (when children were 8 years of age). At Time 1 (T1), mothers answered open-ended questions about discipline; in addition, measures of maternal physical discipline and rejection and child aggression were assessed in mothers and children at T1, one year later (T2), and two years later (T3). RESULTS: Mothers' answers to open-ended questions about what they would do in three disciplinary situations were classified in six categories: physical or psychological punishment, control, mix of force and reasoning, reasoning, listening, and permissiveness. Cluster analysis yielded 3 clusters: Group 1, Induction (predominant use of reasoning and listening; 74%); Group 2, Punishment (punitive practices and no reasoning; 16%); Group 3, Mixed practices (combination of reasoning and punishment, as well as high control and no listening; 10%). Multiple-group latent growth curves of maternal physical discipline, maternal rejection, and child aggression were implemented to evaluate possible differences in the developmental trends from T1 to T3, as a function of cluster. CONCLUSIONS: Qualitative data deepen understanding of parenting because they shed light on what parents think about themselves; their self-descriptions, in turn, help to identify ways of parenting that may have long-lasting consequences for children's adjustment.

Neighborhood Danger, Parental Monitoring, Harsh Parenting, and Child Aggression in Nine Countries.

Exposure to neighborhood danger during childhood has negative effects that permeate multiple dimensions of childhood. The current study examined whether mothers', fathers', and children's perceptions of neighborhood danger are related to child aggression, whether parental monitoring moderates this relation, and whether harsh parenting mediates this relation. Interviews were conducted with a sample of 1,293 children (age M = 10.68, SD = .66; 51% girls) and their mothers (n = 1,282) and fathers (n = 1,075) in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States). Perceptions of greater neighborhood danger were associated with more child aggression in all nine countries according to mothers' and fathers' reports and in five of the nine countries according to children's reports. Parental monitoring did not moderate the relation between perception of neighborhood danger and child aggression. The mediating role of harsh parenting was inconsistent across countries and reporters. Implications for further research are discussed, and include examination of more specific aspects of parental monitoring as well as more objective measures of neighborhood danger.

Corporal punishment, maternal warmth, and child adjustment: a longitudinal study in eight countries.

Two key tasks facing parents across cultures are managing children's behaviors (and misbehaviors) and conveying love and affection. Previous research has found that corporal punishment generally is related to worse child adjustment, whereas parental warmth is related to better child adjustment. This study examined whether the association between corporal punishment and child adjustment problems (anxiety and aggression) is moderated by maternal warmth in a diverse set of countries that vary in a number of sociodemographic and psychological ways. Interviews were conducted with 7- to 10-year-old children (N = 1,196; 51% girls) and their mothers in 8 countries: China, Colombia, Italy, Jordan, Kenya, the Philippines, Thailand, and the United States. Follow-up interviews were conducted 1 and 2 years later. Corporal punishment was related to increases, and maternal warmth was related to decreases, in children's anxiety and aggression over time; however, these associations varied somewhat across groups. Maternal warmth moderated the effect of corporal punishment in some countries, with increases in anxiety over time for children whose mothers were high in both warmth and corporal punishment. The findings illustrate the overall association between corporal punishment and child anxiety and aggression as well as patterns specific to particular countries. Results suggest that clinicians across countries should advise parents against using corporal punishment, even in the context of parent-child relationships that are otherwise warm, and should assist parents in finding other ways to manage children's behaviors.

A longitudinal examination of mothers' and fathers' social information processing biases and harsh discipline in nine countries.

This study examined whether parents' social information processing was related to their subsequent reports of their harsh discipline. Interviews were conducted with mothers (n = 1,277) and fathers (n = 1,030) of children in 1,297 families in nine countries (China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States), initially when children were 7 to 9 years old and again 1 year later. Structural equation models showed that parents' positive evaluations of aggressive responses to hypothetical childrearing vignettes at Time 1 predicted parents' self-reported harsh physical and nonphysical discipline at Time 2. This link was consistent across mothers and fathers, and across the nine countries, providing support for the universality of the link between positive evaluations of harsh discipline and parents' aggressive behavior toward children. The results suggest that international efforts to eliminate violence toward children could target parents' beliefs about the acceptability and advisability of using harsh physical and nonphysical forms of discipline.

Emotion understanding, pictorial representations of friendship and reciprocity in school-aged children.

This study examined the relationship between emotional understanding, friendship representation and reciprocity in school-aged children. Two hundred and fifty-one Caucasian 6-year-old children (111 males and 140 females) took part in the study. The Test of Emotion Comprehension (TEC) and the Pictorial Assessment of Interpersonal Relationships (PAIR) were used. Children having a reciprocal friendship and children having a unilateral friendship with a child named as their "best friend" were compared on the emotional understanding task and on their pictorial representations of friendship. Multilevel analyses indicated that friendship status effects were not influenced by classroom-level differences. Results showed that children with reciprocal friendships drew themselves as more similar to and more cohesive with their best friends, and they showed better understanding of emotions, than children having a unilateral friendship. Finally, the implications of these findings for theoretical and empirical research development on friendship are discussed.