Young adults' personal and relationship memories: recollections of self, siblings, and family.

We investigated the phenomenological and narrative characteristics of young adults' self- and other-related memories within the context of significant relationships. We also examined whether participants' gender and/or gender concordance between participants and their siblings was associated with autobiographical memory characteristics. We collected data from 108 college students who had only one sibling. All participants provided narratives in response to three memory prompts (i.e., self-related, sibling-related, and family-related) and rated their memories along dimensions such as significance, emotional valence, clarity etc. The narratives were coded on thematic content, transformativeness, mentions of others, and event type dimensions. Results revealed differences between self-related memories and sibling- and family-related memories across several dimensions. However, sibling-related and family-related memories were mostly similar to each other. No statistically significant gender or gender concordance differences were observed. Further exploratory analysis showed that memory narratives describing extended events were more transformative than single event narratives. The findings enhance our understanding about the self-in-relation to others through relationship memories.

The Role of Paternal Parenting and Co-parenting Quality in Children's Academic Self-Efficacy.

This study explored the unique effect of fathers' parenting behaviors and the quality of co-parenting described as the degree of consistency between paternal and maternal parenting behaviors on children's academic self-efficacy. The power of both pancultural parenting behaviors (i.e., emotional warmth and rejection) and specific parenting controlling behaviors that are relatively common in Turkish culture (i.e., intrusion and guilt induction) in predicting academic self-efficacy was tested. A total of 1,931 children completed measures of parenting behaviors and academic self-efficacy in math and literature courses in their school. Overall, girls reported higher levels of literature self-efficacy, whereas boys reported higher levels of math self-efficacy. Compared to boys, girls perceived higher levels of positive parenting behaviors from both their fathers and mothers. The results of the regression analyses showed that, whereas father warmth had stronger effects on boys' math self-efficacy, mother warmth had stronger effects on girls' literature self-efficacy. Examination of the effects of co-parenting quality demonstrated that children with positively consistent parents (i.e., both parents having high positive and low negative parenting behaviors) reported the highest level of academic self-efficacy, whereas those having negatively consistent parents had the lowest level of academic self-efficacy. Analyses on inconsistent co-parenting, however, yielded compensatory effects, which were similar to positively consistent parents, and deterioration effects, which were similar to negatively consistent parents depending on the gender of parent and child, domain of parenting behavior, and academic efficacy. This study contributed to the current literature by showing the unique role of fathers over and beyond mothers, and confirmed the importance of positive parenting and parenting consistency in promoting children's academic efficacy. Cultural and practical implications of the findings were discussed.