Intergenerational Interactions and Relationship Quality: A Daily Study Among Mothers and Their Adult Children.

OBJECTIVES: The parent-child relationship is one of the most long-lasting relationships in human life. Such relationship is particularly adaptive during public health emergencies that threaten human life. However, few studies have examined the effects of daily exchanges in support between aging parents and adult children on the relationship quality during public health emergencies. Using data collected during the coronavirus disease 2019 pandemic, we examined the relationship between daily support and relationship quality among middle-aged and older mothers and adult children. METHODS: Seventy-seven dyads of middle-aged and older mothers (age range: 44-80 years, Mage = 53.78, SDage = 9.57) and adult children (age range: 18-54 years, Mage = 26.61, SDage = 9.46) participated in the study. They reported their daily exchanges with the other (i.e., support they had received from and given to each other) and daily relationship quality (i.e., relationship satisfaction and trust) each day for 14 consecutive days. RESULTS: The perception of being underbenefited on Day N was associated with daily relationship satisfaction on the concurrent day in children but not mothers. It was associated with daily trust toward the relationship partner in both mothers and children on Day N. Both providing and receiving more support on Day N was associated with better relationship satisfaction for both mothers and children on Day N. Only receiving (not providing) more support on Day N was associated with greater trust toward the partner on Day N for both mothers and children. The time-lagged associations were not significant. DISCUSSION: The findings highlight the importance of daily reciprocity and daily support exchanges on relationship quality during a public health emergency.

Entity theory of emotion was associated with more daily negative affect during quarantine: Evidence from a 14-day diary study among healthy young adults.

During the COVID-19 pandemic, quarantine has been implemented as a physical distancing measure to reduce the risk of transmission. However, no studies have examined the relationship between quarantine and daily affective experiences. Few studies have examined the individual-level factors that may alleviate or strengthen the negative impact of quarantine on daily affective experiences. To this end, we conducted a diary study by comparing the affective experiences of people in quarantine with those of people not subject to quarantine. There were 201 participants in the study. After the pretest collecting responses on demographic information and entity theory of emotion, the participants completed a daily questionnaire measuring their daily positive and negative affect for 14 consecutive days. The results of hierarchical linear modeling showed that the participants in the quarantine condition reported less daily positive affect than those in the social interaction condition. We found that when the participants under quarantine believed more strongly that their emotions could not be changed, they reported a higher level of daily negative affect. These findings demonstrate the role of entity theory of emotion in understanding daily negative affect during quarantine.

The relations between students' sense of school belonging, perceptions of school kindness and character strength of kindness.

This study explored the associations between secondary school students' sense of school belonging, their perceptions of school kindness, and character strength of kindness, and examined possible differences in these constructs across gender groups. The study, which included 1973 Hong Kong secondary school students, revealed that students' sense of school belonging was positively correlated with their perceptions of school kindness at the school and student levels (0.021 and 0.185, respectively). Furthermore, students' sense of school belonging was positively linked to character strength of kindness at the student level, although this relationship was found to be non-significant at the school level. At both levels of analysis, the positive relationships between students' perceptions of school kindness and character strength of kindness were significant. In addition, girls reported higher levels of character strength of kindness than boys. The findings of this study provide a better understanding of the relationships between sense of school belonging, school kindness, and character strength of kindness. Implications for research are also discussed.

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners.

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers' behaviors. This study compared the associations between teacher strictness, teacher feedback, and students' motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students' motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students' reactions to teacher behaviors.