Intergenerational transmission of parental child-rearing gender-role attitudes and its influence on gender roles in single-parent families.

BACKGROUND: The development of children's gender roles in single-parent families is worthy of attention. It may be affected by family members' gender roles and parental child-rearing gender-role attitudes (PCGA). PCGA will form a consistent or inconsistent intergenerational relationship between parents and children. OBJECTIVE: This study examined the intergenerational similarities in gender roles and PCGA. Also, the intergenerational transmission of parental child-rearing gender-role attitudes (ITPCGA) in single-parent families, and the impact of various family factors on children's gender roles were comprehensively considered. METHOD: Participants were 550 single-parent parent-adolescent dyads. The Gender-role Scale and the Parental Child-rearing Gender-role Attitude Scale were used to evaluate participants' gender-role and PCGA. Chi-square tests and logistic regression analyses were used to examine the intergenerational similarities in gender roles and PCGA, and the influencing family factors of ITPCGA and children's gender roles. RESULTS: The intergenerational similarities of gender role types and PCGA types existed. Both parents' gender roles and family gender pairs affected ITPCGA, father-daughter families and parents' undifferentiated and sex-typed gender roles significantly predicted undesirable ITPCGA. Family gender pair, parent's gender roles and ITPCGA types affected children's gender roles. Undesirable ITPCGA significantly predicted children's undifferentiated gender roles; father-daughter families and mother-son families, parents' undifferentiated and sex-typed gender roles significantly predicted children's sex-typed gender roles, and mother-son families and parents' reversed gender roles significantly predicted children's reversed gender role. CONCLUSIONS: This study highlights the effects of single-parent family gender pairs and parents' gender roles on ITPCGA, which influences the development of children's gender roles.

The Intergenerational Transmission of Gender Roles: Evidence From Parents and Children in Single-Parent.

Given the current increases in the divorce rate and the number of single-parent families, the development of gender roles among children from single-parent families has received more and more attention. This study investigated how single parents influenced the formation of their children's gender roles and family-related factors that benefited the development of gender roles in single-parent children. Through in-depth interviews with 24 pairs of parents and children from single-parent families, we investigated single parents' and their children's cognition on gender roles, parents' parenting attitudes and behaviors during their children's gender role development, and communication and interaction between parents and children. Results showed intergenerational consistency in the gender role concepts of parents and their children in single-parent families. However, the children's gender role concepts were not completely and directly inherited from their parents, and could be affected by their subjective initiative. Additionally, single parenting did not necessarily negatively impact children's gender role development, which depends on their parent's parenting style. The study's limitations are discussed, and future directions for in-depth research are suggested.

A study of the mechanism for intergenerational transmission of gender roles in single-parent families.

The divorce rate in China is rising yearly, and the concept of marriage is changing, triggering many social topics related to single parents. Among them, gender-awareness education for children in single-parent families is particularly worthy of attention, as there has been insufficient exploration of how parents transfer their gender role concepts to their children. This study conducted in-depth interviews with 58 single parents and children from 29 families in Suzhou and constructed the mechanism for intergenerational transmission of gender roles in single-parent families based on grounded theory. It found that single parents' gender stereotypes, the starting point of the intergenerational transmission mechanism, have been diluted. It affords them a more enlightened attitude towards child-rearing style, and they expect more equality in the gender role of their offspring. However, in some parents' actual parenting process, when the children's sexualization behaviours exceed their acceptance range, they will communicate with children in an authoritative and didactic way to "correct" the children's behaviour. In addition to direct verbal instruction, parents' expectations of their children's gender roles will be implicitly conveyed through various parent-child interactions in daily life to affect the formation of their children's gender roles. In the intergenerational transmission of gender roles, external people (such as grandparents, teachers and peer groups) have horizontal socialisation effects on children to modify or strengthen the results of gender education from their parents. Under the comprehensive influence of the above factors, the children's gender roles are finally determined. These studies expand previous theories and studies and have significant theoretical and practical implications.

Early maladaptive schemas and the risk of nonsuicidal self-injury in college students: A retrospective study.

Early maladaptive schemas (EMSs) may be closely related to nonsuicidal self-injury (NSSI). The present study aimed to discuss the relationship between EMS and a personal history of NSSI. This was a retrospective study. A total of 1339 Chinese college students between 16 and 29 years old were asked to complete a questionnaire survey regarding their personal history of NSSI and EMSs. 116 college students reported a history of NSSI (NSSI group), who differed significantly in terms of all EMS-related scores than non-NSSI group(n = 1223). Logistic regression analysis showed that the scores in the disconnection/rejection schema domain exhibited by subjects who were the only child in their family could help differentiate between college students with or without NSSI. The emotional deprivation schema was significantly associated with the lifetime frequency of NSSI behaviors; the vulnerability to harm or illness schema was significantly associated with the internal emotion regulation function and pain associated with NSSI; and the enmeshment/underdeveloped self schema was significantly associated with the addictive features of NSSI. The self-sacrifice schema was significantly associated with the external emotion regulation function of NSSI; the enmeshment/underdeveloped self schema was positively related with the sensation-seeking function of NSSI; and the abandonment/instability schema was negatively related the sensation-seeking function of NSSI. The disconnection/rejection schema domain was highly related with NSSI behaviors. EMS is significantly associated with the history, functions, addictive features, and severity of NSSI. Every EMS is worthy of further investigation and discussion with patients in the context of NSSI behaviors during clinical therapy.

Effects of Animated Movies on the Aggression and Behavior Performance of Primary School Students and Their Control Using a Cognitive Behavioral Anger-Control Training (CBACT) Program.

This work is a combination of two studies, Study I and Study II, which aimed to examine the impact of animated movies on the aggression and behavioral performance of primary school students, as well as their control using the CBACT program. In Study I, the influence of animated movies on 300 students from ten primary schools in Pakistan with gender differences (50% male), family systems, and viewing time duration was examined. This study was performed on 7- to 9-year-old children on four subscales of the Buss-Perry aggression questionnaire (BPAQ), three subscales of the child behavior questionnaire (CBQ), and toy selection. Following that, in Study II the CBACT intervention was applied to aggressive students (n = 46) selected from Study I. Students were randomly divided into CBACT treatment (50%) and control groups. The results of Study I indicated that violent animated movies had a greater impact on the aggressive behavior of male students than on that of females, while girls were more affected by watching nonviolent movies. Furthermore, male viewers from nuclear families and females from joint families showed more aggressive problems. It was also observed that aggression in students significantly increased (p < 0.001) with increasing viewing animation time duration (10 to 30 min). The results of Study II showed that aggression in the treatment group was significantly reduced (p = 0.000) with the CBACT program but remained constant for the control group. The findings of Study I showed that violent animation is strongly linked with aggression and behavioral performance in primary school students. The CBACT program in Study II indicates that students may not be completely eliminated from watching violent movies, but their aggression levels were reduced when they watched animated movies. Therefore, the CBACT program opens a new window into behavioral problem treatment, which is casually influenced by violent media.

The model of children's social adjustment under the gender-roles absence in single-parent families.

This study aimed to evaluate the effects of the gender-role types and child-rearing gender-role attitude of the single-parents, as well as their children's gender role traits and family socio-economic status, on social adjustment. We recruited 458 pairs of single parents and their children aged 8-18 by purposive sampling. The research tools included the Family Socio-economic Status Questionnaire, Sex Role Scales, Parental Child-rearing Gender-role Attitude Scale and Social Adjustment Scale. The results indicated: (a) single mothers' and their daughters' feminine traits were both higher than their masculine traits, and sons' masculine traits were higher than their feminine traits; the majority gender-role type of single parents and their children was androgyny; significant differences were found between children's gender-role types depending on different raiser, the proportion of girls' masculine traits raised by single fathers was significantly higher than those who were raised by single mothers; (b) family socio-economic status and single parents' gender-role types positively influenced parental child-rearing gender-role attitude, which in turn, influenced the children's gender traits, and further affected children's social adjustment.