Child behavioral problems and parental adjustment: Family, interparental, and parent-child processes as simultaneous mediators.

This study examined the associations of child behavioral problems with parental adjustment and whether family processes mediated such associations. Cross-sectional data were collected from the fathers, mothers, and class teachers of 186 kindergarten-aged children with special educational needs from Hong Kong, China (mean age = 61.6 months, and 136 of them were boys). Using questionnaires, parents reported their children's behavioral problems and their own adjustment and family processes. Meanwhile, class teachers rated children's behavioral problems. Multigroup analyses supported a mediation model that was invariant across fathers and mothers. Controlling for child and family demographic information, child behavioral problems were linked positively to parental depression and negatively to parental life satisfaction. Moreover, the link of child behavioral problems with parental depression was fully mediated by family economic pressures, marital conflict, and parent-child conflict, whereas the link of child behavioral problems with parental life satisfaction was fully mediated by family economic pressures and marital conflict. Theoretically, our findings pointed to the importance of considering multiple family processes in understanding the relationship between child characteristics and parental well-being among families with children with special educational needs. Practically, our findings highlighted the possible utility of equipping fathers and mothers of children with special educational needs with skills to reduce children's problem behaviors, cope with financial hardship, and manage marital and parent-child conflict. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China.

BACKGROUND: The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non-Western context, not to mention the potential processes that may mediate these associations. AIMS: This study examined the associations of school- and classroom-level characteristics with child adjustment and tested whether these associations were mediated by teacher-child relationship qualities. SAMPLE: Cross-sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. METHODS: Using self-reported questionnaires, teachers rated their school-level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. RESULTS: Multilevel structural equation modelling revealed that the school-level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school-level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher-child closeness and conflict, whereas the associations of the school-level environment and classroom chaos with child behavioural problems were mediated by teacher-child conflict only. CONCLUSIONS: Findings indicated how school- and classroom-level characteristics may be uniquely associated with child adjustment and how teacher-child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school- and classroom-level environments and teacher-child relationships in promoting child development.

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?

This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.

What are the cognitive-linguistic profiles and subtypes of Chinese adolescents with dyslexia?

While research has identified multiple deficits that may lead to dyslexia, the profiles of adolescents with dyslexia and dyslexia subtypes are yet fully understood. This study examined the profiles of Chinese adolescents with dyslexia and identified dyslexia subtypes. Adolescents from grades 7 to 9 (n = 184, 92 with dyslexia) were evaluated on morphological skills, visual-orthographic knowledge, rapid naming, working memory, word reading, word spelling, reading fluency and reading comprehension. The results revealed that adolescents with dyslexia performed less well on the cognitive-linguistic and literacy measures than typically developing adolescents. A logistic regression analysis also showed that morphological skills, visual-orthographic knowledge and rapid naming were significantly predictive of dyslexia status. Using cluster analysis and guided by the multiple deficit hypothesis, this study identified four dyslexia subtypes: morphological deficit, visual-orthographic knowledge deficit, rapid naming deficit and global deficit showing multiple cognitive-linguistic and literacy problems. Understanding the profiles and subtypes of dyslexia could enable educational psychologists and educators to select appropriate assessment measures and develop intervention strategies to support the learning of Chinese adolescents with dyslexia.

Linking maternal involvement in child online learning to child adjustment during the COVID-19 pandemic: The moderating role of maternal mindfulness.

In the face of COVID-19, many schools have to educate their students using online activities. During this time, whether and how parents are involved may be of particular importance for young children-who are less able to learn independently via the Internet due to their developmental immaturity. Therefore, this study examined the cross-sectional association of maternal involvement in child online learning with child adjustment during the COVID-19 pandemic and tested maternal mindfulness as a moderator. Data were collected from 236 mothers of kindergarten-aged children (mean age = 55.91 months; 75% of them were girls) during the fourth wave of COVID-19 outbreak in Hong Kong, China. Using paper-and-pencil questionnaires, mothers rated their involvement and mindfulness and their children's pre-academic ability and internalizing and externalizing behaviors and provide demographic information. Regression models revealed that maternal involvement was associated positively with child pre-academic ability and negatively with child internalizing behaviors, but such associations were only significant for children with more mindful mothers. Maternal mindfulness did not moderate the negative association between maternal involvement and child externalizing behaviors. Findings highlighted the role of maternal mindfulness in child development, suggesting that it may be crucial to promote maternal involvement and mindfulness during the pandemic and perhaps beyond.

Being Hopeful and Mindful During Adversity: A Longitudinal Study on College Students' Adjustment During COVID-19.

Objectives: The current study examined whether hope and mindfulness were associated with changes in two maladjustment measures, internalizing and externalizing behaviors, during the COVID-19 pandemic and tested sense of coherence as a mediator. The salutogenic theory of health, which posits that sense of coherence is central to individuals' well-being in stressful situations and that individuals derive their sense of coherence from their generalized resistance resources (GRRs), was used to guide the analyses. Methods: On two occasions separated by about 6 months, 253 Hong Kong college students (mean age = 21.0 years at time 1; 86% of them were women) filled in online questionnaires during the COVID-19 outbreaks. Path analysis was conducted to examine the interrelationships among hope and mindfulness, sense of coherence, and internalizing and externalizing behaviors. Results: Results indicated that hope and mindfulness at time 1 were associated with internalizing and externalizing behaviors at time 2, even after controlling for confounding variables and prior levels of internalizing and externalizing behaviors. Moreover, sense of coherence at time 1 significantly mediated these associations. Conclusions: Findings pointed to the potential roles of hope, mindfulness, and sense of coherence in understanding Chinese college students' adjustment during the COVID-19 pandemic. Future research is needed to test whether sense of coherence and behavioral adjustment can be promoted through hope- and mindfulness-based intervention programs. Future research is also needed to examine the interrelationships among health-promoting assets, sense of coherence, and individual adjustment in samples of diverse cultural backgrounds.

Does Mindfulness Moderate the Link of Worry About COVID-19 With Adjustment? An Actor-Partner Interdependence Model Approach.

Objectives: COVID-19 constitutes an unprecedented mental health challenge to the world. At this critical time, it is important to identify factors that may boost individuals' well-being or render individuals more resistant to the negative impact of COVID-19-related stressors. The goals of this study were to examine whether individuals' and their partners' worry about COVID-19 were linked to individuals' psychological, social, and cognitive adjustment and test individuals' and their partners' mindfulness as possible moderators. Methods: Cross-sectional, dyadic data were collected from 211 Chinese couples with kindergarten-aged children living in Hong Kong, China, during its fourth major outbreak of COVID-19 (between December 2020 and January 2021). Using paper-and-pencil questionnaires, fathers and mothers independently reported their worry about COVID-19, mindfulness, depressive symptoms, social difficulties, and cognitive problems. Results: Actor-Partner-Interdependence Models revealed that, controlling for individuals' gender and education levels, individuals' worry about COVID-19 and mindfulness were positively and negatively associated with their own depressive symptoms, social difficulties, and cognitive problems, respectively. The worry of individuals' partners was also positively associated with individuals' depressive symptoms and social difficulties. These associations, however, were only significant when the partners had low but not high levels of mindfulness. Conclusions: Our study highlighted the importance of studying the potential benefits of mindfulness at not only the individual but also the dyadic level.

Parental self-efficacy: Examining its mediating and reciprocally predictive roles in supportive emotion socialization.

This longitudinal study examined the associations between child negative affect, parental self-efficacy (PSE), and parents' approaches to the provision of supportive socialization. It also investigated the bidirectionality between PSE, problem-focus socialization, and emotion-focus socialization across two time points separated by one year. Participants were 757 Hong Kong Chinese parents (47.4% fathers) of kindergarten children. At both time 1 and time 2, parents reported their PSE, problem-focus socialization, and emotion-focus socialization. Additionally, parents rated their child's negative affect at time 1. Results from the cross-lagged panel model revealed that, controlling for the effects of school's socioeconomic strata, child gender, parental age, and educational level, PSE at time 1 mediated the indirect links of child negative affect at time 1 with problem-focus (indirect effect: ß = -.02, SE = .02, p < .05) and emotion-focus (indirect effect: ß = -.02, SE = .01, p < .05) socialization at time 2 and that PSE (ß = .10, SE = .06, p < .01) and problem-focus socialization (ß = .15, SE = .03, p < .05) were reciprocally associated with each other. Findings underscored the role of PSE in understanding parental provision of supportive socialization and the co-development of belief about parenting and parenting behaviors.

Sibling relationship qualities and peer and academic adjustment: A multi-informant longitudinal study of Chinese families.

Very little is known about sibling influences on child adjustment in non-Western communities. Therefore, this multi-informant study examined the longitudinal associations of sibling warmth and conflict with peer and academic adjustment and tested birth order and gender as moderators among Chinese families from Hong Kong, China. On two occasions separated by about 12 months, data were collected from two siblings in each of 189 families. Data were also collected from the mothers and class teachers of these siblings. At Time 1, older and younger siblings' ages averaged 10.06 years (SD = 1.07) and 7.82 years (SD = 0.95), respectively. Among older siblings, 31% were boys, and among younger siblings, 48% were boys. At Time 1, siblings rated their warmth and conflict with each other. At Times 1 and 2, class teachers rated siblings on their peer exclusion, prosocial/communication skills, and academic performance. At Time 1, mothers rated their warmth and conflict with each sibling and provided family demographic information. Multilevel models revealed that, controlling for mother warmth and conflict and demographic factors, sibling warmth predicted increases in prosocial/communication skills and increases in academic performance, and sibling conflict predicted decreases in academic performance. Moreover, for younger boys, sibling conflict predicted increases in peer exclusion. Theoretically, findings highlighted the unique roles of sibling warmth and conflict, as related but distinct factors, in understanding the peer and academic adjustment of Chinese children. Practically, findings pointed to the utility of improving sibling relationships to promote positive child development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Associations between maternal reactions to child negative emotions and child social competence: A longitudinal study.

According to a heuristic model of emotion socialization, the implications of parental reactions to child emotions may vary by child characteristics. Children's knowledge about culturally bound, emotion display rules may be one of such characteristics, as it may alter children's interpretations of their parents' behaviors. The interrelationships among parental unsupportive reactions to child negative emotions, child emotion knowledge, and child social competence, however, have rarely been investigated. The present study examined whether Chinese children's emotion knowledge moderated the associations of mothers' minimizing and punitive reactions with changes in children's peer acceptance, social cognition, and aggression over time. On two occasions separated by about 1 year, data were collected from 330 children, their mothers, and class teachers from 10 kindergartens in Hong Kong, China. The age of children in Wave 1 averaged 4.81 years (SD = 0.38), and 56% of them (n = 186) were girls. Multilevel models indicated that maternal minimizing reactions were not significantly linked to changes in child social competence. But, for children with more knowledge about emotion display rules, maternal punitive reactions were linked to increases in child peer acceptance and social cognition and decreases in aggression over time. Theoretically, findings demonstrated the interplay of parental socialization practices and child individual characteristics in shaping child development. Practically, findings pointed to the importance of explaining emotion display rules to children in Chinese communities and helping children to balance self-expression of emotions with consideration of others' feelings. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Sibling relationships and civic engagement: A longitudinal study of Chinese young adults.

This study examined the longitudinal associations of sibling intimacy and conflict with civic attitudes and behaviours among Chinese young adults. At two time points separated by about 12 months, questionnaire data were collected from 272 Chinese college students (mean age at Time 1 = 19.68 years; 69% female), students who studied in Hong Kong and had at least one sibling. Students rated their intimacy and conflict with their siblings and their parents at Time 1, and their civic attitudes and behaviours at both time points. Hierarchical regression revealed that, controlling for demographic characteristics and parent-child intimacy and conflict, sibling intimacy predicted increases in both civic attitudes and behaviours. Sibling conflict was a non-significant predictor, however. Findings highlighted the roles of siblings in understanding civic development in young adulthood and the utility of targeting sibling intimacy as means to foster young adults' positive attitudes to and active participation in civic activities.

Mathematics, executive functioning, and visual-spatial skills in Chinese kindergarten children: Examining the bidirectionality.

This study examined the bidirectional relationships among Chinese children's mathematics, executive functioning, and visual-spatial skills during their transition from kindergarten to primary school. Participants were 172 Cantonese-speaking Hong Kong children (mean age at Time 1 = 62.75 months; 88 male) and their parents. At Time 1 (kindergarten K3), children were administered the measures of mathematics (calculation and applied problems), executive functioning (working memory and inhibitory control), and visual-spatial skills. They were reassessed on these measures at Time 2 (primary 1) 1 year later. Results from the cross-lagged panel model showed that, controlling for child age, gender, and family socioeconomic status, children's visual-spatial skills at Time 1 were significantly predictive of their mathematics at Time 2 and children's executive functioning and visual-spatial skills reciprocally predicted each other across times. However, children's mathematics at Time 1 were not predictive of their executive functioning or visual-spatial skills at Time 2. The findings highlight the desirability of improving children's executive functioning and visual-spatial skills to promote their mathematical performance during the formal school transition.

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia.

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.

Effects of mother-offspring and father-offspring dynamics on emerging adults' adjustment: The mediating role of emotion regulation.

The present study tested a theoretical model of emotion regulation between parent-offspring dynamics and emerging adults' adjustment. The mediating role of emotion regulation strategies, including cognitive reappraisal and expressive suppression, were investigated for the effects of mother-offspring and father-offspring dynamics on emerging adults' adjustment. A sample of 352 Chinese emerging adults in Hong Kong (230 female, 121 male) participated in this study. Participants were asked to complete a set of self-reported questionnaires. Findings based on structural equation modeling indicated that greater mother-offspring intimacy and father-offspring intimacy predicted emerging adults' better cognitive reappraisal and psychological, social, and general health. Greater mother-offspring conflict also predicted more expressive suppression and poorer psychological and social functioning. Distinctive mediation pathways as a function of parents' gender were identified. These findings enrich the literature for parent-offspring dynamics and emotion regulation as explanatory processes of emerging adults' adjustment.

Linking parents' self-stigma to the adjustment of children with disabilities.

This study examined the association of parental self-stigma with child adjustment, and whether parenting self-efficacy and parenting distress mediated the association. Cross-sectional data were collected from 186 families living with kindergarten children identified to have disabilities in Hong Kong, China (mean age = 61.62 months; 76% of them were boys). Using questionnaires, 173 mothers and 112 fathers reported their own self-stigma, parenting self-efficacy, and parenting distress, as well as their children's prosocial behaviors and externalizing and internalizing behaviors. Multigroup, path analyses revealed a group-invariant model for both mothers and fathers. Controlling for children's gender and age, parents' self-stigma was linked to fewer prosocial behaviors and more externalizing and internalizing behaviors among children. Moreover, such links were partially mediated by parenting self-efficacy, but not parenting distress. Theoretically, the findings highlighted the importance of considering family processes when examining the potential impact of parental self-stigma on child adjustment. Practically, the findings pointed to the utility of helping both mothers and fathers to deal with public stigma and increase their parenting self-efficacy in supporting the development of children with disabilities. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Parental Warmth and Hostility and Child Executive Function Problems: A Longitudinal Study of Chinese Families.

This study examined the longitudinal associations of maternal and paternal warmth and hostility with child executive function problems. Data were collected for two consecutive years from 333 kindergarten children who resided in Hong Kong, China, as well as their mothers, fathers, and class teachers. At Time 1, the average age of children was 57.73 months, and 56% of them were girls. At Time 1, mothers and fathers rated their own parenting practices with their children. At Times 1 and 2, class teachers rated children's problems in three aspects of executive functions, including updating/working memory, inhibition, and shifting/cognitive flexibility. As control variables, at Time 1, parents provided information on child and family demographic factors, and children completed verbal ability tasks. Multilevel modeling revealed that controlling for child and family demographic factors, child verbal abilities, and paternal parenting practices, maternal hostility, but not maternal warmth, was linked to increases in child inhibition and shifting/cognitive flexibility problems. Moreover, paternal hostility, but not paternal warmth, was linked to increases in updating/working memory problems. Theoretically, this study highlighted the importance of considering the contributions of both mothers and fathers, and differentiating between positive and negative aspects of parenting, when examining the development of child executive functions. Practically, this study pointed to the utility of targeting maternal and paternal hostility in family intervention and community education in order to reduce child executive function problems.

The link between coparenting cooperation and child social competence: The moderating role of child negative affect.

This study examined the moderating role of child negative affect in the link between coparenting cooperation and child social competence. Cross-sectional data were collected from a community sample of 258 Chinese families with preschool children (mean age = 5.19 years; 47% of them were girls), residing in Hong Kong, China. Using questionnaires, parents (80% of them were mothers) rated their children's negative affect as well as their own coparenting cooperation, dyadic, parent-child nurturance, and marital love. Also, class teachers rated children's peer acceptance and social cognition using questionnaires, and children reported their own social competence in structured interviews. Multilevel and multiple regression models indicated that, controlling for dyadic, parent-child nurturance, and marital love, coparenting cooperation was positively associated with teachers' ratings of child peer acceptance and social cognition and children's reports of their own social competence. These associations, however, were significant only for children with high negative affect. Theoretically, these findings highlighted the importance of considering child dispositions when examining the contributions of family relationships to child development. Practically, parents, especially those with temperamentally difficult children, should learn to work cooperatively with each other to promote their children's social competence. (PsycINFO Database Record

The impact of familial expressed emotion on clinical and personal recovery among patients with psychiatric disorders: The mediating roles of self-stigma content and process.

The present study examined the associations of familial expressed emotion (EE) with clinical and personal recovery among patients with psychiatric disorders, as well as the potential mechanisms underlying these associations. Guided by the content-process theory of self-stigma, we hypothesized that EE would be negatively associated with clinical and personal recovery and that these associations would be mediated by self-stigma content and process. A total of 311 patients with psychiatric disorders completed questionnaires on their perceptions of EE, self-stigma, and recovery. Structural equation modeling demonstrated that EE was positively associated with self-stigma content and process, which were in turn negatively associated with clinical and personal recovery. The indirect effects of EE on clinical and personal recovery, via self-stigma content and process, were also significant. Multigroup analyses further demonstrated that the impact of EE on self-stigma and recovery was generalizable across patients with psychotic and nonpsychotic disorders. Theoretically, our findings revealed the potential pathways through which EE may adversely affect psychiatric recovery. Practically, our findings highlighted the importance of designing multipronged intervention programs to reduce familial EE and its potential harmful impact on psychiatric patients. In addition to helping family members improve their knowledge about psychiatric disorders and adjust their communication styles, practitioners should help psychiatric patients develop resilience against EE, mitigate self-stigma, and achieve recovery. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

From child autistic symptoms to parental affective symptoms: A family process model.

BACKGROUND: Depression and anxiety are prevalent among parents of children with autism spectrum disorder (ASD), but limited research has investigated why parenting a child with ASD is associated with elevated distress and increased risks of mental health problems. We responded to this gap in the literature by examining the associations between child autistic symptoms and parental affective symptoms, as well as the potential underlying mechanisms. Guided by a family process theory, we hypothesized that child autistic symptoms would be positively associated with parental depressive and anxiety symptoms, and that these associations would be mediated by parents' concerns about their children's characteristics (future-related worry), parental roles (parenting stress), marital relationships (marital conflicts), and family conditions (family economic pressure). METHODS: Cross-sectional questionnaire data were collected from 375 parents of children with ASD residing in Hong Kong, China. The hypotheses were tested using structural equation modeling. RESULTS: Child autistic symptoms were positively associated with parental depressive and anxiety symptoms. These associations were mediated by future-related worry, parenting stress, marital conflicts, and family economic pressure. CONCLUSIONS: Our findings revealed the potential pathways through which child autism symptomatology may adversely affect parental mental health. Our findings also highlighted the importance of designing multipronged intervention programs for families raising children with ASD in order to improve relevant family processes and reduce parental affective symptoms.

The development and correlates of gender role attitudes in African American youth.

This research examined the longitudinal trajectories and family correlates of gender role attitudes in African American youth in a sample of 166 sibling pairs residing with their mothers and fathers. Multilevel modelling revealed that (1) girls and boys exhibited significant declines in gender attitude traditionality from ages 9 to 15 that levelled off through age 18, (2) mothers' (but not fathers') gender role attitude traditionality was positively related to youth's attitude traditionality, and (3) within-person variation in mothers' (but not fathers') racial discrimination experiences was negatively related to within-person variation in youth's gender role attitude traditionality. The utility of applying a cultural ecological framework within an ethnic homogenous, accelerated longitudinal design to understand African American family processes, in conjunction with the intersectionality between race and gender, is the focus of the discussion. Statement of contribution What is already known on this subject? Gender role attitude traditionality declined for girls, but not for boys, in European and Mexican American families. Little is known about the roles of African American parents in shaping their children's gender development. What does this study add? For African American girls and boys, gender role attitude traditionality declined from ages 9 to 15 and then levelled off through age 18. At the between-person level, African American mothers', but not fathers', attitude traditionality was positively linked to that of their children. At the within-person level, African American mothers', but not fathers', experiences of racial discrimination were negatively linked to their children's attitude traditionality.