Trademark Fine Art 'Mothers Warmth' Canvas Art by Takeshi Marumoto

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We also conducted mediation analysis to investigate the mechanism between parental psychological control and academic achievement via goal disengagement by exploring the unique variances of the outcome variable associated with each subscale of parental psychological control scale (i.e., devaluation and guilt induction), separately for mothers and fathers. In step one of the causal steps approach (Baron and Kenny, 1986), the regression model using mothers’ devaluation and mothers’ guilt induction as predictors and academic achievement as the outcome showed that only mothers’ devaluation was negatively associated with academic achievement (C-path: β = −0.26, p = 0.003), while mothers’ guilt induction was not (C-path: β = 0.07, p = 0.379). Therefore, only mothers’ devaluation was used in the second step. Step two analysis showed that mothers’ devaluation was positively associated with adolescents’ goal disengagement (A-path: β = 0.20, p = 0.004), and adolescents’ goal disengagement was negatively associated with academic achievement (B-path: β = −0.19, p = 0.004). Mothers’ devaluation was also negatively associated with academic achievement when goal disengagement was controlled in the model (C’-path: β = −0.19, p = 0.010), indicating the relation was partially mediated by goal disengagement. The standardized indirect effect via the mediation was −0.04 and significant (95% CI [−0.081, −0.006]) (Hayes, 2017). In addition to the statistically significant effect size of −0.04, the final regression model explained 11.98% of the total variance in adolescents’ academic achievement (Miočević et al., 2018).

The only thought she cared was that of her mother’s. After all, it was suppose to be only for her and her alone to listen. Lessard, J., Greenberger, E., & Chen, C. (2010). Adolescents’ response to parental efforts to influence eating habits: When parental warmth matters. Journal of Youth and Adolescence, 39, 73–83. doi: 10.1007/s10964-008-9376-6. Wang, M. T., & Sheikh‐Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625.Sun, Y., Liu, R. D., Oei, T. P., Zhen, R., Ding, Y., & Jiang, R. (2020). Perceived parental warmth and adolescents’ math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences, 78, 101837. Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. Hill, N. E. (2015). Including fathers in the picture: a meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(4), 919. Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: the role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589–604. Im using the month as a Mothers Warmth Chapter 3 work month. Im also taking some time to create the first few. Add to Collection.

Gordon, M. S., & Cui, M. (2012). The effect of school‐specific parenting processes on academic achievement in adolescence and young adulthood. Family Relations, 61(5), 728–741. As for her muffin addiction, she simply loved the taste ever since her mother introduced her to it. But I don’t quite blame her for it because I love to eat them too. Meunier, J. C., Bisceglia, R., & Jenkins, J. M. (2012). Differential parenting and children’s behavioral problems: Curvilinear associations and mother–father combined effects. Developmental Psychology, 48, 987–1002. doi: 10.1037/a0026321.

Varela, R. E., & Biggs, B. K. (2006). Reliability and validity of the Revised Children’s Manifest Anxiety Scale (RCMAS) across samples of Mexican, Mexican American, and European American children: A preliminary investigation. Anxiety, Stress & Coping: An International Journal, 19, 67–80. doi: 10.1080/10615800500499727.

Kovacs, M. (1992). Children’s Depression Inventory manual. North Tonawanda, NY: Multi-Health Systems. Parents adopt different child-rearing strategies across cultures ( Bornstein, 2012). Some strategies manifest similar positive or negative effects on children regardless of cultural setting, although others’ effects are bound to specific cultural contexts. These culturally bound parenting behaviors are considered less desirable in universal terms, although they may be compatible with cultural values and parents’ socialization goals in a given cultural context. Thus, certain parenting behaviors become relatively more normative and less harmful in specific cultures. Parental psychological control is a typical example of culture-specific effects. In collectivistic cultures like that in China, parents frequently rely on components of psychological control such as love withdrawal, shaming, or guilt induction as parenting methods ( Olsen et al., 2002). Although parental psychological control is generally considered a harmful practice in Western cultures, parents in the East may use the means of psychological control to socialize with their children in line with cultural values ( Scharf and Goldner, 2018). For instance, whereas Chinese mothers’ academic involvement was accompanied with higher levels of psychological control, American parents’ academic involvement was accompanied with higher levels of autonomy support, and still, parental involvement predicted children’s increased level of academic engagement and achievement in both cultures ( Cheung and Pomerantz, 2011). That is, intrusive parenting strategies are relatively common and not perceived as harmful in mainly collectivistic cultures.While some couples with children display a full agreement or harmony in child rearing, others may diverge and adopt different styles. The similarities or differences observed between mothers and fathers may stem from certain factors, such as the level of agreement between parents on child-rearing strategies ( Feinberg, 2003), traditional gender roles of parents in a given culture ( Craig and Mullan, 2011), and marital discord ( Margolin et al., 2001) though not limited to these factors only. Co-parenting indicates parents’ consistent behaviors, overlapping strategies, and shared responsibilities in child rearing ( Feinberg, 2003). It is a central process for child adjustment ( Margolin et al., 2001). Thus, parents need to display mutual support and coordinate their behaviors for optimal child outcomes. A past study has shown that besides mothers’ and fathers’ individual parenting styles ( Fan and Chen, 2020), co-parenting is also related to other aspects of family dynamics such as marital conflict ( Margolin et al., 2001; Schoppe-Sullivan et al., 2004) and parental divorce ( Maccoby et al., 1990; Becher et al., 2019). Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: relations with parent and student achievement‐related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376–396.

And because of that jealously, she almost became a mute. Her speech pattern became the way it is today after numerous speech lessons. At first, I questioned her motivates, her reasoning why a mare like her would adopt a filly like me in the first place. In the total effect test on the association between subscales of paternal psychological control and academic control, fathers’ guilt induction was negatively associated with academic achievement (C-path: β = −0.18, p = 0.031), while fathers’ devaluation was not (C-path: β = −0.04, p = 0.599). The second step was conducted including only fathers’ guilt induction, and the results showed that fathers’ guilt induction was not significantly associated with goal disengagement (A-path: β = −0.00, p = 0.944). Therefore, we did not proceed further to the next steps of mediation testing. Collectively, these results suggest that the association between mothers’ devaluation and academic achievement is partially mediated by a significant indirect pathway via goal disengagement. On the other hand, goal disengagement was not a significant mediator of the relation between fathers’ guilt induction and academic achievement. Alternative Direction Model Li, P., Stuart, E. A., & Allison, D. B. (2015). Multiple imputation: a flexible tool for handling missing data. JAMA, 314(18), 1966–1967. Yuan, K.-H., & Bentler, P. M. (2000). Inferences on correlation coefficients in some classes of nonnormal distributions. Journal of Multivariate Analysis, 72, 230–248.

Materials and Methods

Hypothesis 1a was tested using a series of regression models that assessed whether the relation between maternal support and academic achievement was mediated by academic goal engagement. Participants’ grade, gender, ethnicity, and parental education level were included as covariates in each regression model. Conrade, G., & Ho, R. H. (2001). Differential parenting styles for fathers and mothers. Australian Journal of Psychology, 53(1), 29–35. doi: 10.1080/00049530108255119. Lu, M., Walsh, K., White, S., & Shield, P. (2017). The associations between perceived maternal psychological control and academic performance and academic self-concept in Chinese adolescents: the mediating role of basic psychological needs. Journal of Child and Family Studies, 26(5), 1285–1297.