Browsing by Subject "Parenting"

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Open Access
Social, cognitive, and social cognitive influences on children’s lie-telling
(2023-08) Dönmez, Ferhan Kübra
Lie-telling as a verbal form of deception may involve intentionally implanting false information in the mind of others. Lie-telling and the subsequent ability to maintain them (i.e., semantic leakage control) were examined to understand their developmental trajectory and the influences behind these capacities. One hundred twenty-one parent-child dyads (aged 3-to-6-year-olds) participated. Children were tested on inhibitory control, false belief, and a lie-telling task. Parents were measured on their use of lying to their children to control behavior, explicit socialization of lie-telling, and more general parenting practices. To test children's lie-telling abilities, they were instructed not to peek at a toy in the experimenter's absence; later, they were asked: whether they peeked (initial lie-telling), the toy's identity, and how they knew the identity if they answered correctly. Children's initial lie-telling behavior did not change with age; however, older children showed significantly higher semantic leakage control. Inhibitory control was not associated with lie-telling. Additionally, false belief understanding was not related to lie-telling behavior, but children with higher levels of semantic leakage control had greater false belief understanding. However, when controlled for age, this relation became nonsignificant. Finally, none of the parenting variables predicted semantic leakage control. However, aspects of parental socialization (i.e., encouragement and modeling of lie-telling, problematic lying, and consequences for lying) predicted lie-telling behavior. These findings suggest that children might be influenced by parental socialization of lie-telling for their decision to lie; however, their ability to maintain these lies may rely more heavily on their cognitive and social cognitive capacities.
Open Access
The influences of parenting styles on the epistemic and interpersonal aspects of parenting
(Bilkent University, 2024-11) Şahin, Gökçe
The aims of the current study are twofold. The main aim of the study was to examine the relationships between parenting styles, scaffolding behaviours and parenting by lying practices, the last two of which were operationalised as epistemic and interpersonal aspects of parenting, respectively. Since there was no measurement tool to assess parental scaffolding functions, the second purpose of the study was to develop a quantitative measurement tool to assess parental scaffolding practices. The current research consisted of two studies. In Study 1, parents with preschoolers (N = 258) were recruited to determine the factor structure of the Parental Scaffolding within Cultural Learning Scale (PSCL). In Study 2, the relationships between epistemic and interpersonal aspects of parenting were investigated through the PSCL and the Instrumental Lie-telling Scale in a second independent sample (N = 153). Furthermore, the associations between parenting styles and these two aspects were examined through the Parent Attitude Scale. According to the study findings, a statistically valid and reliable measurement tool to assess parental scaffolding practices was contributed to the related literature. In addition, it was displayed that the relationships of different parenting styles with parental scaffolding and lie-telling behaviours show a variety. For example, while authoritative and overprotective parenting practices were related to the task persistence scaffolds, authoritarian and overprotective parenting styles were found to be related to higher use of threat lies. In conclusion, these results pointed out the important associations between different parenting factors that were thought to contribute to children’s social learning.
Open Access
Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents
(American Psychological Association, 2013-08) Mouratidis, A.; Vansteenkiste, M.; Lens, W.; Michou, A.; Soenens, B.
Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a relatively high intrinsic aspiration group, a relatively moderate intrinsic aspiration group, and a relatively high-intrinsic and high-extrinsic aspiration group. Tukey post hoc comparisons indicated that students in the high intrinsic aspiration group scored higher on mastery-approach goals, effort regulation, and grades than students in the other 2 groups and lower on performance-approach goals and test anxiety than students in the high-high aspiration group. A match between learners' own aspiration profile and the perceived parent-promoted aspiration profile did not alter these between-group differences. Further, intrapersonal fluctuations of intrinsic aspirations covaried with mastery-approach goals over a 1-year time interval, while extrinsic aspirations covaried with performance-approach goals and test anxiety in the same period; none of these within-person associations were consistently moderated by between-student differences in perceived parental aspiration promotion. Instead, perceived parent-promoted intrinsic and extrinsic aspirations were, respectively, positive and negative predictors of between-student differences in positive school functioning. The present results highlight the importance of endorsing and promoting intrinsic aspirations for school adjustment. © 2013 American Psychological Association.