Effects of actual behavior and children's perceptions of parents' rearing behavior on social skills

[Speaker] Morita, Noriko:1
[Co-author] Udagawa, Shiho:1, Minosaki, Koji:2, Shimada, Hironori:3
1:Graduate School of Human Sciences, Waseda University (Japan), 2:Counseling Center, Surugadai University (Japan), 3:Faculty of Human Sciences, Waseda University (Japan)

The purpose of this study was to examine developmental changes resulting from "actual rearing behavior of parents" and "children's cognition of the rearing behavior of parents" and the influence of these on children's social skills. Data from 108 elementary school students in grades 4-6 (mean age 10.98 years), 95 junior high school students in grades 1-3 (mean age 13.71 years), and 203 parents (mean age 42.87 years) were analyzed. Rearing behaviors of parents (overreaction, looseness) were independent variables, children's social skills (shy behavior, aggressive behavior, prosocial skills) were dependent variables, and children's cognition was an intermediary variable for the study (mediated model). Results indicated that in elementary school, though children are aware of parenting behavior, it is not used to predict the occurrence of aggressive behavior. Among junior high school students, the influence of parental rearing behavior parents was shown to be attenuated in terms of children's perceptions.
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