| Autor: |
Sehic E; Department of Psychology, Washington State Universit., French BF; College of Education, Washington State University., Majdandžić M; Research Institute of Child Development and Education, University of Amsterdam., Wang Z; College of Psychology, Capital Normal University., Beijers R; Radboud University Nijmegen., de Weerth C; Department of Cognitive Neuroscience, Radboud University Medical Center., Park SY; Department of Child Development, Ewha Womans University., Huitron B; Department of Psychology, National Autonomous University of Mexico., Ahmetoglu E; Department of Early Childhood Education, Trakya University., Benga O; Department of Psychology, Babes Bolyai University., Raikkonen K; Department of Psychology and Logopedics, University of Helsinki., Heinonen K; Department of Psychology and Logopedics, University of Helsinki., Gonzalez-Salinas C; Department of Developmental and Educational Psychology, University of Murcia., Slobodskaya H; Research Institute of Neuroscience and Medicine, Novosibirsk State University., Kozlova E; Research Institute of Neuroscience and Medicine, Novosibirsk State University., Martins Linhares MB; Department of Neurosciences and Behavior, University Sao Paulo., Lecannelier F; Faculty of Medical Sciences, University of Santiago., Casalin S; Department of Psychology, University of Leuven., Acar I; Department of Psychology, Ozyegin University., Tuovinen S; Department of Psychology and Logopedics, University of Helsinki., Montirosso R; 0-3 Center for the At-Risk Infant Scientific Institute, IRCCS Eugenio Medea., Giusti L; 0-3 Center for the At-Risk Infant Scientific Institute, IRCCS Eugenio Medea., Han SY; Department of Child Development, Ewha Womans University., Lee EG; Ewha Social Science Research Institute, Ewha Womans University., Putnam S; Department of Psychology, Bowdoin University., Gartstein MA; Department of Psychology, Washington State University. |
| Abstrakt: |
The present study aims to gain a greater understanding of the manner in which culture may impact parenting and, thus, child development by examining the relationship between cultural values, socialization goals (SGs), and parental ethnotheories (PEs). Specifically, this study examined links between cultural value dimensions (i.e., individualism/collectivism, power distance, masculinity/femininity, uncertainty avoidance, indulgence/restraint, and long-term/short-term orientation; Hofstede et al., 2010) and autonomous as well as relational SGs and PEs. We examined data collected from mothers of toddlers ( N = 865) between 17 and 40 months of age ( M = 26.88 months, SD = 5.65 months; 52% boys) from 14 nations represented in the Joint Effort Toddler Temperament Consortium. We hypothesized that: (a) Cultural values consistent with independent cultural ideals would be positively associated with SGs and PEs representative of greater autonomy and independence, and (b) Cultural values consistent with interdependent ideals would be positively associated with SGs and PEs representative of greater interrelatedness. Multilevel modeling was used to regress parental psychology on Hofstede's cultural values. Support for these hypotheses was somewhat mixed; higher ratings of culture-level indulgence were associated with higher autonomous PEs, as well as with higher relational and autonomous SGs. Furthermore, higher ratings of culture-level masculinity were associated with lower relational PEs and with lower autonomous SGs. The results suggest differences in the effects for cultural values associated with parenting versus cultural values associated with child outcomes and highlight considerations related to dichotomous cultural frameworks. The findings help explain both individual- and country-level variations in aspects of parental psychology. (PsycInfo Database Record (c) 2024 APA, all rights reserved). |
