Suchergebnisse

The study examines autonomy, self-esteem, and educational plans for the future of 109 institution-reared and 106 home-reared teenagers (15-19 years). Teenagers were asked to complete the Teen Timetable Scale (Feldman & Rosenthal), two Emotional Autonomy Scales (Steinberg & Silverberg), the Rosenberg Self-Esteem Scale, and answer questions about their educational plans for the future. Institution-reared teenagers were found to score lower than their home-reared peers on emotional and behavioral autonomy and self-esteem. Furthermore, plans for future education tended to be less extensive among the institution-reared. Institution-reared boys scored higher on emotional autonomy than institution-reared girls. Boys living at home had the highest scores on self-esteem that also set them apart from home-reared girls. Behavioral autonomy and deidealization predicted adolescents' self-esteem but was not linked to their educational plans. The findings indicate that institutionalization influences children's autonomy development in a negative manner.

AbstractThe study examined the relative importance of the quality of relationships with parents and grandparents, maternal acceptance and control, the structure of the family, the number of siblings, and adolescents' own attachment style to their perceived peer acceptance. The sample consisted of 300 adolescents (mean age = 15.5) and 300 mothers (mean age = 41.5). Regarding the role of family relationships, the results indicated that only the quality of the mother–child relationship was related to adolescents' peer acceptance. Maternal acceptance and control, however, were unrelated to youth's perceptions of acceptance by peers. Adolescents who had more siblings, lived in a single‐mother family, and were high in anxious attachment reported lower peer acceptance.

AbstractThe study examined the extent to which the sociocultural context shapes mothers' values and parenting patterns and moderates associations between adolescents' perceptions of mothers' acceptance and control and adolescents' friendship satisfaction. Questionnaire data were collected from a total of 834 Estonian, German, and Russian middle adolescents and their mothers. The findings indicated culture‐specific patterns and meanings of parenting. In all cultures, mothers who valued interdependence more highly considered children's social‐oriented characteristics more important. German and Russian maternal behavior was linked to their parenting goals. For instance, German mothers who considered adolescents' obedience more important were more controlling. Although boys and girls perceived mothers' behavior somewhat differently, maternal acceptance (but not control) predicted both boys' and girls' friendship satisfaction in all cultures.

Independent and interdependent self-construal values of three generations and the intergenerational similarity of self-construal was compared in three countries. The participants were 837 adolescents, their mothers (227 from Russia, 311 from Germany, and 299 from Estonia) and 293 maternal grandmothers. In Germany, all three generations displayed higher scores on independence than participants from other countries. Russian participants had higher scores on interdependence compared to participants from other countries. Adolescents scored significantly higher on the interdependent self-construal than the two older generations, and higher than the mothers' generation on the independent self-construal. Grandmothers' self-construal was related to mothers' in all three countries. In Germany and Estonia, mothers' interdependent self-construal was related to adolescents' interdependent self-construal. Grandmothers' (but not mothers') independent self-construal predicted adolescents' independent self-construal. The results are discussed in light of the Family Change Theory and the different roles the participants have.