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Model results of the final multi-group RI-CLPM for children’s gender. Note. Statistics are significant standardized parameter estimations. KNO Parental knowledge, EXT Children’s externalizing behavior, W Within. Estimates in bold are girls’ estimates, estimates in roman are boys’ estimates. *p < 0.05; **p < 0.01; ***p < 0.001
Source publication
Although within- and between-family bidirectional associations between parental knowledge and children’s externalizing behavior have been theoretically proposed, studies that unravel these associations simultaneously remain scarce. This study examined these bidirectional associations within and between German families. 3611 families participated ac...
Citations
... Disclosing rather than acting on their desires may short-circuit prohibited or undesirable behavior, allow parents to intervene to mitigate potential harm, and leave open the possibility that adolescents may get their way through negotiation with parents. Also, if parents know in advance what adolescents intend to do, they may more successfully monitor or control those behaviors, reducing the likelihood of problem behavior (Visscher et al., 2023). However, disclosing before engaging in a desired activity has clear downsides (at least from adolescents' perspectives), as youth risk losing out on enjoyable activities or time with their peers. ...
Introduction: Whether adolescents' routine disclosure to parents is voluntary is assumed but rarely assessed. Researchers also have not examined whether disclosure and lying are premeditated, occurring before rather than after disclosure or lying, and whether adolescents use a single strategy consistently rather than applying multiple strategies when deciding whether to disclose or lie about their activities. This study investigated these significant gaps in the literature and tested whether voluntariness (for disclosure), timing, consistency, and parental psychological control are associated with lessons learned from disclosure and lying. Methods: Narrative interviews were conducted in 2014-2015 with 131 primarily middle-class, mostly White US early and middle adolescents and college students (M's = 12.74, 15.81, 20.41 years). Narrated disclosure and lying interviews were reliably coded for voluntariness, timing, consistency, and lessons learned. Parental psychological control was assessed using an online survey. Results: Disclosure was primarily strategic or voluntary and less often involuntary. Lying occurred more often before the narrated event, whereas disclosure occurred more often after. Youth typically reported using other strategies besides the elicited one. Disclosing after was associated with lessons learned. Voluntary disclosure was associated with psychological growth, and psychological control was associated with negative self-lessons. Conclusions: Disclosure and lying are complex and nuanced, varying in their timing, consistency, and voluntariness. These features contribute to adolescents' meaning-make from disclosure and lying. The findings have implications for future research on disclosure and secrecy. K E Y W O R D S adolescents, lying, narratives, routine disclosure, voluntary disclosure
... Disclosing rather than acting on their desires may short-circuit prohibited or undesirable behavior, allow parents to intervene to mitigate potential harm, and leave open the possibility that adolescents may get their way through negotiation with parents. Also, if parents know in advance what adolescents intend to do, they may more successfully monitor or control those behaviors, reducing the likelihood of problem behavior (Visscher et al., 2023). However, disclosing before engaging in a desired activity has clear downsides (at least from adolescents' perspectives), as youth risk losing out on enjoyable activities or time with their peers. ...
Introduction
Whether adolescents' routine disclosure to parents is voluntary is assumed but rarely assessed. Researchers also have not examined whether disclosure and lying are premeditated, occurring before rather than after disclosure or lying, and whether adolescents use a single strategy consistently rather than applying multiple strategies when deciding whether to disclose or lie about their activities. This study investigated these significant gaps in the literature and tested whether voluntariness (for disclosure), timing, consistency, and parental psychological control are associated with lessons learned from disclosure and lying.
Methods
Narrative interviews were conducted in 2014–2015 with 131 primarily middle‐class, mostly White US early and middle adolescents and college students (M's = 12.74, 15.81, 20.41 years). Narrated disclosure and lying interviews were reliably coded for voluntariness, timing, consistency, and lessons learned. Parental psychological control was assessed using an online survey.
Results
Disclosure was primarily strategic or voluntary and less often involuntary. Lying occurred more often before the narrated event, whereas disclosure occurred more often after. Youth typically reported using other strategies besides the elicited one. Disclosing after was associated with lessons learned. Voluntary disclosure was associated with psychological growth, and psychological control was associated with negative self‐lessons.
Conclusions
Disclosure and lying are complex and nuanced, varying in their timing, consistency, and voluntariness. These features contribute to adolescents' meaning‐make from disclosure and lying. The findings have implications for future research on disclosure and secrecy.
The present study aimed to compare the effectiveness of
mother-adolescent efficient interaction packages and
emotion regulation training on the affective capital of
girls with externalizing behavior problems. The research
was a semi-experimental method with a pre-test-post-test
design and a control group with a two-month follow-up
period. The statistical population of girls with Behavioral
Externalizing problems in Isfahan in the fall of 2022.
Among them, 60 people were selected based on
purposefully and randomly assigned to two experimental
groups and one control group. The experimental group of
mother-adolescent efficient interaction received a training
package for 8 sessions, and the experimental group
received the emotional regulation training package for 8
sessions. Emotional Capital Questionnaire (ACS,
Golperor, 2015) was used to collect data. Data analysis
was done with the statistical variance analysis method
with repeated measurements. The findings indicated a
significant difference was observed in the affective
capital of girls variable between the mother-adolescent
efficient interaction group with the emotion regulation
and the control groups in the post-test and follow-up
phases (p<0.01). Also, there was no significant difference
between the emotion regulation and control groups
(p<0.05). Therefore, Based on the findings, the effective
mother-adolescent interaction training package can be
effective for improving the Affective capital of girls with
externalizing behavioral problems.
