Effects of Preschool Parents' Power Assertive Patterns and Practices on Adolescent Development

By D. Baumrind, R. Larzelere, Elizabeth B. Owens. 2010

449 citations recorded by the source corpus.

Subfields: Clinical Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/38a87736b2846ba7ce1fca13944940204fcd94c9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Donna Hancock Hoskins
2. N. Howe
3. C. Rinaldi
4. D. Baumrind

In Sociology and Political Science

1. Donna Hancock Hoskins
2. N. Howe
3. C. Rinaldi
4. D. Baumrind

Citations in the corpus

• Consequences of Parenting on Adolescent Outcomes (2014, background): “In general, these parents often show disengagement from the responsibilities of child rearing and are often seen as being uninvolved regarding the needs of their offspring [16].”
• Differentiating between Confrontive and Coercive Kinds of Parental Power-Assertive Disciplinary Practices (2012, background): “…the child-oriented permissive disciplinary style descriptive of their unprejudiced or democratic personality but, in contrast to both, are flexible and forceful, responsive and demanding, autonomy-supportive and confrontive, reasonable and powerassertive [Baumrind, in press; Baumrind et al., 2010].”
• Negative Maternal and Paternal Parenting Styles as Predictors of Children’s Behavioral Problems: Moderating Effects of the Child’s Sex (2015, background): “So, in the child development literature, the Baumrind’s (1973) early conceptualization of the parenting styles (authoritative, authoritarian, and permissive) continues to be widely employed in explaining individual differences in parenting rearing (Akhter et al. 2011; Baumrind et al. 2010; Parke 200”
• Mothers’ and fathers’ parenting styles and associations with toddlers’ externalizing, internalizing, and adaptive behaviors (2012, background): “For example, strong support for associations between an authoritative parenting style (flexible, democratic style with clear boundaries) and a range of later positive child outcomes has been documented, such as more effective social skills and school success (Baumrind, 1991; Baumrind et al., 2010; D”
• Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “Research shows that a balance of social support and structure characterises effective school discipline and school climate (Gregory and Cornell 2009; Gregory et al. 2010; Pellerin 2005), as well as effective childrearing (Baumrind et al. 2010).”