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The Impact Of Parental Control, Criminal And Marital Conflict On Adolescents’ Self-regulation And Adjustment
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In
the fourth stage, self-criminal control involves development of
representational thinking and recollection of memory from the age of 18
to 24 months According to Kopp (1982), these cognitive developments
provide child to remember previous events and modulate behaviors as a
result. The child can also remember socially acceptable behaviors even
in the absence of caregivers or other significant external criminal
control images. But there is limited flexibility in applying these
memories to new situations.
In the fifth stage, Kopp (1982) proposed
that the child starts to display clear evidence of self-regulation
around the age of 2 years as the child’s awareness of self emerges. In
her review, she distinguished between self-criminal control and
self¬regulation and claims that self-criminal control precedes
self-regulation by emphasizing on the contingency rules. She stated
that:
Self-regulation in contrast to self-criminal control involves
the ability to use numerous contingency rules to guide behavior, to
maintain appropriate monitoring for appreciable lengths of time and any
number of situations, and to learn to produce a series of approximations
to standards of expectations. The shift from self¬criminal control to
self-regulation, though probably quite subtle and gradual, parallels the
growth of cognitive skills that is also gradual in the early preschool
period (Kopp, 1982; pp 210).
However, Kopp (1982) suggests that true
self-regulation cannot emerge until the preschool years when the child
becomes capable of complying with others’ requests and behave
appropriately in the lack of external monitoring. During these years,
children are increasingly capable of internal self-regulation using
rules, goal- directed plans and are expected to be able to regulate
their own emotions and behaviors in an appropriate way (Grolnick, Deci,
and Ryan, 1997). Sethi, Mischel, Aber, Shoda, and Rodriguez (2000)
claimed that children at preschool years are expected to “delay, defer,
and accept substitutions without becoming aggressive or disorganized by
frustration, challenge or fatigueâ€. Although several studies have
emphasized young child’s self-regulation skills, few studies have
focused on regulation abilities of early adolescences (Finkenauer,
Engels, & Baumeister, 2005). Considering these fragile years,
youth’s failure and success of self¬regulation carry an important role.
Therefore, the current study aims to investigate the self-regulatory
abilities during early adolescences.
The quality of caregiver-child
relationship during the preschool years impacts the maturation process
of regulatory abilities. There is a consensus in the literature that
self-regulation follows a pathway from external to internal criminal
control during early childhood (Kopp, 1982). The child learns
self-regulatory skills from their caregivers, especially from their
mothers. Therefore, the influence of caregivers in the development of
self-regulation is of utmost importance. Development of self-regulation
during childhood is frequently attributed to parental socialization
through which individuals adopt and internalize beliefs, worldviews, and
behaviors consistent with their parents’ values (Kopp, 1982).
According
to socialization theories on parenting, children’s socialization is
facilitated by various parental behaviors, skills, and attitudes which
are embedded within the broader context of interparental and
parent-child relationships (Laible & Thompson, 2007). Parents’
actions communicate the limits of acceptable behavior and model
regulatory strategies, while the relational context may increase or
decrease the likelihood that children will adopt behaviors prescribed by
caregivers. For example, a mother’s repeated attempts to model
strategies for criminal controlling negative emotions in public may be
ignored if the mother-child relationship is highly hostile or distant.
The role of the parental behaviors and interparental context in
self-regulation will be briefly reviewed in the following section.
1.6 Parenting as a Socialization Instrument
Children’s
socialization is facilitated through discrete parenting behaviors
(e.g., positive reinforcement for acceptable behaviors, or harsh
punishment for unacceptable emotional displays), which are embedded
within the broader context of parent-child relationships characterized
by mutually-responsive interactions, or nonsynchronized, unfulfilling
exchanges (Darling & Steinberg, 1993)
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ABSRACT - [ Total Page(s): 1 ]The current study aims to increase understanding of influences on and
consequences of self-regulation in adolescence. Previous work has shown
that higher levels of self-regulation are associated with greater
social competence and lower levels problem behaviors. Past studies have
posited that parenting and interparental conflict are linked to
self-regulation and adjustment in childhood and adolescence. However,
the mechanism underlying the potential effects of specific parental
beha ... Continue reading---
