Journal of Genetic Psychology
Volume 176, Issue 4, 2015, Pages 272-279

The Moderating Role of English Proficiency in the Association between Immigrant Chinese Mothers' Authoritative Parenting and Children's Outcomes (Article)

Yu W.* , Cheah C.S.L. , Sun S.
  • a Chengdu Normal University, Baltimore County, 99 E. Haike Road, Wenjiang, Chengdu, Sichuan, 611130, China
  • b Chengdu Normal University, Baltimore County, 99 E. Haike Road, Wenjiang, Chengdu, Sichuan, 611130, China
  • c University of Maryland, Baltimore County, Department of Psychology, 1000 Hilltop Circle, Baltimore, MD 21250, United States

Abstract

The authors' objective was to investigate the association between Chinese immigrant mothers' authoritative parenting and their children's socioemotional and behavioral difficulties. Participants were 136 first-generation Chinese immigrant mothers with 3-5-year-old children residing in the United States. Authoritative parenting was associated with lower socioemotional and behavioral difficulties in children as reported by preschool teachers. Further moderation analyses revealed that immigrant mothers' English proficiency moderated the association between authoritative parenting and children's difficulties. Specifically, authoritative parenting was significantly associated with fewer total difficulties only for children with mothers who reported higher English proficiency. © 2015 Copyright © Taylor & Francis Group, LLC.

Author Keywords

socioemotional and behavioral difficulties immigrant Chinese Authoritative parenting English proficiency

Index Keywords

China human Mother-Child Relations language child behavior ethnology United States Humans migrant psychology problem behavior male Emigrants and Immigrants preschool child female Child, Preschool Parenting adult Authoritarianism authority Language Arts mother child relation child parent relation
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939435640&doi=10.1080%2f00221325.2015.1022503&partnerID=40&md5=e952cd6ab6fe4170d59c1b3c56e7d3fa
DOI: 10.1080/00221325.2015.1022503
ISSN: 00221325
Cited by: 2
Original Language: English