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This study was aimed at verifying if children introduce emotional expressions in their drawings of human faces, and if a preferential expression exists; we also wanted to verify if children's pictorial choices change with increasing age. To this end we examined the human figure drawings made by 160 boys and 160 girls, equally divided in 4 age groups: 6-7; 8-9; 10-11; 12-13 years; mean ages (SD in parentheses) were: 83,30 (6,54); 106,14 (7,16) 130,49 (8,26); 155,40 (6,66). Drawings were collected with the Draw-a-Man test instructions, i.e. without mentioning an emotional characterization. In the light of data from previous studies of emotion drawing on request, and the literature about preferred emotional expressions, we expected that an emotion would be portrayed even by the younger participants, and that the preferred emotion would be happiness. We also expected that with the improving ability to keep into account both mouth and eyes appearance, other expressions would be found besides the smiling face. Data were submitted to non-parametric tests to compare the frequencies of expressions (absolute and by age) and the frequencies of visual cues (absolute and by age and expressions). The results confirmed that only a small number of faces were expressionless, and that the most frequent emotion was happiness. However, with increasing age this representation gave way to a variety of basic emotions (sadness, fear, anger, surprise), whose representation may depend from the ability to modify the shapes of both eyes and mouth and changing communicative aims of the child., Author(s): Eleonora Cannoni [sup.1] , Giuliana Pinto [sup.2] , Anna Silvia Bombi [sup.1] Author Affiliations: (1) grid.7841.a, Department of Developmental and Social Psychology, Faculty of Medicine and Psychology, Sapienza University [...]

The student-teacher relationship (STR) in a primary school was examined through children's drawings of a positive and a negative situation and how they related to teachers' answers both to the Student-Teacher Relationship Scale (STRS) as well as to a School Adaptation Scale (SAS). Drawings were scored with PAIR, an instrument devised to measure Cohesion (psychological relatedness) and Distancing (psychological autonomy) between partners. Cohesion prevailed over Distancing in the drawings of the positive situations, while the opposite happened in the negative situations. The amount of Cohesion and Distancing introduced in the two drawings correlated with some dimensions of the STRS and SAS. A series of hierarchical regressions, in which children's gender and age were entered at the first step followed by the scores of Cohesion and of Distancing at the second step, showed that children's pictorial representation of different interpersonal school situations predicted relevant aspects of their relationship with teachers as well as school adaptation., Author(s): Anna Silvia Bombi [sup.1] , Eleonora Cannoni [sup.1] , Francesco Gallì [sup.1] , Anna Di Norcia [sup.1] Author Affiliations: (1) grid.7841.a, Department of Social and Developmental Psychogy, 'Sapienza' University [...]

Promoting children's prosocial behavior is a goal for parents, healthcare professionals, and nations. Does positive parenting promote later child prosocial behavior, or do children who are more prosocial elicit more positive parenting later, or both? Relations between parenting and prosocial behavior have to date been studied only in a narrow band of countries, mostly with mothers and not fathers, and child gender has infrequently been explored as a moderator of parenting-prosocial relations. This cross-national study uses 1,178 families (mothers, fathers, and children) from 9 countries to explore developmental transactions between parental acceptance-rejection and girls' and boys' prosocial behavior across 3 waves (child ages 9 to 12). Controlling for stability across waves, within-wave relations, and parental age and education, higher parental acceptance predicted increased child prosocial behavior from age 9 to 10 and from age 10 to 12. Higher age 9 child prosocial behavior also predicted increased parental acceptance from age 9 to 10. These transactional paths were invariant across 9 countries, mothers and fathers, and girls and boys. Parental acceptance increases child prosocial behaviors later, but child prosocial behaviors are not effective at increasing parental acceptance in the transition to adolescence. This study identifies widely applicable socialization processes across countries, mothers and fathers, and girls and boys. [Action editor by Cleopatra Howard Caldwell.]

Background: Most studies of the effects of parental religiousness on parenting and child development focus on a particular religion or cultural group, which limits generalizations that can be made about the effects of parental religiousness on family life. Methods: We assessed the associations among parental religiousness, parenting, and children's adjustment in a 3-year longitudinal investigation of 1,198 families from nine countries. We included four religions (Catholicism, Protestantism, Buddhism, and Islam) plus unaffiliated parents, two positive (efficacy and warmth) and two negative (control and rejection) parenting practices, and two positive (social competence and school performance) and two negative (internalizing and externalizing) child outcomes. Parents and children were informants. Results: Greater parent religiousness had both positive and negative associations with parenting and child adjustment. Greater parent religiousness when children were age 8 was associated with higher parental efficacy at age 9 and, in turn, children's better social competence and school performance and fewer child internalizing and externalizing problems at age 10. However, greater parent religiousness at age 8 was also associated with more parental control at age 9, which in turn was associated with more child internalizing and externalizing problems at age 10. Parental warmth and rejection had inconsistent relations with parental religiousness and child outcomes depending on the informant. With a few exceptions, similar patterns of results held for all four religions and the unaffiliated, nine sites, mothers and fathers, girls and boys, and controlling for demographic covariates. Conclusions: Parents and children agree that parental religiousness is associated with more controlling parenting and, in turn, increased child problem behaviors. However, children see religiousness as related to parental rejection, whereas parents see religiousness as related to parental efficacy and warmth, which have different associations with child functioning. Studying both parent and child views of religiousness and parenting are important to understand the effects of parental religiousness on parents and children.

There is strong evidence of a positive association between corporal punishment and negative child outcomes, but previous studies have suggested that the manner in which parents implement corporal punishment moderates the effects of its use. This study investigated whether severity and justness in the use of corporal punishment moderate the associations between frequency of corporal punishment and child externalizing and internalizing behaviors. This question was examined using a multicultural sample from eight countries and two waves of data collected one year apart. Interviews were conducted with 998 children aged 7-10 years, and their mothers and fathers, from China, Colombia, Italy, Jordan, Kenya, Philippines, Thailand, and the United States. Mothers and fathers responded to questions on the frequency, severity, and justness of their use of corporal punishment; they also reported on the externalizing and internalizing behavior of their child. Children reported on their aggression. Multigroup path models revealed that across cultural groups, and as reported by mothers and fathers, there is a positive relation between the frequency of corporal punishment and externalizing child behaviors. Mother-reported severity and father-reported justness were associated with child-reported aggression. Neither severity nor justness moderated the relation between frequency of corporal punishment and child problem behavior. The null result suggests that more use of corporal punishment is harmful to children regardless of how it is implemented, but requires further substantiation as the study is unable to definitively conclude that there is no true interaction effect.

Background: It is generally believed that parental rejection of children leads to child maladaptation. However, the specific effects of perceived parental acceptance-rejection on diverse domains of child adjustment and development have been incompletely documented, and whether these effects hold across diverse populations and for mothers and fathers are still open questions. Methods: This study assessed children's perceptions of mother and father acceptance-rejection in 1,247 families from China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States as antecedent predictors of later internalizing and externalizing behavior problems, school performance, prosocial behavior, and social competence. Results: Higher perceived parental rejection predicted increases in internalizing and externalizing behavior problems and decreases in school performance and prosocial behavior across 3 years controlling for within-wave relations, stability across waves, and parental age, education, and social desirability bias. Patterns of relations were similar across mothers and fathers and, with a few exceptions, all nine countries. Conclusions: Children's perceptions of maternal and paternal acceptance-rejection have small but nearly universal effects on multiple aspects of their adjustment and development regardless of the family's country of origin.