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首页> 美国卫生研究院文献>other >Linking Parenting and Social Competence in School-Aged Boys and Girls: Differential Socialization Diathesis-Stress or Differential Susceptibility?
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Linking Parenting and Social Competence in School-Aged Boys and Girls: Differential Socialization Diathesis-Stress or Differential Susceptibility?

机译：将学龄男孩和女孩的育儿能力和社会能力联系起来：差异化社会化素质-压力还是差异性易感性？

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Girls generally demonstrate superior skill levels in social competence compared to boys. The exact relations of parenting with these gender differences are currently unclear. Gender differences may occur due to exposure to different parenting strategies (differential socialization model) or due to a different impact of similar parenting strategies for boys and girls (differential susceptibility and diathesis-stress model).>Objective: In this study we assessed both hypotheses using a multi-method multi-informant approach. We investigated (1) to what extent different parenting strategies mediate the relation between gender and social competence and (2) whether gender and age moderate the relation between parenting strategies and social competence.>Design: Parenting strategies were observed during home visits and social competence was assessed using parent and teacher questionnaires and performance-based neurocognitive tasks (N = 98, aged 4 to 8).>Results: (1) Parenting strategies did not mediate the relation between gender and social competence. (2) Gender moderated the association between parental questioning style and children’s level of social competence: parents asking fewer questions was associated with poorer social cognitive skills in boys only. Parental supportive presence and intrusiveness were related to aspects of social competence irrespective of gender. Age moderated the relation between parenting and aspects of social competence, though in various (unexpected) directions.>Conclusion: Our findings do not support the differential socialization hypothesis and provide partial evidence for a diathesis-stress model as an explanation for parental influence on gender differences in social competence.
机译：与男孩相比，女孩通常表现出较高的社交能力。目前尚不清楚育儿与这些性别差异的确切关系。性别差异可能是由于接触不同的养育策略（差异化社会化模型）或类似的育儿策略对男孩和女孩的不同影响（差异易感性和素质-压力模型）所致。>目的：在这项研究中，我们使用多方法多信息方法评估了两个假设。我们调查了（1）不同的养育策略在多大程度上介导了性别与社会能力之间的关系，以及（2）性别和年龄是否缓和了养育策略与社会能力之间的关系。>设计：使用父母和老师的问卷以及基于表现的神经认知任务（N = 98，年龄在4至8岁）评估家访期间的社交能力。>结果：（1）父母养育策略并未介导两者之间的关系性别和社会能力。 （2）性别调节了父母的提问方式与孩子的社交能力水平之间的联系：父母提出的问题较少的原因仅与男孩的社交认知能力差有关。父母的支持感和侵入性与社会能力的各个方面有关，而与性别无关。年龄调节了育儿与社会能力各方面之间的关系，尽管其方向是不同的（意想不到的）。>结论：我们的发现不支持社会化差异假设，并为作为一个整体的素质压力模型提供了部分证据。父母对社会能力中性别差异的影响的解释。

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