Social and emotional functioning (interpersonal interactions, social adjustment, emotional well-being, and mental health) among children and adolescents has drawn growing attention from academics, practitioners, parents, educators, and policymakers. Worldwide, it is agreed that social and emotional development is a result of individual-context interactions. Particularly, socialization perspectives regard parenting as the primary factor that shapes child and adolescent development to a large extent. Meanwhile, the ecological perspective highlights the bi-directional nature of interactions between children and parents by which they affect each other. Parenting can be parents’ active socialization actions that influence their children’s development (i.e., parent effect); it can also be parents’ reactions to their children’s social and emotional functioning (i.e., child effect). Despite a large number of local, national, or international empirical studies in this field, some questions are still open for discussion, such as parenting in different contexts (e.g., disadvantaged situations or different cultures), the interplay between parenting and other factors in family dynamics (e.g., sibling relationship) or other socialization forces (e.g., schooling) as well as the under-researched child effect on parenting.
This Research Topic aims to allow researchers in different fields (e.g., education, psychology, or social work) to exchange both theoretical discussions and empirical practices regarding the relationship between parenting and the child’s social and emotional development, which can enrich theoretical literature in the field and offer insights for the design of effective intervention programs in different contexts to promote child social and emotional functioning.
Specifically, the Research Topic concentrates on four research questions:
1) What are the parent effect and child effect regarding parenting and child and adolescent social and emotional functioning in different cultures, especially among under-researched populations (e.g., poor families or single-parent families)?
2) What are the theories and underlying processes (mediators or moderators) involved in the above-mentioned parent effect and/or child effect?
3) What is the potential interplay between parenting and other factors, such as teacher, peer, and sibling influences?
4) What is the role of parenting training in evidence-based practices aiming to improve social and emotional functioning among children and adolescents?
We welcome quantitative studies (e.g., cross-sectional and longitudinal studies, cohort studies, interventions, and experimental studies), qualitative studies (e.g., interview studies, observational studies, content analyses, and case studies), mix-method studies, and review studies.
Social and emotional functioning (interpersonal interactions, social adjustment, emotional well-being, and mental health) among children and adolescents has drawn growing attention from academics, practitioners, parents, educators, and policymakers. Worldwide, it is agreed that social and emotional development is a result of individual-context interactions. Particularly, socialization perspectives regard parenting as the primary factor that shapes child and adolescent development to a large extent. Meanwhile, the ecological perspective highlights the bi-directional nature of interactions between children and parents by which they affect each other. Parenting can be parents’ active socialization actions that influence their children’s development (i.e., parent effect); it can also be parents’ reactions to their children’s social and emotional functioning (i.e., child effect). Despite a large number of local, national, or international empirical studies in this field, some questions are still open for discussion, such as parenting in different contexts (e.g., disadvantaged situations or different cultures), the interplay between parenting and other factors in family dynamics (e.g., sibling relationship) or other socialization forces (e.g., schooling) as well as the under-researched child effect on parenting.
This Research Topic aims to allow researchers in different fields (e.g., education, psychology, or social work) to exchange both theoretical discussions and empirical practices regarding the relationship between parenting and the child’s social and emotional development, which can enrich theoretical literature in the field and offer insights for the design of effective intervention programs in different contexts to promote child social and emotional functioning.
Specifically, the Research Topic concentrates on four research questions:
1) What are the parent effect and child effect regarding parenting and child and adolescent social and emotional functioning in different cultures, especially among under-researched populations (e.g., poor families or single-parent families)?
2) What are the theories and underlying processes (mediators or moderators) involved in the above-mentioned parent effect and/or child effect?
3) What is the potential interplay between parenting and other factors, such as teacher, peer, and sibling influences?
4) What is the role of parenting training in evidence-based practices aiming to improve social and emotional functioning among children and adolescents?
We welcome quantitative studies (e.g., cross-sectional and longitudinal studies, cohort studies, interventions, and experimental studies), qualitative studies (e.g., interview studies, observational studies, content analyses, and case studies), mix-method studies, and review studies.
