About this Research Topic
Families and parents have the most central and enduring influence on children’s lives. Of all the modifiable factors that influence child and adolescent development and life course outcomes, the important role of parenting arouses the interest of many researchers. Exploring the effect of parenting on their children’s social-emotional adjustment, mental health, and academic achievement and its underlying mechanism could provide an extremely important reference for early intervention, prevention, and treatment.
Despite a large number of local, national, or international empirical studies in this field, some questions are still open for discussion, such as the underlying mechanism of the association between parents’ cognition, parenting practices, and child development under a comprehensive system of parenting in a different demographic (e.g., racial, ethnic, and economic) contexts, the changes of parenting accompanied with social change and era development, the interaction of parenting and other factors within family system or other external systems (e.g., school), and so on.
For this Research Topic, we adopt a broad definition of parenting, including parents’ opinions and feelings about their own parenting roles, and parents’ beliefs, attitudes, socialization goals, and parenting practices toward their children. The main aim is to explore the effect of parenting on child and adolescent development (including self- social-, emotional-, and academic development), which can help further design effective intervention programs to promote children’s and adolescents’ positive development via effective parenting. We are particularly interested in manuscripts focusing on the following research subtopics:
1) Theories and underlying mechanisms (mediators or moderators) to explain why and how could parenting affect child and adolescent development;
2) The associations between parenting and child development in different demographic contexts or at different times;
3) The similarities and discrepancies between children and parent report about parenting and its influence on the child and adolescent development;
4) The specific effect of paternal parenting or the effect of co-parenting on child and adolescent development;
5) The potential interaction effect of parenting and other factors, such as teacher, peer, grandparent, and sibling on child and adolescent development.
Quantitative studies (e.g., cross-sectional and longitudinal studies, cohort studies, experimental studies, intervention studies, meta-analysis) and qualitative studies (e.g., interview studies, observational studies, systematic review) are both welcome.
Despite a large number of local, national, or international empirical studies in this field, some questions are still open for discussion, such as the underlying mechanism of the association between parents’ cognition, parenting practices, and child development under a comprehensive system of parenting in a different demographic (e.g., racial, ethnic, and economic) contexts, the changes of parenting accompanied with social change and era development, the interaction of parenting and other factors within family system or other external systems (e.g., school), and so on.
For this Research Topic, we adopt a broad definition of parenting, including parents’ opinions and feelings about their own parenting roles, and parents’ beliefs, attitudes, socialization goals, and parenting practices toward their children. The main aim is to explore the effect of parenting on child and adolescent development (including self- social-, emotional-, and academic development), which can help further design effective intervention programs to promote children’s and adolescents’ positive development via effective parenting. We are particularly interested in manuscripts focusing on the following research subtopics:
1) Theories and underlying mechanisms (mediators or moderators) to explain why and how could parenting affect child and adolescent development;
2) The associations between parenting and child development in different demographic contexts or at different times;
3) The similarities and discrepancies between children and parent report about parenting and its influence on the child and adolescent development;
4) The specific effect of paternal parenting or the effect of co-parenting on child and adolescent development;
5) The potential interaction effect of parenting and other factors, such as teacher, peer, grandparent, and sibling on child and adolescent development.
Quantitative studies (e.g., cross-sectional and longitudinal studies, cohort studies, experimental studies, intervention studies, meta-analysis) and qualitative studies (e.g., interview studies, observational studies, systematic review) are both welcome.
Keywords: Parenting, Co-parenting, Child and Adolescence Development, intervention programs, Interaction
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
