Detailed Information on Publication Record
2021
The Effect of Gender Differences and Cognitive Empathy on the Encouragement of Social Competence for the Next Generation : Evidence from Chinese Parents
HUANG, Yi and Petr MACEKBasic information
Original name
The Effect of Gender Differences and Cognitive Empathy on the Encouragement of Social Competence for the Next Generation : Evidence from Chinese Parents
Authors
HUANG, Yi and Petr MACEK
Edition
Developmental Psychology, University of Messina, Center of Research and Psychological Intervention (CeRIP) of the University of Messina, 2021, 2612-4033
Other information
Language
English
Type of outcome
Článek v odborném periodiku
Country of publisher
Italy
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
Organization
Fakulta sociálních studií – Repository – Repository
Keywords in English
Parent-Child; Gender Differences; Cognitive Empathy; Social Competence
Links
MUNI/A/0955/2019, interní kód Repo.
Změněno: 18/3/2021 01:50, RNDr. Daniel Jakubík
Abstract
V originále
Background: In the western cultural context, parents emphasize female children’s social-behavioral development more heavily. Likewise, mothers are more supportive of children's social development compared to fathers. However, whether the same behavior can be observed in eastern culture remains unclear. Besides the unchangeable factors (e.g., gender), it is also worth investigating whether the parents' improvable factors influence the emphasis on a child's socialization. Methods: This study aimed to investigate the effects of a child’s gender, parent’s gender, and parent’s cognitive empathy on parental encouragement of a child’s social competence in Chinese culture. Conclusions: Contrary to the western findings, this research suggested that in China, parents emphasize more social competence of the male child. Analogically, compared to mother, father underscores a child’s social competence more heavily. Additionally, a parent’s cognitive empathy explained the variance in parents’ encouragement of a child’s social competence even after controlling for the gender variables of parents and children